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You searched for subject:(Title I). Showing records 1 – 30 of 108 total matches.

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California State Polytechnic University – Pomona

1. Johnson Sarmiento, Elizabeth. Comprehensive Needs Assessment Protocol.

Degree: MA, Department of Education, 2020, California State Polytechnic University – Pomona

 The Every Student Succeeds Act (ESSA) of 2015 legislated a significant change to Title I Schoolwide Programs (SWP) requiring them to add a comprehensive needs… (more)

Subjects/Keywords: Title I Schoolwide Program

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APA (6th Edition):

Johnson Sarmiento, E. (2020). Comprehensive Needs Assessment Protocol. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/216844

Chicago Manual of Style (16th Edition):

Johnson Sarmiento, Elizabeth. “Comprehensive Needs Assessment Protocol.” 2020. Masters Thesis, California State Polytechnic University – Pomona. Accessed July 08, 2020. http://hdl.handle.net/10211.3/216844.

MLA Handbook (7th Edition):

Johnson Sarmiento, Elizabeth. “Comprehensive Needs Assessment Protocol.” 2020. Web. 08 Jul 2020.

Vancouver:

Johnson Sarmiento E. Comprehensive Needs Assessment Protocol. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2020. [cited 2020 Jul 08]. Available from: http://hdl.handle.net/10211.3/216844.

Council of Science Editors:

Johnson Sarmiento E. Comprehensive Needs Assessment Protocol. [Masters Thesis]. California State Polytechnic University – Pomona; 2020. Available from: http://hdl.handle.net/10211.3/216844


East Tennessee State University

2. 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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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


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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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 July 08, 2020. http://etd.library.vanderbilt.edu//available/etd-03212011-135659/ ;.

MLA Handbook (7th Edition):

Whitaker, Manya Catrice. “School Influences on Parents' Role Beliefs.” 2011. Web. 08 Jul 2020.

Vancouver:

Whitaker MC. School Influences on Parents' Role Beliefs. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2020 Jul 08]. 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/ ;


Loyola University Chicago

5. Hill, Alex. Parents' Satisfaction in Non-Title-I and Title-I Schools within the Archdiocese of Chicago.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

 Parents' attitudes about their children's schools matter. Their views can shape their children's attitude about school and influence their residential and school enrollment decisions. This… (more)

Subjects/Keywords: Archdiocese of Chicago; Non-Title-I Schools; Parents' Satisfaction; Title-I Schools; Educational Psychology

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APA (6th Edition):

Hill, A. (2018). Parents' Satisfaction in Non-Title-I and Title-I Schools within the Archdiocese of Chicago. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/3338

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

Chicago Manual of Style (16th Edition):

Hill, Alex. “Parents' Satisfaction in Non-Title-I and Title-I Schools within the Archdiocese of Chicago.” 2018. Thesis, Loyola University Chicago. Accessed July 08, 2020. https://ecommons.luc.edu/luc_diss/3338.

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

MLA Handbook (7th Edition):

Hill, Alex. “Parents' Satisfaction in Non-Title-I and Title-I Schools within the Archdiocese of Chicago.” 2018. Web. 08 Jul 2020.

Vancouver:

Hill A. Parents' Satisfaction in Non-Title-I and Title-I Schools within the Archdiocese of Chicago. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2020 Jul 08]. Available from: https://ecommons.luc.edu/luc_diss/3338.

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

Council of Science Editors:

Hill A. Parents' Satisfaction in Non-Title-I and Title-I Schools within the Archdiocese of Chicago. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/3338

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


University of Southern California

6. 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/4559

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 July 08, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4559.

MLA Handbook (7th Edition):

Rynearson-Johnson, Julia. “On-site impacts of Title I and Title III grant flexibility.” 2011. Web. 08 Jul 2020.

Vancouver:

Rynearson-Johnson J. On-site impacts of Title I and Title III grant flexibility. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4559.

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/4559


Liberty University

7. 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 (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 July 08, 2020. 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. 08 Jul 2020.

Vancouver:

Hancock KA. A Correlational Study of Teacher Burnout in Elementary Schools in Georgia. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2020 Jul 08]. 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

8. 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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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


UCLA

9. 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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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

10. 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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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

11. 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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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

12. 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 July 08, 2020. 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. 08 Jul 2020.

