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You searched for subject:(Whole child). Showing records 1 – 19 of 19 total matches.

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Kennesaw State University

1. Bishop, James A. Principals and the Phenomenon of Neoliberal Audit Culture.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2018, Kennesaw State University

  This study focuses on the perceptions of six principals of the assessment culture within their schools. The principals were experienced in the assessment culture… (more)

Subjects/Keywords: audit culture; assessment; Georgia Milestones; whole child; functional validity; Educational Leadership

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APA (6th Edition):

Bishop, J. A. (2018). Principals and the Phenomenon of Neoliberal Audit Culture. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/11

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):

Bishop, James A. “Principals and the Phenomenon of Neoliberal Audit Culture.” 2018. Thesis, Kennesaw State University. Accessed July 14, 2020. https://digitalcommons.kennesaw.edu/educleaddoc_etd/11.

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

MLA Handbook (7th Edition):

Bishop, James A. “Principals and the Phenomenon of Neoliberal Audit Culture.” 2018. Web. 14 Jul 2020.

Vancouver:

Bishop JA. Principals and the Phenomenon of Neoliberal Audit Culture. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2020 Jul 14]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/11.

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

Council of Science Editors:

Bishop JA. Principals and the Phenomenon of Neoliberal Audit Culture. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/11

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


East Tennessee State University

2. Nicely, Tanna H. An Examination of the Community School Model in an Urban School Setting.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The topic of educating today’s youth has become an increasing multi-faceted task with rigorous accountability metrics handed down from all of the different branches… (more)

Subjects/Keywords: Full Service; Whole Child; Community Schools; Educational Leadership

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APA (6th Edition):

Nicely, T. H. (2016). An Examination of the Community School Model in an Urban School Setting. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3066

Chicago Manual of Style (16th Edition):

Nicely, Tanna H. “An Examination of the Community School Model in an Urban School Setting.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed July 14, 2020. https://dc.etsu.edu/etd/3066.

MLA Handbook (7th Edition):

Nicely, Tanna H. “An Examination of the Community School Model in an Urban School Setting.” 2016. Web. 14 Jul 2020.

Vancouver:

Nicely TH. An Examination of the Community School Model in an Urban School Setting. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2020 Jul 14]. Available from: https://dc.etsu.edu/etd/3066.

Council of Science Editors:

Nicely TH. An Examination of the Community School Model in an Urban School Setting. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3066


University of Connecticut

3. McKee, Sarah L. Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model.

Degree: MA, Human Development and Family Studies, 2019, University of Connecticut

Subjects/Keywords: school wellness; school district policy; Whole School; Whole Community; Whole Child model

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APA (6th Edition):

McKee, S. L. (2019). Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/1388

Chicago Manual of Style (16th Edition):

McKee, Sarah L. “Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model.” 2019. Masters Thesis, University of Connecticut. Accessed July 14, 2020. https://opencommons.uconn.edu/gs_theses/1388.

MLA Handbook (7th Edition):

McKee, Sarah L. “Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model.” 2019. Web. 14 Jul 2020.

Vancouver:

McKee SL. Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model. [Internet] [Masters thesis]. University of Connecticut; 2019. [cited 2020 Jul 14]. Available from: https://opencommons.uconn.edu/gs_theses/1388.

Council of Science Editors:

McKee SL. Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model. [Masters Thesis]. University of Connecticut; 2019. Available from: https://opencommons.uconn.edu/gs_theses/1388


Liberty University

4. Buhl, Nathan John. A Phenomenological Study of the Attitudes & Perceptions of Middle School Students Towards the Character, Advocacy, Remediation, Enrichment, & School Spirit (CARES) Program.

