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Degree: Doctor of Education in Education Administration (EdD)

You searched for subject:(Vegetaci n y clima Per ). Showing records 1 – 30 of 267 total matches.

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Georgia Southern University

1. Sigman, James Kelly. Georgia Virtual School: Baseline Data on Revenues and Expenditures.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2007, Georgia Southern University

 No Child Left Behind legislation continues to be a driving force for school districts, allowing virtual schools to become a tool that supplements the curriculum… (more)

Subjects/Keywords: ETD; Georgia virtual school; Online education; Virtual school; Funding; Revenue; Expenditures; Costs per FTE; Computer-assisted instruction; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Sigman, J. K. (2007). Georgia Virtual School: Baseline Data on Revenues and Expenditures. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/247

Chicago Manual of Style (16th Edition):

Sigman, James Kelly. “Georgia Virtual School: Baseline Data on Revenues and Expenditures.” 2007. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/247.

MLA Handbook (7th Edition):

Sigman, James Kelly. “Georgia Virtual School: Baseline Data on Revenues and Expenditures.” 2007. Web. 22 Aug 2019.

Vancouver:

Sigman JK. Georgia Virtual School: Baseline Data on Revenues and Expenditures. [Internet] [Doctoral dissertation]. Georgia Southern University; 2007. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/247.

Council of Science Editors:

Sigman JK. Georgia Virtual School: Baseline Data on Revenues and Expenditures. [Doctoral Dissertation]. Georgia Southern University; 2007. Available from: https://digitalcommons.georgiasouthern.edu/etd/247


Georgia Southern University

2. Palmer, Judy E. The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The needs of beginning teachers have been addressed both on the state and national level because of increasing concerns about teacher quality and teacher shortage… (more)

Subjects/Keywords: ETD; Mentoring; Teacher retention; Teacher attrition; Mentors; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Palmer, J. E. (2010). The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/362

Chicago Manual of Style (16th Edition):

Palmer, Judy E. “The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/362.

MLA Handbook (7th Edition):

Palmer, Judy E. “The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District.” 2010. Web. 22 Aug 2019.

Vancouver:

Palmer JE. The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/362.

Council of Science Editors:

Palmer JE. The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/362


Georgia Southern University

3. Doby-Holmes, Latoya. Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University

 The political climate surrounding academic achievement and teacher accountability is more demanding than ever before. Administrators might be able to improve teacher quality and address… (more)

Subjects/Keywords: ETD; Instructional coaches; Teacher effectiveness; Student achievement; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Doby-Holmes, L. (2011). Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/383

Chicago Manual of Style (16th Edition):

Doby-Holmes, Latoya. “Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/383.

MLA Handbook (7th Edition):

Doby-Holmes, Latoya. “Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers.” 2011. Web. 22 Aug 2019.

Vancouver:

Doby-Holmes L. Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/383.

Council of Science Editors:

Doby-Holmes L. Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/383


Georgia Southern University

4. Moore, Jason Scott. Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The problem of student tardiness was reported by principals over the past two decades as being one of the major problems facing 21st century high… (more)

Subjects/Keywords: ETD; Student tardiness; Punctuality; Student tardiness; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Moore, J. S. (2010). Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/319

Chicago Manual of Style (16th Edition):

Moore, Jason Scott. “Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/319.

MLA Handbook (7th Edition):

Moore, Jason Scott. “Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness.” 2010. Web. 22 Aug 2019.

Vancouver:

Moore JS. Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/319.

Council of Science Editors:

Moore JS. Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/319


Georgia Southern University

5. Sutcliff, Catherine P. Secondary Students' Perceptions of Teacher Quality.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University

 This study examined the perceptions of secondary students and teacher quality during their years in high school. The study sought to compare responses among males… (more)

Subjects/Keywords: ETD; Teacher quality; Secondary students; Student perceptions; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Sutcliff, C. P. (2011). Secondary Students' Perceptions of Teacher Quality. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/391

Chicago Manual of Style (16th Edition):

Sutcliff, Catherine P. “Secondary Students' Perceptions of Teacher Quality.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/391.

MLA Handbook (7th Edition):

Sutcliff, Catherine P. “Secondary Students' Perceptions of Teacher Quality.” 2011. Web. 22 Aug 2019.

Vancouver:

Sutcliff CP. Secondary Students' Perceptions of Teacher Quality. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/391.

