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You searched for subject:(Transitioning to high school). Showing records 1 – 30 of 91867 total matches.

[1] [2] [3] [4] [5] … [3063]

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Marietta College

1. Vickers, Katherine R. Grade Shift: How Parkersburg High School Ninth Graders Feel About Being Transitioned from Junior High School to High School.

Degree: MEd, Education, 2009, Marietta College

 In the 2008-2009 school year, Wood County Schools went from having junior high schools with grades seven through nine to true middle schools with grade… (more)

Subjects/Keywords: Education; Transitioning to high school

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APA (6th Edition):

Vickers, K. R. (2009). Grade Shift: How Parkersburg High School Ninth Graders Feel About Being Transitioned from Junior High School to High School. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241125761

Chicago Manual of Style (16th Edition):

Vickers, Katherine R. “Grade Shift: How Parkersburg High School Ninth Graders Feel About Being Transitioned from Junior High School to High School.” 2009. Masters Thesis, Marietta College. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241125761.

MLA Handbook (7th Edition):

Vickers, Katherine R. “Grade Shift: How Parkersburg High School Ninth Graders Feel About Being Transitioned from Junior High School to High School.” 2009. Web. 25 Jun 2019.

Vancouver:

Vickers KR. Grade Shift: How Parkersburg High School Ninth Graders Feel About Being Transitioned from Junior High School to High School. [Internet] [Masters thesis]. Marietta College; 2009. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241125761.

Council of Science Editors:

Vickers KR. Grade Shift: How Parkersburg High School Ninth Graders Feel About Being Transitioned from Junior High School to High School. [Masters Thesis]. Marietta College; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241125761


University of Louisville

2. Christian, Carol Jean. An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program.

Degree: EdD, Department of Leadership, Foundations, and Human Resource Education, 2011, University of Louisville

 This study investigated the impact of articulation activities and the extent to which the Grant County Kentucky school district operated as a learning organization during… (more)

Subjects/Keywords: Middle to high school transitions; Articulation activities

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APA (6th Edition):

Christian, C. J. (2011). An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/250 ; https://ir.library.louisville.edu/etd/250

Chicago Manual of Style (16th Edition):

Christian, Carol Jean. “An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program.” 2011. Doctoral Dissertation, University of Louisville. Accessed June 25, 2019. 10.18297/etd/250 ; https://ir.library.louisville.edu/etd/250.

MLA Handbook (7th Edition):

Christian, Carol Jean. “An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program.” 2011. Web. 25 Jun 2019.

Vancouver:

Christian CJ. An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Jun 25]. Available from: 10.18297/etd/250 ; https://ir.library.louisville.edu/etd/250.

Council of Science Editors:

Christian CJ. An investigation of a middle-high school system as a learning organization during the implementation of a grade eight to grade nine transition program. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/250 ; https://ir.library.louisville.edu/etd/250

3. Merkel, Axel. Socioeconomic Impacts of Transitioning to Collaborative Port Operations - A case study of the Port of Gothenburg.

Degree: Faculty of Arts and Sciences, 2015, Linköping UniversityLinköping University

  The purpose of this study is to derive a method for estimation of costs and benefits of implementing Port Collaborative Decision Making (Port CDM),… (more)

Subjects/Keywords: Socioeconomic Impacts of Transitioning to Collaborative Port Operations

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APA (6th Edition):

Merkel, A. (2015). Socioeconomic Impacts of Transitioning to Collaborative Port Operations - A case study of the Port of Gothenburg. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121516

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):

Merkel, Axel. “Socioeconomic Impacts of Transitioning to Collaborative Port Operations - A case study of the Port of Gothenburg.” 2015. Thesis, Linköping UniversityLinköping University. Accessed June 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121516.

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

MLA Handbook (7th Edition):

Merkel, Axel. “Socioeconomic Impacts of Transitioning to Collaborative Port Operations - A case study of the Port of Gothenburg.” 2015. Web. 25 Jun 2019.

Vancouver:

Merkel A. Socioeconomic Impacts of Transitioning to Collaborative Port Operations - A case study of the Port of Gothenburg. [Internet] [Thesis]. Linköping UniversityLinköping University; 2015. [cited 2019 Jun 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121516.

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

Council of Science Editors:

Merkel A. Socioeconomic Impacts of Transitioning to Collaborative Port Operations - A case study of the Port of Gothenburg. [Thesis]. Linköping UniversityLinköping University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121516

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

4. Centofranchi, Matthew. Digital Classroom Initiative for Beaumont High School: A Plan for Ubiquitous Computing .

Degree: 2014, California State University – San Marcos

 Beaumont High School (BHS), a comprehensive high school of just over 2,400 students, will begin its one-to-one computing initiative with Chromebooks over the 2015-2016 school(more)

Subjects/Keywords: one-to-one; ubiquitous computing; 1:1; high school; one to one computing; Chromebook; technology

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APA (6th Edition):

Centofranchi, M. (2014). Digital Classroom Initiative for Beaumont High School: A Plan for Ubiquitous Computing . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/131459

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):

Centofranchi, Matthew. “Digital Classroom Initiative for Beaumont High School: A Plan for Ubiquitous Computing .” 2014. Thesis, California State University – San Marcos. Accessed June 25, 2019. http://hdl.handle.net/10211.3/131459.