Degree: 2010, Liberty University

 This phenomenological research study, using three tiers of interview and focus group data, described the attitudes and perceptions of middle students towards the Character, Advisory,… (more)

Subjects/Keywords: Adolescent Development; Advisory Programs; Character Education; Social Emotional Learning; Teacher-Student Relationships; Whole Child Instruction; Education, Educational Psychology

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APA (6th Edition):

Buhl, N. J. (2010). A Phenomenological Study of the Attitudes & Perceptions of Middle School Students Towards the Character, Advocacy, Remediation, Enrichment, & School Spirit (CARES) Program. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/349

Chicago Manual of Style (16th Edition):

Buhl, Nathan John. “A Phenomenological Study of the Attitudes & Perceptions of Middle School Students Towards the Character, Advocacy, Remediation, Enrichment, & School Spirit (CARES) Program.” 2010. Doctoral Dissertation, Liberty University. Accessed July 14, 2020. http://digitalcommons.liberty.edu/doctoral/349.

MLA Handbook (7th Edition):

Buhl, Nathan John. “A Phenomenological Study of the Attitudes & Perceptions of Middle School Students Towards the Character, Advocacy, Remediation, Enrichment, & School Spirit (CARES) Program.” 2010. Web. 14 Jul 2020.

Vancouver:

Buhl NJ. A Phenomenological Study of the Attitudes & Perceptions of Middle School Students Towards the Character, Advocacy, Remediation, Enrichment, & School Spirit (CARES) Program. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Jul 14]. Available from: http://digitalcommons.liberty.edu/doctoral/349.

Council of Science Editors:

Buhl NJ. A Phenomenological Study of the Attitudes & Perceptions of Middle School Students Towards the Character, Advocacy, Remediation, Enrichment, & School Spirit (CARES) Program. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/349


RMIT University

5. Lockwood, J. Skills and attributes that encourage independent learning: a case study of teachers, parents and students.

Degree: 2008, RMIT University

 The following single case study took place at Buffymont Primary School in the Western Suburbs of Melbourne. Participants of the study were seven teachers, six… (more)

Subjects/Keywords: Fields of Research; Independent learning; Effective learning; Open-ended activities; Whole Child Approach; Skills Acquisition; Social; Development

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APA (6th Edition):

Lockwood, J. (2008). Skills and attributes that encourage independent learning: a case study of teachers, parents and students. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:13877

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):

Lockwood, J. “Skills and attributes that encourage independent learning: a case study of teachers, parents and students.” 2008. Thesis, RMIT University. Accessed July 14, 2020. http://researchbank.rmit.edu.au/view/rmit:13877.

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

MLA Handbook (7th Edition):

Lockwood, J. “Skills and attributes that encourage independent learning: a case study of teachers, parents and students.” 2008. Web. 14 Jul 2020.

Vancouver:

Lockwood J. Skills and attributes that encourage independent learning: a case study of teachers, parents and students. [Internet] [Thesis]. RMIT University; 2008. [cited 2020 Jul 14]. Available from: http://researchbank.rmit.edu.au/view/rmit:13877.

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

Council of Science Editors:

Lockwood J. Skills and attributes that encourage independent learning: a case study of teachers, parents and students. [Thesis]. RMIT University; 2008. Available from: http://researchbank.rmit.edu.au/view/rmit:13877

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


McGill University

6. Broder, Hannah. Two methods of teaching class inclusion.

Degree: MA, Faculty of Education, 1972, McGill University

Subjects/Keywords: Child psychology; Number concept; Whole and parts (Psychology)

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APA (6th Edition):

Broder, H. (1972). Two methods of teaching class inclusion. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile50198.pdf

Chicago Manual of Style (16th Edition):

Broder, Hannah. “Two methods of teaching class inclusion.” 1972. Masters Thesis, McGill University. Accessed July 14, 2020. http://digitool.library.mcgill.ca/thesisfile50198.pdf.

MLA Handbook (7th Edition):

Broder, Hannah. “Two methods of teaching class inclusion.” 1972. Web. 14 Jul 2020.

Vancouver:

Broder H. Two methods of teaching class inclusion. [Internet] [Masters thesis]. McGill University; 1972. [cited 2020 Jul 14]. Available from: http://digitool.library.mcgill.ca/thesisfile50198.pdf.