Council of Science Editors:

Sutcliff CP. Secondary Students' Perceptions of Teacher Quality. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/391


Georgia Southern University

6. Williams, Vikki H. Career Academy Implementation: School Leaders Perceptions.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University

 As educational systems are constantly challenged with public demands to decrease dropout rates and increase student achievement, school reform models are spreading as a form… (more)

Subjects/Keywords: ETD; Support; Factors; Barriers; Career academies; School leaders; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Williams, V. H. (2011). Career Academy Implementation: School Leaders Perceptions. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/376

Chicago Manual of Style (16th Edition):

Williams, Vikki H. “Career Academy Implementation: School Leaders Perceptions.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/376.

MLA Handbook (7th Edition):

Williams, Vikki H. “Career Academy Implementation: School Leaders Perceptions.” 2011. Web. 22 Aug 2019.

Vancouver:

Williams VH. Career Academy Implementation: School Leaders Perceptions. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/376.

Council of Science Editors:

Williams VH. Career Academy Implementation: School Leaders Perceptions. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/376


Georgia Southern University

7. Hill, Anna Jean. A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 The purpose of this study was to identify Georgia elementary teachers' beliefs and practices of student grade-level retention. Overall, elementary teachers consider grade level retention… (more)

Subjects/Keywords: ETD; Grade level retention; Achievement; Low achievement; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Hill, A. J. (2009). A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/345

Chicago Manual of Style (16th Edition):

Hill, Anna Jean. “A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/345.

MLA Handbook (7th Edition):

Hill, Anna Jean. “A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention.” 2009. Web. 22 Aug 2019.

Vancouver:

Hill AJ. A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/345.

Council of Science Editors:

Hill AJ. A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/345


Georgia Southern University

8. Stewart, Kevin Patrick. The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 In Georgia, there is no separate endorsement or required specialized teacher certification for adapted physical educators. Because of this absence, the resulting span of personnel… (more)

Subjects/Keywords: ETD; Adapted physical education; IDEA 2004; Program evaluation; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Stewart, K. P. (2010). The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/371

Chicago Manual of Style (16th Edition):

Stewart, Kevin Patrick. “The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/371.

MLA Handbook (7th Edition):

Stewart, Kevin Patrick. “The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools.” 2010. Web. 22 Aug 2019.

Vancouver:

Stewart KP. The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/371.

Council of Science Editors:

Stewart KP. The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/371


Georgia Southern University

9. McColumn, Bruce R. Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

  The primary focus of this study is to explore the perceptions of assistant principals as to how their principals' leadership styles impact school climate.… (more)

Subjects/Keywords: ETD; School principals; School environment; Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

McColumn, B. R. (2010). Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/393

Chicago Manual of Style (16th Edition):

McColumn, Bruce R. “Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/393.

MLA Handbook (7th Edition):

McColumn, Bruce R. “Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions.” 2010. Web. 22 Aug 2019.

Vancouver:

McColumn BR. Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/393.

Council of Science Editors:

McColumn BR. Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/393


Georgia Southern University

10. Sasser, Renee M. The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University

 The study explored the perceptions of teachers in a rural south Georgia county regarding merit pay based on student achievement. The study examined 205 teachers'… (more)

Subjects/Keywords: ETD; Merit pay; Student achievement; Pay-for-performance; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Sasser, R. M. (2011). The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/387

Chicago Manual of Style (16th Edition):

Sasser, Renee M. “The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/387.

MLA Handbook (7th Edition):

Sasser, Renee M. “The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement.” 2011. Web. 22 Aug 2019.

Vancouver:

Sasser RM. The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/387.

Council of Science Editors:

Sasser RM. The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/387


Georgia Southern University

11. Cato, Patricia L. Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 Previous researchers (Scott, 2005; Mobley, 2007; Oplatka, 2007; Bagin, Gallagher, & Moore, 2008) have illustrated the impact of journalists and newspapers on the public’s perception… (more)

Subjects/Keywords: ETD; Newspaper; Rural; Principal; Case study; Media relations; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Cato, P. L. (2010). Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/336

Chicago Manual of Style (16th Edition):

Cato, Patricia L. “Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/336.

MLA Handbook (7th Edition):

Cato, Patricia L. “Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies.” 2010. Web. 22 Aug 2019.

Vancouver:

Cato PL. Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/336.