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

MLA Handbook (7th Edition):

Centofranchi, Matthew. “Digital Classroom Initiative for Beaumont High School: A Plan for Ubiquitous Computing .” 2014. Web. 25 Jun 2019.

Vancouver:

Centofranchi M. Digital Classroom Initiative for Beaumont High School: A Plan for Ubiquitous Computing . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10211.3/131459.

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

Council of Science Editors:

Centofranchi M. Digital Classroom Initiative for Beaumont High School: A Plan for Ubiquitous Computing . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/131459

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


California State University – Sacramento

5. Ballard, Sarah L. Access to the general education curriculum for students with significant cognitive disabilities.

Degree: MA, Education (Special Education, 2010, California State University – Sacramento

 Federal education laws require that all students with disabilities have access to the general education curriculum and be included in statewide-standardized assessments and accountability measures.… (more)

Subjects/Keywords: Core content access; Severe disabilities; Access to high school science standards

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APA (6th Edition):

Ballard, S. L. (2010). Access to the general education curriculum for students with significant cognitive disabilities. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/830

Chicago Manual of Style (16th Edition):

Ballard, Sarah L. “Access to the general education curriculum for students with significant cognitive disabilities.” 2010. Masters Thesis, California State University – Sacramento. Accessed June 25, 2019. http://hdl.handle.net/10211.9/830.

MLA Handbook (7th Edition):

Ballard, Sarah L. “Access to the general education curriculum for students with significant cognitive disabilities.” 2010. Web. 25 Jun 2019.

Vancouver:

Ballard SL. Access to the general education curriculum for students with significant cognitive disabilities. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10211.9/830.

Council of Science Editors:

Ballard SL. Access to the general education curriculum for students with significant cognitive disabilities. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/830


California State University – Sacramento

6. Lee, Katrina Lynn. Figured worlds of writing: conflicting views of writing instruction in the WPA outcomes statement and the common core state standards.

Degree: MA, English (Composition, 2014, California State University – Sacramento

 Figured worlds contribute to human activity, social interactions, and power structures through specific activities, discourses, performances, and artifacts. Both the Common Core State Standards (CCSS)… (more)

Subjects/Keywords: Composition; High school to college transition; Teaching of writing

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APA (6th Edition):

Lee, K. L. (2014). Figured worlds of writing: conflicting views of writing instruction in the WPA outcomes statement and the common core state standards. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/122086

Chicago Manual of Style (16th Edition):

Lee, Katrina Lynn. “Figured worlds of writing: conflicting views of writing instruction in the WPA outcomes statement and the common core state standards.” 2014. Masters Thesis, California State University – Sacramento. Accessed June 25, 2019. http://hdl.handle.net/10211.3/122086.

MLA Handbook (7th Edition):

Lee, Katrina Lynn. “Figured worlds of writing: conflicting views of writing instruction in the WPA outcomes statement and the common core state standards.” 2014. Web. 25 Jun 2019.

Vancouver:

Lee KL. Figured worlds of writing: conflicting views of writing instruction in the WPA outcomes statement and the common core state standards. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10211.3/122086.

Council of Science Editors:

Lee KL. Figured worlds of writing: conflicting views of writing instruction in the WPA outcomes statement and the common core state standards. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/122086


Marietta College

7. Hall, Laura J. FRESHMEN ACADEMY: IMPLEMENTATION AND AFFECTIVENESS.

Degree: MEd, Education, 2009, Marietta College

 The transition from middle school to high school (8th grade to 9th grade) is a pivotal year. This transition year is important because it is… (more)

Subjects/Keywords: Education; Freshmen Academy; 9th grade; transition to high school

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APA (6th Edition):

Hall, L. J. (2009). FRESHMEN ACADEMY: IMPLEMENTATION AND AFFECTIVENESS. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1239844798

Chicago Manual of Style (16th Edition):

Hall, Laura J. “FRESHMEN ACADEMY: IMPLEMENTATION AND AFFECTIVENESS.” 2009. Masters Thesis, Marietta College. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1239844798.

MLA Handbook (7th Edition):

Hall, Laura J. “FRESHMEN ACADEMY: IMPLEMENTATION AND AFFECTIVENESS.” 2009. Web. 25 Jun 2019.

Vancouver:

Hall LJ. FRESHMEN ACADEMY: IMPLEMENTATION AND AFFECTIVENESS. [Internet] [Masters thesis]. Marietta College; 2009. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1239844798.