Vancouver:

Contreras HA. The Relationship Between Title I Funding Allocations and Student Achievement. [Internet] [Thesis]. California State University – Stanislaus; 2011. [cited 2020 Jul 08]. 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


Drexel University

13. Garippa, Carrie. An Exploratory Correlational Study Examining the Relationship Between the Teacher's Perceptions of School Community Leadership and Student Success in Selected Title I High Schools.

Degree: 2019, Drexel University

Within a school organization, the principal drives leadership action to address the needs of the entire school community. However, principal action that is not accepted… (more)

Subjects/Keywords: Educational leadership; Education; Academic achievement; School management and organization; Title I

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APA (6th Edition):

Garippa, C. (2019). An Exploratory Correlational Study Examining the Relationship Between the Teacher's Perceptions of School Community Leadership and Student Success in Selected Title I High Schools. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A11025

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):

Garippa, Carrie. “An Exploratory Correlational Study Examining the Relationship Between the Teacher's Perceptions of School Community Leadership and Student Success in Selected Title I High Schools.” 2019. Thesis, Drexel University. Accessed July 08, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A11025.

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

MLA Handbook (7th Edition):

Garippa, Carrie. “An Exploratory Correlational Study Examining the Relationship Between the Teacher's Perceptions of School Community Leadership and Student Success in Selected Title I High Schools.” 2019. Web. 08 Jul 2020.

Vancouver:

Garippa C. An Exploratory Correlational Study Examining the Relationship Between the Teacher's Perceptions of School Community Leadership and Student Success in Selected Title I High Schools. [Internet] [Thesis]. Drexel University; 2019. [cited 2020 Jul 08]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A11025.

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

Council of Science Editors:

Garippa C. An Exploratory Correlational Study Examining the Relationship Between the Teacher's Perceptions of School Community Leadership and Student Success in Selected Title I High Schools. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A11025

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/6830

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 July 08, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/366379/rec/6830.

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. 08 Jul 2020.

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 2020 Jul 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/366379/rec/6830.

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/6830


Western Kentucky University

15. Hodges, Kara. Equal Play, Equal Pay: Title IX Effects on Salary Gap at Division I Football Bowl Series and Football Championship Series Universities.

Degree: MA, Department of Sociology, 2019, Western Kentucky University

  This thesis examines the impacts of Title IX compliance on salary gap of Division I Football Bowl Series and Football Championship Series universities male… (more)

Subjects/Keywords: Title IX; salary gap; Division I; Gender and Sexuality; Sociology

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APA (6th Edition):

Hodges, K. (2019). Equal Play, Equal Pay: Title IX Effects on Salary Gap at Division I Football Bowl Series and Football Championship Series Universities. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3131

Chicago Manual of Style (16th Edition):

Hodges, Kara. “Equal Play, Equal Pay: Title IX Effects on Salary Gap at Division I Football Bowl Series and Football Championship Series Universities.” 2019. Masters Thesis, Western Kentucky University. Accessed July 08, 2020. https://digitalcommons.wku.edu/theses/3131.

MLA Handbook (7th Edition):

Hodges, Kara. “Equal Play, Equal Pay: Title IX Effects on Salary Gap at Division I Football Bowl Series and Football Championship Series Universities.” 2019. Web. 08 Jul 2020.

Vancouver:

Hodges K. Equal Play, Equal Pay: Title IX Effects on Salary Gap at Division I Football Bowl Series and Football Championship Series Universities. [Internet] [Masters thesis]. Western Kentucky University; 2019. [cited 2020 Jul 08]. Available from: https://digitalcommons.wku.edu/theses/3131.

Council of Science Editors:

Hodges K. Equal Play, Equal Pay: Title IX Effects on Salary Gap at Division I Football Bowl Series and Football Championship Series Universities. [Masters Thesis]. Western Kentucky University; 2019. Available from: https://digitalcommons.wku.edu/theses/3131


Penn State University

16. 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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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


University of South Carolina

17. 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 (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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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


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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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


Liberty University

19. 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 (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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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


Liberty University

20. 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 (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 July 08, 2020. 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. 08 Jul 2020.