Council of Science Editors:

Broder H. Two methods of teaching class inclusion. [Masters Thesis]. McGill University; 1972. Available from: http://digitool.library.mcgill.ca/thesisfile50198.pdf

7. Strong, Kristen. Developmentally appropriate practices in transitional kindergarten classrooms.

Degree: MA, Child Development, 2019, California State University – Sacramento

 California implemented transitional kindergarten in all school districts across the state; however, the program did not align with the state credential program or higher education… (more)

Subjects/Keywords: TK classrooms; DAP; Preschool; Whole child

…5th grade, Easton-Brooks and Brown (2010), found that the age at which a child… …whole, did not perform as well in cognitive and social-emotional tasks as those who entered… …child. In California, research is already showing that TK does in fact help to close some of… …Wonders curriculum suggests a 60-minute-long whole group time including introduction to concepts… …ECERS-R recommends that whole group time be limited to no more than 20 minutes or less if… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Strong, K. (2019). Developmentally appropriate practices in transitional kindergarten classrooms. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210157

Chicago Manual of Style (16th Edition):

Strong, Kristen. “Developmentally appropriate practices in transitional kindergarten classrooms.” 2019. Masters Thesis, California State University – Sacramento. Accessed July 14, 2020. http://hdl.handle.net/10211.3/210157.

MLA Handbook (7th Edition):

Strong, Kristen. “Developmentally appropriate practices in transitional kindergarten classrooms.” 2019. Web. 14 Jul 2020.

Vancouver:

Strong K. Developmentally appropriate practices in transitional kindergarten classrooms. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10211.3/210157.

Council of Science Editors:

Strong K. Developmentally appropriate practices in transitional kindergarten classrooms. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210157


Pontifícia Universidade Católica de São Paulo

8. Fausta Alzirina Ornelas Pontes Mello. O Trabalho em rede com crianças vitimizadas: Os desafios de tecer a rede de proteção integral às crianças/famílias.

Degree: 2006, Pontifícia Universidade Católica de São Paulo

In this piece of work, we present a study of the violence against children and the network carried out by different social actors and forces.… (more)

Subjects/Keywords: rede; net; ethics; Violencia; Criancas maltratadas; Redes de relacoes sociais; proteção; SERVICO SOCIAL; whole protection; violence; criança; Violencia familiar; ética; child; violência; integral

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APA (6th Edition):

Mello, F. A. O. P. (2006). O Trabalho em rede com crianças vitimizadas: Os desafios de tecer a rede de proteção integral às crianças/famílias. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3988

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):

Mello, Fausta Alzirina Ornelas Pontes. “O Trabalho em rede com crianças vitimizadas: Os desafios de tecer a rede de proteção integral às crianças/famílias.” 2006. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed July 14, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3988.

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

MLA Handbook (7th Edition):

Mello, Fausta Alzirina Ornelas Pontes. “O Trabalho em rede com crianças vitimizadas: Os desafios de tecer a rede de proteção integral às crianças/famílias.” 2006. Web. 14 Jul 2020.

Vancouver:

Mello FAOP. O Trabalho em rede com crianças vitimizadas: Os desafios de tecer a rede de proteção integral às crianças/famílias. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2006. [cited 2020 Jul 14]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3988.

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

Council of Science Editors:

Mello FAOP. O Trabalho em rede com crianças vitimizadas: Os desafios de tecer a rede de proteção integral às crianças/famílias. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2006. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3988

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


University of Washington

9. Louttit, Juli R. The use of 100% fruit juice as a fruit and vegetable equivalent in federally-subsidized child care homes.

Degree: 2013, University of Washington

. Advisors/Committee Members: Johnson, Donna (advisor).

Subjects/Keywords: 100% fruit juice; child care; cost; nutrition; vegetables; whole fruit; Nutrition; nutritional sciences

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APA (6th Edition):

Louttit, J. R. (2013). The use of 100% fruit juice as a fruit and vegetable equivalent in federally-subsidized child care homes. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/22472

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):

Louttit, Juli R. “The use of 100% fruit juice as a fruit and vegetable equivalent in federally-subsidized child care homes.” 2013. Thesis, University of Washington. Accessed July 14, 2020. http://hdl.handle.net/1773/22472.