Council of Science Editors:

Hall LJ. FRESHMEN ACADEMY: IMPLEMENTATION AND AFFECTIVENESS. [Masters Thesis]. Marietta College; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1239844798


University of California – Berkeley

8. Huynh, Nga Kim. Moving to and through community college: Postsecondary aspirations and divergent outcomes.

Degree: Education, 2013, University of California – Berkeley

 Community college has always been an attractive choice for many from the perspective that it offers access to higher education without the constraints typical of… (more)

Subjects/Keywords: Education; College readiness; Community college persistence; High school to college transitions

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APA (6th Edition):

Huynh, N. K. (2013). Moving to and through community college: Postsecondary aspirations and divergent outcomes. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9jd4c5hb

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):

Huynh, Nga Kim. “Moving to and through community college: Postsecondary aspirations and divergent outcomes.” 2013. Thesis, University of California – Berkeley. Accessed June 25, 2019. http://www.escholarship.org/uc/item/9jd4c5hb.

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

MLA Handbook (7th Edition):

Huynh, Nga Kim. “Moving to and through community college: Postsecondary aspirations and divergent outcomes.” 2013. Web. 25 Jun 2019.

Vancouver:

Huynh NK. Moving to and through community college: Postsecondary aspirations and divergent outcomes. [Internet] [Thesis]. University of California – Berkeley; 2013. [cited 2019 Jun 25]. Available from: http://www.escholarship.org/uc/item/9jd4c5hb.

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

Council of Science Editors:

Huynh NK. Moving to and through community college: Postsecondary aspirations and divergent outcomes. [Thesis]. University of California – Berkeley; 2013. Available from: http://www.escholarship.org/uc/item/9jd4c5hb

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


University of Tennessee – Knoxville

9. Franklin, Trisha Danielle. Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS).

Degree: 2017, University of Tennessee – Knoxville

 In order to develop the Brief Behavior, Academic, and Social Screener (B-BASS), an experimental measure for identifying students at risk for academic underachievement and for… (more)

Subjects/Keywords: screening; assessment; high-stakes testing; response to intervention; School Psychology

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APA (6th Edition):

Franklin, T. D. (2017). Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS). (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4621

Chicago Manual of Style (16th Edition):

Franklin, Trisha Danielle. “Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS).” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed June 25, 2019. https://trace.tennessee.edu/utk_graddiss/4621.

MLA Handbook (7th Edition):

Franklin, Trisha Danielle. “Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS).” 2017. Web. 25 Jun 2019.

Vancouver:

Franklin TD. Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS). [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2019 Jun 25]. Available from: https://trace.tennessee.edu/utk_graddiss/4621.

Council of Science Editors:

Franklin TD. Predicting Academic Performance on High-Stakes Tests: Development of the Brief Behavior, Academic, and Social Screener (B-BASS). [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4621


University of the Western Cape

10. Taft, St. John. High school rugby and hockey players' knowledge of concussion and return to play guidelines .

Degree: 2017, University of the Western Cape

 Concussion is one of the most common injuries in contact sports such as rugby and hockey. Concussion awareness has dramatically increased over the last 20… (more)

Subjects/Keywords: Concussion; Return to play guidelines; High school; Hockey; Rugby; Knowledge

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APA (6th Edition):

Taft, S. J. (2017). High school rugby and hockey players' knowledge of concussion and return to play guidelines . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6225

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):

Taft, St John. “High school rugby and hockey players' knowledge of concussion and return to play guidelines .” 2017. Thesis, University of the Western Cape. Accessed June 25, 2019. http://hdl.handle.net/11394/6225.

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

MLA Handbook (7th Edition):

Taft, St John. “High school rugby and hockey players' knowledge of concussion and return to play guidelines .” 2017. Web. 25 Jun 2019.

Vancouver:

Taft SJ. High school rugby and hockey players' knowledge of concussion and return to play guidelines . [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/11394/6225.

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

Council of Science Editors:

Taft SJ. High school rugby and hockey players' knowledge of concussion and return to play guidelines . [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/6225

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


George Mason University

11. Angeles, Kathryn. How Students Obtain College Knowledge During Their Transition from High School to College .

Degree: 2015, George Mason University

 This thesis describes a case study conducted at selected northern Virginia high schools and at George Mason University (Mason). Through interviews with high school counselors… (more)

Subjects/Keywords: student transition; college knowledge; higher education; high school to college

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APA (6th Edition):

Angeles, K. (2015). How Students Obtain College Knowledge During Their Transition from High School to College . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9124

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):

Angeles, Kathryn. “How Students Obtain College Knowledge During Their Transition from High School to College .” 2015. Thesis, George Mason University. Accessed June 25, 2019. http://hdl.handle.net/1920/9124.

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

MLA Handbook (7th Edition):

Angeles, Kathryn. “How Students Obtain College Knowledge During Their Transition from High School to College .” 2015. Web. 25 Jun 2019.

Vancouver:

Angeles K. How Students Obtain College Knowledge During Their Transition from High School to College . [Internet] [Thesis]. George Mason University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1920/9124.

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

Council of Science Editors:

Angeles K. How Students Obtain College Knowledge During Their Transition from High School to College . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9124

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


University of Houston

12. Matney, Allison 1971-. THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 The purpose of this study was to determine if the number of days of in-school suspension, out-of-school suspension, and alternative discipline placements impacts mathematics achievement… (more)

Subjects/Keywords: Educational Leadership; Discipline; High School Removals; Race; Right to an Education

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APA (6th Edition):

Matney, A. 1. (2012). THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/663

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):

Matney, Allison 1971-. “THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW.” 2012. Thesis, University of Houston. Accessed June 25, 2019. http://hdl.handle.net/10657/663.