Vancouver:

Russell SA. Teacher Burnout: A Comparison Between Title I and Non-Title I Elementary School Teachers. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Jul 08]. 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


University of Miami

21. Armesto, Cecilia. 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… (more)

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

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APA (6th Edition):

Armesto, C. (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. “College Choice Factors of Student-Athletes at Title I High Schools in Miami-Dade County, Florida.” 2014. Thesis, University of Miami. Accessed July 08, 2020. 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. “College Choice Factors of Student-Athletes at Title I High Schools in Miami-Dade County, Florida.” 2014. Web. 08 Jul 2020.

Vancouver:

Armesto C. College Choice Factors of Student-Athletes at Title I High Schools in Miami-Dade County, Florida. [Internet] [Thesis]. University of Miami; 2014. [cited 2020 Jul 08]. 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 C. 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


Rhode Island College

22. 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 (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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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


University of North Texas

23. 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 (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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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


University of South Florida

24. 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 (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 July 08, 2020. 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. 08 Jul 2020.

Vancouver:

Rowland ML. Perspectives of AP U.S. History Teachers in Title I Schools. [Internet] [Thesis]. University of South Florida; 2017. [cited 2020 Jul 08]. 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

25. 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 (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 July 08, 2020. 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. 08 Jul 2020.

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 2020 Jul 08]. 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


Kennesaw State University

26. Holmes, Tiana. Perceptions in a Changing World: Teachers' Attitudes Towards the Implementation of Educational Innovations with a Focus on Social and Emotional Learning.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

  The purpose of this study was to examine teachers’ attitudes toward the implementation of educational innovations - with an explicit focus on social and… (more)

Subjects/Keywords: social and emotional learning; educational innovations; urban; title I; teachers' attitudes; multiple case study; Educational Leadership

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APA (6th Edition):

Holmes, T. (2017). Perceptions in a Changing World: Teachers' Attitudes Towards the Implementation of Educational Innovations with a Focus on Social and Emotional Learning. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/19

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):

Holmes, Tiana. “Perceptions in a Changing World: Teachers' Attitudes Towards the Implementation of Educational Innovations with a Focus on Social and Emotional Learning.” 2017. Thesis, Kennesaw State University. Accessed July 08, 2020. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/19.

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

MLA Handbook (7th Edition):

Holmes, Tiana. “Perceptions in a Changing World: Teachers' Attitudes Towards the Implementation of Educational Innovations with a Focus on Social and Emotional Learning.” 2017. Web. 08 Jul 2020.

Vancouver:

Holmes T. Perceptions in a Changing World: Teachers' Attitudes Towards the Implementation of Educational Innovations with a Focus on Social and Emotional Learning. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2020 Jul 08]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/19.

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

Council of Science Editors:

Holmes T. Perceptions in a Changing World: Teachers' Attitudes Towards the Implementation of Educational Innovations with a Focus on Social and Emotional Learning. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/19

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

27. Sheldon, George H. The Relationship Between the Leadership Responsibilities of Title I School Principals and Student Achievement.

Degree: 2010, Texas A&M University

 The purpose of this study was to investigate the relationship between leadership responsibilities of Title I principals and student achievement. This study involved the analysis… (more)

Subjects/Keywords: principal leadership; student achievement; title I

…12 Title I… …Celebrating the Success of Title I, Campuses 2007· 2008 ..................... 67 Table 2. Data on… …investigate the relationship between leadership responsibilities of Title I school principals and… …leadership responsibilities and practices of Title I school principals and student achievement? 2… …Educational Code, 2009, Sec. 11.202(a)). 8 Title I a portion of the Elementary and… 

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APA (6th Edition):

Sheldon, G. H. (2010). The Relationship Between the Leadership Responsibilities of Title I School Principals and Student Achievement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7352

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):

Sheldon, George H. “The Relationship Between the Leadership Responsibilities of Title I School Principals and Student Achievement.” 2010. Thesis, Texas A&M University. Accessed July 08, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7352.

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

MLA Handbook (7th Edition):

Sheldon, George H. “The Relationship Between the Leadership Responsibilities of Title I School Principals and Student Achievement.” 2010. Web. 08 Jul 2020.

Vancouver:

Sheldon GH. The Relationship Between the Leadership Responsibilities of Title I School Principals and Student Achievement. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Jul 08]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7352.