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

MLA Handbook (7th Edition):

Louttit, Juli R. “The use of 100% fruit juice as a fruit and vegetable equivalent in federally-subsidized child care homes.” 2013. Web. 14 Jul 2020.

Vancouver:

Louttit JR. The use of 100% fruit juice as a fruit and vegetable equivalent in federally-subsidized child care homes. [Internet] [Thesis]. University of Washington; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1773/22472.

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

Council of Science Editors:

Louttit JR. The use of 100% fruit juice as a fruit and vegetable equivalent in federally-subsidized child care homes. [Thesis]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/22472

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


University of South Florida

10. Shuck, Cynthia Marie. Music Integration: Educators’ Perceptions of Implementation and Student Achievement in Public School Elementary Education.

Degree: 2005, University of South Florida

 This qualitative case study investigated the levels and frequency of music integration being implemented at a public elementary school in central Florida, what key issues… (more)

Subjects/Keywords: Music education; Interdisciplinary; Academic achievement; Curriculum; Whole child; American Studies; Arts and Humanities

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APA (6th Edition):

Shuck, C. M. (2005). Music Integration: Educators’ Perceptions of Implementation and Student Achievement in Public School Elementary Education. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/863

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):

Shuck, Cynthia Marie. “Music Integration: Educators’ Perceptions of Implementation and Student Achievement in Public School Elementary Education.” 2005. Thesis, University of South Florida. Accessed July 14, 2020. https://scholarcommons.usf.edu/etd/863.

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

MLA Handbook (7th Edition):

Shuck, Cynthia Marie. “Music Integration: Educators’ Perceptions of Implementation and Student Achievement in Public School Elementary Education.” 2005. Web. 14 Jul 2020.

Vancouver:

Shuck CM. Music Integration: Educators’ Perceptions of Implementation and Student Achievement in Public School Elementary Education. [Internet] [Thesis]. University of South Florida; 2005. [cited 2020 Jul 14]. Available from: https://scholarcommons.usf.edu/etd/863.

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

Council of Science Editors:

Shuck CM. Music Integration: Educators’ Perceptions of Implementation and Student Achievement in Public School Elementary Education. [Thesis]. University of South Florida; 2005. Available from: https://scholarcommons.usf.edu/etd/863

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


University of Edinburgh

11. Higgins, Hillarie Jean. Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project.

Degree: PhD, 2010, University of Edinburgh

 Therapeutic education initiatives embodying a whole child approach can be seen to address the intellectual, emotional, bodily and spiritual as being part of a child’s… (more)

Subjects/Keywords: 370.15; emotional expression; whole child; emotional education; expressive arts; short-term intervention

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APA (6th Edition):

Higgins, H. J. (2010). Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5523

Chicago Manual of Style (16th Edition):

Higgins, Hillarie Jean. “Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project.” 2010. Doctoral Dissertation, University of Edinburgh. Accessed July 14, 2020. http://hdl.handle.net/1842/5523.

MLA Handbook (7th Edition):

Higgins, Hillarie Jean. “Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project.” 2010. Web. 14 Jul 2020.

Vancouver:

Higgins HJ. Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project. [Internet] [Doctoral dissertation]. University of Edinburgh; 2010. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1842/5523.

Council of Science Editors:

Higgins HJ. Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project. [Doctoral Dissertation]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5523


Cleveland State University

12. Glass, Lindsey Heather. A Case Study of an International Baccalaureate School within an Urban School District-University Partnership.