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

MLA Handbook (7th Edition):

Matney, Allison 1971-. “THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW.” 2012. Web. 25 Jun 2019.

Vancouver:

Matney A1. THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10657/663.

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

Council of Science Editors:

Matney A1. THE IMPACT OF DISCIPLINE REMOVALS ON HIGH SCHOOL AFRICAN AMERICAN STUDENT ACHIEVEMENT: WHAT SCHOOL ADMINISTRATORS NEED TO KNOW. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/663

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


Temple University

13. Lopez, Carol A. The Possible Effects of Mentoring on Second Career Teacher Perceptions.

Degree: 2017, Temple University

Educational Administration

Ed.D.

The primary goal of this study was to examine the effects of mentoring during the first teaching year of high school Second… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Lopez, C. A. (2017). The Possible Effects of Mentoring on Second Career Teacher Perceptions. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,478036

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):

Lopez, Carol A. “The Possible Effects of Mentoring on Second Career Teacher Perceptions.” 2017. Thesis, Temple University. Accessed June 25, 2019. http://digital.library.temple.edu/u?/p245801coll10,478036.

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

MLA Handbook (7th Edition):

Lopez, Carol A. “The Possible Effects of Mentoring on Second Career Teacher Perceptions.” 2017. Web. 25 Jun 2019.

Vancouver:

Lopez CA. The Possible Effects of Mentoring on Second Career Teacher Perceptions. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 25]. Available from: http://digital.library.temple.edu/u?/p245801coll10,478036.

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

Council of Science Editors:

Lopez CA. The Possible Effects of Mentoring on Second Career Teacher Perceptions. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,478036

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

14. Nascimento, Soraya. Evasão escolar no curso técnico em agropecuária integrado ao ensino médio : contexto, multidimensionalidade e pistas para ação.

Degree: 2016, RCAAP

Dissertação apresentada para obtenção do grau de Mestre em Educação social e intervenção comunitária

A presente dissertação apresenta os resultados do estudodos fatores da evasão… (more)

Subjects/Keywords: Curso técnico integrado ao ensino médio; evasão escolar; fatores extraescolares; fatores Intraescolares; technical course integrated to high school; school dropout; external factors to the school; internal factors to the school

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APA (6th Edition):

Nascimento, S. (2016). Evasão escolar no curso técnico em agropecuária integrado ao ensino médio : contexto, multidimensionalidade e pistas para ação. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1468

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):

Nascimento, Soraya. “Evasão escolar no curso técnico em agropecuária integrado ao ensino médio : contexto, multidimensionalidade e pistas para ação.” 2016. Thesis, RCAAP. Accessed June 25, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1468.

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

MLA Handbook (7th Edition):

Nascimento, Soraya. “Evasão escolar no curso técnico em agropecuária integrado ao ensino médio : contexto, multidimensionalidade e pistas para ação.” 2016. Web. 25 Jun 2019.

Vancouver:

Nascimento S. Evasão escolar no curso técnico em agropecuária integrado ao ensino médio : contexto, multidimensionalidade e pistas para ação. [Internet] [Thesis]. RCAAP; 2016. [cited 2019 Jun 25]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1468.

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

Council of Science Editors:

Nascimento S. Evasão escolar no curso técnico em agropecuária integrado ao ensino médio : contexto, multidimensionalidade e pistas para ação. [Thesis]. RCAAP; 2016. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1468

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


University of Texas – Austin

15. DeVeaux, Lisa Lillian. Principal leadership : implementing RtI in urban high schools.

Degree: Educational Administration, 2017, University of Texas – Austin

 The reauthorized 2004 Individuals with Disabilities Act (IDEA) allowed Response to Intervention (RTI) to be employed as an instructional method (IDEA, 2004). Although few researchers… (more)

Subjects/Keywords: High school RtI; Response to Intervention; RtI; Principal leadership; RtI implementation; High school principals; Balanced Leadership Framework; Principal leadership practices

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

APA (6th Edition):

DeVeaux, L. L. (2017). Principal leadership : implementing RtI in urban high schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65651

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):

DeVeaux, Lisa Lillian. “Principal leadership : implementing RtI in urban high schools.” 2017. Thesis, University of Texas – Austin. Accessed June 25, 2019. http://hdl.handle.net/2152/65651.

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

MLA Handbook (7th Edition):

DeVeaux, Lisa Lillian. “Principal leadership : implementing RtI in urban high schools.” 2017. Web. 25 Jun 2019.

Vancouver:

DeVeaux LL. Principal leadership : implementing RtI in urban high schools. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2152/65651.