Council of Science Editors:

Cato PL. Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/336


Georgia Southern University

12. Pettyjohn, Theresa Jeanne. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2012, Georgia Southern University

 District decision-makers and school leaders are faced with the challenge of evaluating various options to support at-risk students who are in danger of not graduating… (more)

Subjects/Keywords: ETD; K-12 online learning; Credit recovery; At-risk; Virtual school; Distance education; High school students; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Pettyjohn, T. J. (2012). Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/402

Chicago Manual of Style (16th Edition):

Pettyjohn, Theresa Jeanne. “Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/402.

MLA Handbook (7th Edition):

Pettyjohn, Theresa Jeanne. “Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.” 2012. Web. 22 Aug 2019.

Vancouver:

Pettyjohn TJ. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/402.

Council of Science Editors:

Pettyjohn TJ. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/402


Georgia Southern University

13. McClain, LaSharon S. Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 Principals now find themselves in the age of accountability and improvements with the expectation that they will function as instructional leaders. Walkthroughs provide a vehicle… (more)

Subjects/Keywords: ETD; Walkthroughs; Instructional leadership; Informal observations; Elementary school principals; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

McClain, L. S. (2009). Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/271

Chicago Manual of Style (16th Edition):

McClain, LaSharon S. “Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/271.

MLA Handbook (7th Edition):

McClain, LaSharon S. “Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders.” 2009. Web. 22 Aug 2019.

Vancouver:

McClain LS. Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/271.

Council of Science Editors:

McClain LS. Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/271


Georgia Southern University

14. Miller, Angeline Elizabeth. School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The purpose of this qualitative study was to understand the impact of the school climate components of teacher job satisfaction, morale, and efficacy on student… (more)

Subjects/Keywords: ETD; Teacher job satisfaction; Teacher morale; Teacher efficacy; School climate; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Miller, A. E. (2010). School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/356

Chicago Manual of Style (16th Edition):

Miller, Angeline Elizabeth. “School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/356.

MLA Handbook (7th Edition):

Miller, Angeline Elizabeth. “School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools.” 2010. Web. 22 Aug 2019.

Vancouver:

Miller AE. School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/356.

Council of Science Editors:

Miller AE. School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/356


Georgia Southern University

15. McClure, Amy W. The Role of the Elementary Principal in Building Relational Trust with Low-Income Families.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University

 Students in schools across the country are failing to meet academic standards. School leaders are responsible for solving the problem and must search for ways… (more)

Subjects/Keywords: ETD; Trust; Family involvement; Elementary principal; Red carpet schools; Low income; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

McClure, A. W. (2011). The Role of the Elementary Principal in Building Relational Trust with Low-Income Families. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/384

Chicago Manual of Style (16th Edition):

McClure, Amy W. “The Role of the Elementary Principal in Building Relational Trust with Low-Income Families.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/384.

MLA Handbook (7th Edition):

McClure, Amy W. “The Role of the Elementary Principal in Building Relational Trust with Low-Income Families.” 2011. Web. 22 Aug 2019.

Vancouver:

McClure AW. The Role of the Elementary Principal in Building Relational Trust with Low-Income Families. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/384.

Council of Science Editors:

McClure AW. The Role of the Elementary Principal in Building Relational Trust with Low-Income Families. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/384


Georgia Southern University

16. Gamble, Leslie Jr. Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The demands of an ever-changing technological and diverse global society contribute to the need for systemic change in today's secondary schools. Faced with these realities,… (more)

Subjects/Keywords: ETD; Smaller learning communities; SLCs; High school restructuring; Teacher effectiveness; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Gamble, L. J. (2010). Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/321

Chicago Manual of Style (16th Edition):

Gamble, Leslie Jr. “Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/321.

MLA Handbook (7th Edition):

Gamble, Leslie Jr. “Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities.” 2010. Web. 22 Aug 2019.

Vancouver:

Gamble LJ. Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/321.

Council of Science Editors:

Gamble LJ. Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/321


Georgia Southern University

17. Parks, Naesha. The Impact of Response to Intervention on Special Education Identification.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University

 Response to intervention is a process designed to provide students with interventions before they are identified as students who are served through special education services… (more)

Subjects/Keywords: ETD; Response-to-intervention; Special education; Tiers of intervention; Administrative leadership; School wide intervention; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Parks, N. (2011). The Impact of Response to Intervention on Special Education Identification. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/385

Chicago Manual of Style (16th Edition):

Parks, Naesha. “The Impact of Response to Intervention on Special Education Identification.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/385.