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

Council of Science Editors:

Sheldon GH. The Relationship Between the Leadership Responsibilities of Title I School Principals and Student Achievement. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7352

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


University of Kansas

28. Kitson, Christina. An investigation of English Language Learners' performance on regular content assessments: A study of Kansas ELLs.

Degree: PhD, Curriculum and Teaching, 2015, University of Kansas

 Abstract AN INVESTIGATION OF ENGLISH LANGUAGE LEARNERS’ PERFORMANCE ON REGULAR CONTENT ASSESSMENTS: A STUDY OF KANSAS ELLS by Christina Lee Kitson Due to the federal… (more)

Subjects/Keywords: English as a second language; Educational tests & measurements; Assessment; English Langauge Proficiency; English Language Learners; NCLB; Title I; Validity Theory

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APA (6th Edition):

Kitson, C. (2015). An investigation of English Language Learners' performance on regular content assessments: A study of Kansas ELLs. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21000

Chicago Manual of Style (16th Edition):

Kitson, Christina. “An investigation of English Language Learners' performance on regular content assessments: A study of Kansas ELLs.” 2015. Doctoral Dissertation, University of Kansas. Accessed July 08, 2020. http://hdl.handle.net/1808/21000.

MLA Handbook (7th Edition):

Kitson, Christina. “An investigation of English Language Learners' performance on regular content assessments: A study of Kansas ELLs.” 2015. Web. 08 Jul 2020.

Vancouver:

Kitson C. An investigation of English Language Learners' performance on regular content assessments: A study of Kansas ELLs. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2020 Jul 08]. Available from: http://hdl.handle.net/1808/21000.

Council of Science Editors:

Kitson C. An investigation of English Language Learners' performance on regular content assessments: A study of Kansas ELLs. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21000


East Tennessee State University

29. Doran, Amy S. TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  The focus of this study was a comparison between the perceptions of school-based licensed educators in Title I and non-Title I schools in Northeast… (more)

Subjects/Keywords: professional learning; TVAAS; TELL Tennessee Survey; teacher leadership; school leadership; data-driven; Title I; Educational Leadership; Teacher Education and Professional Development

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

APA (6th Edition):

Doran, A. S. (2015). TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2499

Chicago Manual of Style (16th Edition):

Doran, Amy S. “TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed July 08, 2020. https://dc.etsu.edu/etd/2499.

MLA Handbook (7th Edition):

Doran, Amy S. “TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools.” 2015. Web. 08 Jul 2020.

Vancouver:

Doran AS. TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2020 Jul 08]. Available from: https://dc.etsu.edu/etd/2499.

Council of Science Editors:

Doran AS. TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2499


Liberty University

30. Sears, Leigh Ann Bramlett. A Phenomenological Study of Elementary Principal Experiences with School Improvement in the Age of Accountability.

Degree: 2019, Liberty University

 The purpose of this transcendental phenomenological study was to describe elementary principals’ experiences with school improvement in Northeast Georgia Title I schools. The theory guiding… (more)

Subjects/Keywords: Every Student Succeeds Act (ESSA); No Child Left Behind (NCLB); Principal; School Improvement; Social Learning Theory; Title I; Education; Educational Leadership

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

APA (6th Edition):

Sears, L. A. B. (2019). A Phenomenological Study of Elementary Principal Experiences with School Improvement in the Age of Accountability. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2032

Chicago Manual of Style (16th Edition):

Sears, Leigh Ann Bramlett. “A Phenomenological Study of Elementary Principal Experiences with School Improvement in the Age of Accountability.” 2019. Doctoral Dissertation, Liberty University. Accessed July 08, 2020. https://digitalcommons.liberty.edu/doctoral/2032.

MLA Handbook (7th Edition):

Sears, Leigh Ann Bramlett. “A Phenomenological Study of Elementary Principal Experiences with School Improvement in the Age of Accountability.” 2019. Web. 08 Jul 2020.

Vancouver:

Sears LAB. A Phenomenological Study of Elementary Principal Experiences with School Improvement in the Age of Accountability. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Jul 08]. Available from: https://digitalcommons.liberty.edu/doctoral/2032.

Council of Science Editors:

Sears LAB. A Phenomenological Study of Elementary Principal Experiences with School Improvement in the Age of Accountability. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2032

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