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

Council of Science Editors:

DeVeaux LL. Principal leadership : implementing RtI in urban high schools. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/65651

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

16. Bullen, Mary Doreen. Transitioning To High School: Parent Involvement And School Choice.

Degree: 2012, University of Toronto

Abstract The disquiet around parent-school relationships is the focus of this study. During transitioning to high school, the boundaries around this relationship changes. Few studies… (more)

Subjects/Keywords: transitioning, parent involvement, school choice, high school, high school, parent-school relationships, parenting, capital, Parent Councils, specialized schools/programs, critical analysis, constructivism, institutional ethnography; 0626

transitioning of their children to high school and the school choice process as they strive to… …half of my 29 year high school teaching career was spent learning the ropes, fighting to stay… …to high school research, suggested that parent involvement changes during these transition… …years; for example, upon their child‟s entry to high school, parents become less involved in… …children‟s transition to high school? How do parents come to understand their relationship with… 

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

APA (6th Edition):

Bullen, M. D. (2012). Transitioning To High School: Parent Involvement And School Choice. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32673

Chicago Manual of Style (16th Edition):

Bullen, Mary Doreen. “Transitioning To High School: Parent Involvement And School Choice.” 2012. Doctoral Dissertation, University of Toronto. Accessed June 25, 2019. http://hdl.handle.net/1807/32673.

MLA Handbook (7th Edition):

Bullen, Mary Doreen. “Transitioning To High School: Parent Involvement And School Choice.” 2012. Web. 25 Jun 2019.

Vancouver:

Bullen MD. Transitioning To High School: Parent Involvement And School Choice. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1807/32673.

Council of Science Editors:

Bullen MD. Transitioning To High School: Parent Involvement And School Choice. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32673


Bowling Green State University

17. Cottrill, Brittany Barger. Transitioning to E-Portfolios in a First-Year Writing Program.

Degree: PhD, English (Rhetoric and Writing), 2010, Bowling Green State University

 Building off the scholarship of paper-based portfolio systems, electronic portfolios have been a topic of scholarly conversation across the university, particularly in writing studies, education,… (more)

Subjects/Keywords: Composition; Rhetoric; Eportfolios; Multimodal Assessment; Transitioning to Eportfolios; Digital Portfolios; First-Year Writing; Communal Portfolio Review

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APA (6th Edition):

Cottrill, B. B. (2010). Transitioning to E-Portfolios in a First-Year Writing Program. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274816894

Chicago Manual of Style (16th Edition):

Cottrill, Brittany Barger. “Transitioning to E-Portfolios in a First-Year Writing Program.” 2010. Doctoral Dissertation, Bowling Green State University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274816894.

MLA Handbook (7th Edition):

Cottrill, Brittany Barger. “Transitioning to E-Portfolios in a First-Year Writing Program.” 2010. Web. 25 Jun 2019.

Vancouver:

Cottrill BB. Transitioning to E-Portfolios in a First-Year Writing Program. [Internet] [Doctoral dissertation]. Bowling Green State University; 2010. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274816894.

Council of Science Editors:

Cottrill BB. Transitioning to E-Portfolios in a First-Year Writing Program. [Doctoral Dissertation]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274816894


Temple University

18. Watanabe, Michinobu. Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School.

Degree: 2011, Temple University

CITE/Language Arts

Ed.D.

In this longitudinal study, I investigate changes in Japanese high school English learners' motivation over time, and whether the initial individual differences… (more)

Subjects/Keywords: Language arts; Educational psychology; English; high school; Japanese; motivation; self-determination; willingness to communicate

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APA (6th Edition):

Watanabe, M. (2011). Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,207090

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):

Watanabe, Michinobu. “Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School.” 2011. Thesis, Temple University. Accessed June 25, 2019. http://digital.library.temple.edu/u?/p245801coll10,207090.

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

MLA Handbook (7th Edition):

Watanabe, Michinobu. “Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School.” 2011. Web. 25 Jun 2019.

Vancouver:

Watanabe M. Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Jun 25]. Available from: http://digital.library.temple.edu/u?/p245801coll10,207090.

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

Council of Science Editors:

Watanabe M. Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,207090

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


The Ohio State University

19. Kocher, Elizabeth A, Kocher. Exploring the Expectations Gap in Ohio; Why Do Students from a College Preparatory Curriculum in High School Get Placed in Remedial Mathematics in College.

Degree: PhD, EDU Teaching and Learning, 2017, The Ohio State University

 The purpose of this study was to examine the influencing factors affecting high school students who took a college preparatory curriculum in high school, yet… (more)

Subjects/Keywords: Mathematics Education; remedial mathematics; high school to college transition; post secondary education; mathematics curriculum

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APA (6th Edition):

Kocher, Elizabeth A, K. (2017). Exploring the Expectations Gap in Ohio; Why Do Students from a College Preparatory Curriculum in High School Get Placed in Remedial Mathematics in College. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1512051121753477

Chicago Manual of Style (16th Edition):

Kocher, Elizabeth A, Kocher. “Exploring the Expectations Gap in Ohio; Why Do Students from a College Preparatory Curriculum in High School Get Placed in Remedial Mathematics in College.” 2017. Doctoral Dissertation, The Ohio State University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512051121753477.

MLA Handbook (7th Edition):

Kocher, Elizabeth A, Kocher. “Exploring the Expectations Gap in Ohio; Why Do Students from a College Preparatory Curriculum in High School Get Placed in Remedial Mathematics in College.” 2017. Web. 25 Jun 2019.