MLA Handbook (7th Edition):

Parks, Naesha. “The Impact of Response to Intervention on Special Education Identification.” 2011. Web. 22 Aug 2019.

Vancouver:

Parks N. The Impact of Response to Intervention on Special Education Identification. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/385.

Council of Science Editors:

Parks N. The Impact of Response to Intervention on Special Education Identification. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/385


Georgia Southern University

18. Santiago, M. Juliane. The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 Computer misuse is a leading problem for all industry sectors, including higher education. However, much of the current research related to computer misuse has been… (more)

Subjects/Keywords: ETD; Computer misuse; Higher education; Situational crime prevention theory; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Santiago, M. J. (2010). The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/364

Chicago Manual of Style (16th Edition):

Santiago, M Juliane. “The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/364.

MLA Handbook (7th Edition):

Santiago, M Juliane. “The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse.” 2010. Web. 22 Aug 2019.

Vancouver:

Santiago MJ. The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/364.

Council of Science Editors:

Santiago MJ. The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/364


Georgia Southern University

19. Gorman, Allison V. Use of Strategic Intentionality in Becoming Military Friendly.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2014, Georgia Southern University

  As institutions begin to implement and promote military friendly initiatives in response to the introduction of the Post-9/11 G.I. Bill, it becomes important that… (more)

Subjects/Keywords: ETD; Military Friendliness in Higher Education; Strategic Intentionality; Institutional Culture; Institutional Strategy; Veterans’ educational benefits; Higher Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Gorman, A. V. (2014). Use of Strategic Intentionality in Becoming Military Friendly. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1174

Chicago Manual of Style (16th Edition):

Gorman, Allison V. “Use of Strategic Intentionality in Becoming Military Friendly.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/1174.

MLA Handbook (7th Edition):

Gorman, Allison V. “Use of Strategic Intentionality in Becoming Military Friendly.” 2014. Web. 22 Aug 2019.

Vancouver:

Gorman AV. Use of Strategic Intentionality in Becoming Military Friendly. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1174.

Council of Science Editors:

Gorman AV. Use of Strategic Intentionality in Becoming Military Friendly. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1174


Georgia Southern University

20. Carr, Rodney B. Identifying Best Practices for Student Success in Developmental Education in Georgia.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2012, Georgia Southern University

 Two-year colleges have long enrolled students who are academically underprepared. A key component of the mission of the two-year college is open-access. This overarching mission… (more)

Subjects/Keywords: ETD; Developmental education; Research-based best practices in developmental education; Universities and colleges; Education; Higher; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Carr, R. B. (2012). Identifying Best Practices for Student Success in Developmental Education in Georgia. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/394

Chicago Manual of Style (16th Edition):

Carr, Rodney B. “Identifying Best Practices for Student Success in Developmental Education in Georgia.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/394.

MLA Handbook (7th Edition):

Carr, Rodney B. “Identifying Best Practices for Student Success in Developmental Education in Georgia.” 2012. Web. 22 Aug 2019.

Vancouver:

Carr RB. Identifying Best Practices for Student Success in Developmental Education in Georgia. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/394.

Council of Science Editors:

Carr RB. Identifying Best Practices for Student Success in Developmental Education in Georgia. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/394


Georgia Southern University

21. Odum, Ruth Denette. The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 Although women actively seek advancement and constitute the majority of teachers in American public schools, they do not occupy many of the decision-making, administrative, or… (more)

Subjects/Keywords: ETD; Superintendents; Female superintendents; Lived experiences; Glass ceiling; African American female superintendents; Barriers; Resilience; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Odum, R. D. (2010). The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/360

Chicago Manual of Style (16th Edition):

Odum, Ruth Denette. “The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/360.

MLA Handbook (7th Edition):

Odum, Ruth Denette. “The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia.” 2010. Web. 22 Aug 2019.

Vancouver:

Odum RD. The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/360.

Council of Science Editors:

Odum RD. The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/360


Georgia Southern University

22. Krumnow, Patricia. The Development and Validation of the Theory Y Leadership Dispositions Instrument.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The purpose of this study was to develop a reliable and valid instrument that measures a school principal's Theory Y leadership dispositions. These dispositions include… (more)

Subjects/Keywords: ETD; leadership dispositions; identified dispositions; democracy-centered practice; reliability and validity; school leaders; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Krumnow, P. (2010). The Development and Validation of the Theory Y Leadership Dispositions Instrument. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/350

Chicago Manual of Style (16th Edition):

Krumnow, Patricia. “The Development and Validation of the Theory Y Leadership Dispositions Instrument.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/350.