Vancouver:

Kocher, Elizabeth A K. Exploring the Expectations Gap in Ohio; Why Do Students from a College Preparatory Curriculum in High School Get Placed in Remedial Mathematics in College. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1512051121753477.

Council of Science Editors:

Kocher, Elizabeth A K. Exploring the Expectations Gap in Ohio; Why Do Students from a College Preparatory Curriculum in High School Get Placed in Remedial Mathematics in College. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1512051121753477

20. Vincent, Amelia. Transition From High School to Adulthood for People with Moderate to Severe Disabilities .

Degree: 2014, California State University – San Marcos

 The researcher examined the transition from high school to adulthood for people with moderate to severe disabilities. The researcher posed the question, ???What can parents… (more)

Subjects/Keywords: Transition; High School; Special Education; Disability; Moderate to Severe; Employment; College; Adulthood

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APA (6th Edition):

Vincent, A. (2014). Transition From High School to Adulthood for People with Moderate to Severe Disabilities . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120404

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):

Vincent, Amelia. “Transition From High School to Adulthood for People with Moderate to Severe Disabilities .” 2014. Thesis, California State University – San Marcos. Accessed June 25, 2019. http://hdl.handle.net/10211.3/120404.

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

MLA Handbook (7th Edition):

Vincent, Amelia. “Transition From High School to Adulthood for People with Moderate to Severe Disabilities .” 2014. Web. 25 Jun 2019.

Vancouver:

Vincent A. Transition From High School to Adulthood for People with Moderate to Severe Disabilities . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10211.3/120404.

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

Council of Science Editors:

Vincent A. Transition From High School to Adulthood for People with Moderate to Severe Disabilities . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120404

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


Boston University

21. Kaufman, David. The implementation of a one-to-one iPAD program in an urban high school.

Degree: EdD, Education, 2016, Boston University

 The purpose of this qualitative study was to apply the lessons learned from the Apple Classrooms of Tomorrow studies, the SAMR model, and Diffusion of… (more)

Subjects/Keywords: Educational technology; 1:1; iPad; One-to-one; Tablets; Urban high school

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APA (6th Edition):

Kaufman, D. (2016). The implementation of a one-to-one iPAD program in an urban high school. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/17120

Chicago Manual of Style (16th Edition):

Kaufman, David. “The implementation of a one-to-one iPAD program in an urban high school.” 2016. Doctoral Dissertation, Boston University. Accessed June 25, 2019. http://hdl.handle.net/2144/17120.

MLA Handbook (7th Edition):

Kaufman, David. “The implementation of a one-to-one iPAD program in an urban high school.” 2016. Web. 25 Jun 2019.

Vancouver:

Kaufman D. The implementation of a one-to-one iPAD program in an urban high school. [Internet] [Doctoral dissertation]. Boston University; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2144/17120.

Council of Science Editors:

Kaufman D. The implementation of a one-to-one iPAD program in an urban high school. [Doctoral Dissertation]. Boston University; 2016. Available from: http://hdl.handle.net/2144/17120


University of Lund

22. Rosander, Pia. The importance of personality, IQ and learning approaches: Predicting academic performance.

Degree: 2013, University of Lund

 The aim of the present doctoral thesis was to examine to what extent personality traits and approaches to learning contribute to academic performance in upper… (more)

Subjects/Keywords: Psykologi; Personality traits; Intelligence; approaches to learning; longitudinal; SEM-analyses; adolescents; high school; gender differences

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APA (6th Edition):

Rosander, P. (2013). The importance of personality, IQ and learning approaches: Predicting academic performance. (Doctoral Dissertation). University of Lund. Retrieved from http://lup.lub.lu.se/record/3217342 ; http://portal.research.lu.se/ws/files/3152866/3217378.pdf

Chicago Manual of Style (16th Edition):

Rosander, Pia. “The importance of personality, IQ and learning approaches: Predicting academic performance.” 2013. Doctoral Dissertation, University of Lund. Accessed June 25, 2019. http://lup.lub.lu.se/record/3217342 ; http://portal.research.lu.se/ws/files/3152866/3217378.pdf.

MLA Handbook (7th Edition):

Rosander, Pia. “The importance of personality, IQ and learning approaches: Predicting academic performance.” 2013. Web. 25 Jun 2019.

Vancouver:

Rosander P. The importance of personality, IQ and learning approaches: Predicting academic performance. [Internet] [Doctoral dissertation]. University of Lund; 2013. [cited 2019 Jun 25]. Available from: http://lup.lub.lu.se/record/3217342 ; http://portal.research.lu.se/ws/files/3152866/3217378.pdf.

Council of Science Editors:

Rosander P. The importance of personality, IQ and learning approaches: Predicting academic performance. [Doctoral Dissertation]. University of Lund; 2013. Available from: http://lup.lub.lu.se/record/3217342 ; http://portal.research.lu.se/ws/files/3152866/3217378.pdf


University of Minnesota

23. Bemboom, Christina Marie. Evaluating Tier II reading instruction with high school sophomores in a response to intervention framework.

Degree: PhD, Educational Psychology, 2011, University of Minnesota

 The purpose of this study was to compare the effects of peer-mediated versus teacher-directed reading interventions on the reading performance of high school sophomores in… (more)

Subjects/Keywords: High School; PALS; Peer Assisted Learning Strategies; Reading; Response to Intervention; RTI; Educational Psychology

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APA (6th Edition):

Bemboom, C. M. (2011). Evaluating Tier II reading instruction with high school sophomores in a response to intervention framework. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/107701

Chicago Manual of Style (16th Edition):

Bemboom, Christina Marie. “Evaluating Tier II reading instruction with high school sophomores in a response to intervention framework.” 2011. Doctoral Dissertation, University of Minnesota. Accessed June 25, 2019. http://purl.umn.edu/107701.

MLA Handbook (7th Edition):

Bemboom, Christina Marie. “Evaluating Tier II reading instruction with high school sophomores in a response to intervention framework.” 2011. Web. 25 Jun 2019.

Vancouver:

Bemboom CM. Evaluating Tier II reading instruction with high school sophomores in a response to intervention framework. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Jun 25]. Available from: http://purl.umn.edu/107701.

Council of Science Editors:

Bemboom CM. Evaluating Tier II reading instruction with high school sophomores in a response to intervention framework. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/107701


Liberty University

24. Hurt, Tamantha Champion. Academic Remediation: A Qualitative Case Study of High School Tier 2 Programs.

Degree: 2019, Liberty University

 The purpose of this single case study was to examine the implementation of remediation programs in a rural public high school in Virginia. The theories… (more)

Subjects/Keywords: Response to Intervention (RtI); Remediation; Tier 2; High School; Education; Secondary Education

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APA (6th Edition):

Hurt, T. C. (2019). Academic Remediation: A Qualitative Case Study of High School Tier 2 Programs. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2072

Chicago Manual of Style (16th Edition):

Hurt, Tamantha Champion. “Academic Remediation: A Qualitative Case Study of High School Tier 2 Programs.” 2019. Doctoral Dissertation, Liberty University. Accessed June 25, 2019. https://digitalcommons.liberty.edu/doctoral/2072.

MLA Handbook (7th Edition):

Hurt, Tamantha Champion. “Academic Remediation: A Qualitative Case Study of High School Tier 2 Programs.” 2019. Web. 25 Jun 2019.

Vancouver:

Hurt TC. Academic Remediation: A Qualitative Case Study of High School Tier 2 Programs. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Jun 25]. Available from: https://digitalcommons.liberty.edu/doctoral/2072.

Council of Science Editors:

Hurt TC. Academic Remediation: A Qualitative Case Study of High School Tier 2 Programs. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2072


Bowling Green State University

25. Grant, Scott S. A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies.

Degree: Doctor of Education (EdD), Leadership Studies, 2017, Bowling Green State University

 Due to the increasingly widespread utilization of interscholastic athletic pay to participate policies within the state of Ohio, this study focused on analyzing specific pay… (more)

Subjects/Keywords: Education; Sports Management; pay to participate; interscholastic athletics; pay to play; high school sports; athletics; interscholastic extracurriculars

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APA (6th Edition):

Grant, S. S. (2017). A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491338075102579

Chicago Manual of Style (16th Edition):

Grant, Scott S. “A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies.” 2017. Doctoral Dissertation, Bowling Green State University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491338075102579.

MLA Handbook (7th Edition):

Grant, Scott S. “A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies.” 2017. Web. 25 Jun 2019.

Vancouver:

Grant SS. A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies. [Internet] [Doctoral dissertation]. Bowling Green State University; 2017. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491338075102579.

Council of Science Editors:

Grant SS. A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies. [Doctoral Dissertation]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491338075102579


AUT University

26. Lamberton, Fiona. Transitioning into an innovative learning environment: Perceptions and experiences of longer-tenured and newly appointed teachers .

Degree: AUT University

 Recent Ministry of Education (MOE) policy in New Zealand has encouraged schools to create Innovative Learning Environments (ILEs); environments that provide flexibility and openness so… (more)

Subjects/Keywords: Innovative learning environments; Transitioning; School culture; Case study

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APA (6th Edition):

Lamberton, F. (n.d.). Transitioning into an innovative learning environment: Perceptions and experiences of longer-tenured and newly appointed teachers . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/11559

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lamberton, Fiona. “Transitioning into an innovative learning environment: Perceptions and experiences of longer-tenured and newly appointed teachers .” Thesis, AUT University. Accessed June 25, 2019. http://hdl.handle.net/10292/11559.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lamberton, Fiona. “Transitioning into an innovative learning environment: Perceptions and experiences of longer-tenured and newly appointed teachers .” Web. 25 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Lamberton F. Transitioning into an innovative learning environment: Perceptions and experiences of longer-tenured and newly appointed teachers . [Internet] [Thesis]. AUT University; [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10292/11559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Lamberton F. Transitioning into an innovative learning environment: Perceptions and experiences of longer-tenured and newly appointed teachers . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/11559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Southern California

27. Gabriel, Leila Ramos. Systems and structures at a high performing high poverty school: A case study using RTI to promote student achievement.