MLA Handbook (7th Edition):

Krumnow, Patricia. “The Development and Validation of the Theory Y Leadership Dispositions Instrument.” 2010. Web. 22 Aug 2019.

Vancouver:

Krumnow P. The Development and Validation of the Theory Y Leadership Dispositions Instrument. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/350.

Council of Science Editors:

Krumnow P. The Development and Validation of the Theory Y Leadership Dispositions Instrument. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/350


Georgia Southern University

23. Martin, Shawn Terese. Relationship Between the Leadership Styles of Principals and School Culture.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 While it may seem that in today's society, the leaders of the school should primarily concentrate on curriculum, assessment, and accountability, there is one significant… (more)

Subjects/Keywords: ETD; Laissez-faire leadership; Leadership styles; School culture; Transactional leadership; Transformational leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Martin, S. T. (2009). Relationship Between the Leadership Styles of Principals and School Culture. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/269

Chicago Manual of Style (16th Edition):

Martin, Shawn Terese. “Relationship Between the Leadership Styles of Principals and School Culture.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/269.

MLA Handbook (7th Edition):

Martin, Shawn Terese. “Relationship Between the Leadership Styles of Principals and School Culture.” 2009. Web. 22 Aug 2019.

Vancouver:

Martin ST. Relationship Between the Leadership Styles of Principals and School Culture. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/269.

Council of Science Editors:

Martin ST. Relationship Between the Leadership Styles of Principals and School Culture. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/269


Georgia Southern University

24. Jacobs, Gregory Edmond. The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The purpose of this study is to determine the degree of the relationship between distributed leadership as perceived by teachers and the affective commitment of… (more)

Subjects/Keywords: ETD; Distributed leadership; Organizational commitment; Affective commitment; Educational leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Jacobs, G. E. (2010). The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/349

Chicago Manual of Style (16th Edition):

Jacobs, Gregory Edmond. “The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/349.

MLA Handbook (7th Edition):

Jacobs, Gregory Edmond. “The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers.” 2010. Web. 22 Aug 2019.

Vancouver:

Jacobs GE. The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/349.

Council of Science Editors:

Jacobs GE. The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/349


Georgia Southern University

25. Johnson, Cleveland. Common Experiences African American Males Have En Route to Becoming Elementary Teachers.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 Male teachers are significantly under-represented in K-5 classrooms in relation to their presence in the general population; and, though male teachers in general are underrepresented,… (more)

Subjects/Keywords: ETD; African American male elementary teachers; Male teachers; Minority teachers; Teacher experiences; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Johnson, C. (2010). Common Experiences African American Males Have En Route to Becoming Elementary Teachers. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/322

Chicago Manual of Style (16th Edition):

Johnson, Cleveland. “Common Experiences African American Males Have En Route to Becoming Elementary Teachers.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/322.

MLA Handbook (7th Edition):

Johnson, Cleveland. “Common Experiences African American Males Have En Route to Becoming Elementary Teachers.” 2010. Web. 22 Aug 2019.

Vancouver:

Johnson C. Common Experiences African American Males Have En Route to Becoming Elementary Teachers. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/322.

Council of Science Editors:

Johnson C. Common Experiences African American Males Have En Route to Becoming Elementary Teachers. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/322


Georgia Southern University

26. Myles, Lori. An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 Absence rates in school districts have been a concern for educational stakeholders before the passage of NCLB act. The state of Georgia along with the… (more)

Subjects/Keywords: ETD; NCLB act; Middle schools; Georgia department of education; Compulsory attendance law; Attendance; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Myles, L. (2010). An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/317

Chicago Manual of Style (16th Edition):

Myles, Lori. “An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/317.

MLA Handbook (7th Edition):

Myles, Lori. “An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act.” 2010. Web. 22 Aug 2019.

Vancouver:

Myles L. An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/317.