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

 Improving educational outcomes for all students is the primary focus of educational reform movements. In an attempt to minimize the achievement gap in student performance,… (more)

Subjects/Keywords: high poverty high achieving school; Response to Intervention; systems and structures; urban elementary school; special education; trends and patterns; school wide reform

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APA (6th Edition):

Gabriel, L. R. (2011). Systems and structures at a high performing high poverty school: A case study using RTI to promote student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/448007/rec/6301

Chicago Manual of Style (16th Edition):

Gabriel, Leila Ramos. “Systems and structures at a high performing high poverty school: A case study using RTI to promote student achievement.” 2011. Doctoral Dissertation, University of Southern California. Accessed June 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/448007/rec/6301.

MLA Handbook (7th Edition):

Gabriel, Leila Ramos. “Systems and structures at a high performing high poverty school: A case study using RTI to promote student achievement.” 2011. Web. 25 Jun 2019.

Vancouver:

Gabriel LR. Systems and structures at a high performing high poverty school: A case study using RTI to promote student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jun 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/448007/rec/6301.

Council of Science Editors:

Gabriel LR. Systems and structures at a high performing high poverty school: A case study using RTI to promote student achievement. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/448007/rec/6301


University of California – Riverside

28. Cramer, Kristine. Mental Health Help Seeking in Schools: The Impact of Mental Health Literacy, Stigma, and Barriers to Care.

Degree: Education, 2016, University of California – Riverside

 A large proportion of adolescents experience significant psychological distress, but a vast majority never obtain needed mental health services. The availability of school-based mental health… (more)

Subjects/Keywords: Educational psychology; School counseling; Psychology; adolescents; barriers to care; High school; mental health help seeking; Mental health literacy; social stigma

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

APA (6th Edition):

Cramer, K. (2016). Mental Health Help Seeking in Schools: The Impact of Mental Health Literacy, Stigma, and Barriers to Care. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/9qt2233g

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):

Cramer, Kristine. “Mental Health Help Seeking in Schools: The Impact of Mental Health Literacy, Stigma, and Barriers to Care.” 2016. Thesis, University of California – Riverside. Accessed June 25, 2019. http://www.escholarship.org/uc/item/9qt2233g.

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

MLA Handbook (7th Edition):

Cramer, Kristine. “Mental Health Help Seeking in Schools: The Impact of Mental Health Literacy, Stigma, and Barriers to Care.” 2016. Web. 25 Jun 2019.

Vancouver:

Cramer K. Mental Health Help Seeking in Schools: The Impact of Mental Health Literacy, Stigma, and Barriers to Care. [Internet] [Thesis]. University of California – Riverside; 2016. [cited 2019 Jun 25]. Available from: http://www.escholarship.org/uc/item/9qt2233g.

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

Council of Science Editors:

Cramer K. Mental Health Help Seeking in Schools: The Impact of Mental Health Literacy, Stigma, and Barriers to Care. [Thesis]. University of California – Riverside; 2016. Available from: http://www.escholarship.org/uc/item/9qt2233g

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


SUNY College at Brockport

29. Smith, Rozetta. Bridging The Transition From Middle School To High School.

Degree: MSEd, Counselor Education, 2013, SUNY College at Brockport

  This study is a records review of students (N = 1122) enrolled in a suburban Northeastern United States high school, in which, the researcher… (more)

Subjects/Keywords: peer mentoring; freshman orientation; effect on attendance; GPA; transition to High School; school counselor; Student Counseling and Personnel Services

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

APA (6th Edition):

Smith, R. (2013). Bridging The Transition From Middle School To High School. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_theses/140

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):

Smith, Rozetta. “Bridging The Transition From Middle School To High School.” 2013. Thesis, SUNY College at Brockport. Accessed June 25, 2019. https://digitalcommons.brockport.edu/edc_theses/140.

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

MLA Handbook (7th Edition):

Smith, Rozetta. “Bridging The Transition From Middle School To High School.” 2013. Web. 25 Jun 2019.

Vancouver:

Smith R. Bridging The Transition From Middle School To High School. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2019 Jun 25]. Available from: https://digitalcommons.brockport.edu/edc_theses/140.

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

Council of Science Editors:

Smith R. Bridging The Transition From Middle School To High School. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/edc_theses/140

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


University of Texas – Austin

30. Dies, Erin. Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs.

Degree: Educational Psychology, 2010, University of Texas – Austin

 Pursuing higher education after high school is a common practice in the United States, and for many individuals this process is expected. However, students in… (more)

Subjects/Keywords: High school to college; Education transition; College preparation; Post-secondary school transition; Minority college transition; Education social capital; Education cultural capital

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

APA (6th Edition):

Dies, E. (2010). Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-1120

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):

Dies, Erin. “Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs.” 2010. Thesis, University of Texas – Austin. Accessed June 25, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-1120.

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

MLA Handbook (7th Edition):

Dies, Erin. “Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs.” 2010. Web. 25 Jun 2019.

Vancouver:

Dies E. Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1120.

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

Council of Science Editors:

Dies E. Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1120

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

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