Council of Science Editors:

Myles L. An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/317


Georgia Southern University

27. Carpenter, Dennis L. An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 The purpose of this study was to explore the extent to which principals were utilizing Marzano's 21 Leadership Responsibilities that were correlated to increased student… (more)

Subjects/Keywords: ETD; Leadership responsibilities; Implementation; Maintenance; Support; Inclusive education; School principals; Educational leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Carpenter, D. L. (2009). An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/335

Chicago Manual of Style (16th Edition):

Carpenter, Dennis L. “An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/335.

MLA Handbook (7th Edition):

Carpenter, Dennis L. “An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs.” 2009. Web. 22 Aug 2019.

Vancouver:

Carpenter DL. An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/335.

Council of Science Editors:

Carpenter DL. An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/335


Georgia Southern University

28. Williams, Rufus Douglas. Teacher Job Satisfaction in the Georgia Department of Juvenile Justice School System.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 Job satisfaction can be viewed as somewhat of a reflection of how an employee feels they are treated within the work setting and can also… (more)

Subjects/Keywords: ETD; Job satisfaction; Teachers; Working conditions; Correctional facilities; Teachers; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Williams, R. D. (2009). Teacher Job Satisfaction in the Georgia Department of Juvenile Justice School System. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/375

Chicago Manual of Style (16th Edition):

Williams, Rufus Douglas. “Teacher Job Satisfaction in the Georgia Department of Juvenile Justice School System.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/375.

MLA Handbook (7th Edition):

Williams, Rufus Douglas. “Teacher Job Satisfaction in the Georgia Department of Juvenile Justice School System.” 2009. Web. 22 Aug 2019.

Vancouver:

Williams RD. Teacher Job Satisfaction in the Georgia Department of Juvenile Justice School System. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/375.

Council of Science Editors:

Williams RD. Teacher Job Satisfaction in the Georgia Department of Juvenile Justice School System. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/375


Georgia Southern University

29. Penrod, Olivia Marie. Army Continuing Education System: The Role of Emotional Intelligence in Army Education Leadership as It Pertains to Team Performance.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The purpose of this study was to determine if the level of emotional intelligence of Education Services Officers and Education Services Specialists plays a role… (more)

Subjects/Keywords: ETD; Emotional intelligence; Team performance; Education services officers; Army continuing education system; Education services specialists; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Penrod, O. M. (2010). Army Continuing Education System: The Role of Emotional Intelligence in Army Education Leadership as It Pertains to Team Performance. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/318

Chicago Manual of Style (16th Edition):

Penrod, Olivia Marie. “Army Continuing Education System: The Role of Emotional Intelligence in Army Education Leadership as It Pertains to Team Performance.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/318.

MLA Handbook (7th Edition):

Penrod, Olivia Marie. “Army Continuing Education System: The Role of Emotional Intelligence in Army Education Leadership as It Pertains to Team Performance.” 2010. Web. 22 Aug 2019.

Vancouver:

Penrod OM. Army Continuing Education System: The Role of Emotional Intelligence in Army Education Leadership as It Pertains to Team Performance. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/318.

Council of Science Editors:

Penrod OM. Army Continuing Education System: The Role of Emotional Intelligence in Army Education Leadership as It Pertains to Team Performance. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/318


Georgia Southern University

30. Bacon, Sonia M. The Perceptions of Superintendents and Principals in Georgia Regarding the Mandated 65 Percent Rule.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 The 21st Century has brought about an increased need for creative strategies to improve student achievement. As school districts across the nation implement innovative methods… (more)

Subjects/Keywords: ETD; 65 percent rule; Classrooms first for Georgia act; SB 390; Operational budget; Direct instruction; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Bacon, S. M. (2009). The Perceptions of Superintendents and Principals in Georgia Regarding the Mandated 65 Percent Rule. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/331

Chicago Manual of Style (16th Edition):

Bacon, Sonia M. “The Perceptions of Superintendents and Principals in Georgia Regarding the Mandated 65 Percent Rule.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/331.

MLA Handbook (7th Edition):

Bacon, Sonia M. “The Perceptions of Superintendents and Principals in Georgia Regarding the Mandated 65 Percent Rule.” 2009. Web. 22 Aug 2019.

Vancouver:

Bacon SM. The Perceptions of Superintendents and Principals in Georgia Regarding the Mandated 65 Percent Rule. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/331.

Council of Science Editors:

Bacon SM. The Perceptions of Superintendents and Principals in Georgia Regarding the Mandated 65 Percent Rule. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/331

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