Degree: PhD, College of Education and Human Services, 2016, Cleveland State University

 This research examines the relationship between the International Baccalaureate (IB) program and individual and institutional development as well as the potential of the IB program… (more)

Subjects/Keywords: Curriculum Development; Education; Education Policy; Educational Evaluation; Educational Tests and Measurements; Higher Education; Multicultural Education; Teaching; Elementary Education; International Baccalaureate; case study; university-district partnership; teacher narratives; teacher autonomy; social capital; whole child education; standardized testing; urban education; community engagement

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APA (6th Edition):

Glass, L. H. (2016). A Case Study of an International Baccalaureate School within an Urban School District-University Partnership. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792

Chicago Manual of Style (16th Edition):

Glass, Lindsey Heather. “A Case Study of an International Baccalaureate School within an Urban School District-University Partnership.” 2016. Doctoral Dissertation, Cleveland State University. Accessed July 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.

MLA Handbook (7th Edition):

Glass, Lindsey Heather. “A Case Study of an International Baccalaureate School within an Urban School District-University Partnership.” 2016. Web. 14 Jul 2020.

Vancouver:

Glass LH. A Case Study of an International Baccalaureate School within an Urban School District-University Partnership. [Internet] [Doctoral dissertation]. Cleveland State University; 2016. [cited 2020 Jul 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.

Council of Science Editors:

Glass LH. A Case Study of an International Baccalaureate School within an Urban School District-University Partnership. [Doctoral Dissertation]. Cleveland State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792

13. Truckey, Jacquelynn Anne. Social and Emotional Factors and Achievement Patterns Amongst High Ability Learners.

Degree: PhD, Educational Administration and Policy Studies, 2009, U of Denver

  Research indicates that social and emotional factors play a very important role in the achievement levels of all learners and especially so for gifted… (more)

Subjects/Keywords: Achievement; Adolescents; Affective needs; Gifted education; Social and emotional; Whole child; Education; Educational Psychology

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APA (6th Edition):

Truckey, J. A. (2009). Social and Emotional Factors and Achievement Patterns Amongst High Ability Learners. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/660

Chicago Manual of Style (16th Edition):

Truckey, Jacquelynn Anne. “Social and Emotional Factors and Achievement Patterns Amongst High Ability Learners.” 2009. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/660.

MLA Handbook (7th Edition):

Truckey, Jacquelynn Anne. “Social and Emotional Factors and Achievement Patterns Amongst High Ability Learners.” 2009. Web. 14 Jul 2020.

Vancouver:

Truckey JA. Social and Emotional Factors and Achievement Patterns Amongst High Ability Learners. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/660.

Council of Science Editors:

Truckey JA. Social and Emotional Factors and Achievement Patterns Amongst High Ability Learners. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/660


Bowling Green State University

14. Jeffries, Treva Elise. A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach.

Degree: Doctor of Education (EdD), Leadership Studies, 2020, Bowling Green State University

 Many school leaders have found that to reach an environment that encompasses the toolsand supports for student success, a whole child approach is required to… (more)

Subjects/Keywords: Education; Secondary Education; education; MTSS; multi-tiered systems of supports; interventions; high school; whole child; equity, equity in education; urban; graduation rates; graduation; student attendance; attendance rates; adverse childhood experiences; ACEs; trauma; trauma informe

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APA (6th Edition):

Jeffries, T. E. (2020). A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316

Chicago Manual of Style (16th Edition):

Jeffries, Treva Elise. “A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach.” 2020. Doctoral Dissertation, Bowling Green State University. Accessed July 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316.

MLA Handbook (7th Edition):

Jeffries, Treva Elise. “A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach.” 2020. Web. 14 Jul 2020.

Vancouver:

Jeffries TE. A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach. [Internet] [Doctoral dissertation]. Bowling Green State University; 2020. [cited 2020 Jul 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316.

Council of Science Editors:

Jeffries TE. A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach. [Doctoral Dissertation]. Bowling Green State University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316


East Tennessee State University

15. Werner, Dawn Heterick. A Study to Determine the Relationship of the Direct Instruction Program Corrective Reading on Terra Nova Tests Scores in One School System in East Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2005, East Tennessee State University

  The purpose of this study was to examine the relationship of the Direct Instruction program Corrective Reading on standardized achievement test scores specifically of… (more)

Subjects/Keywords: Special Accommodation D; Phonics; No Child Left Behind; IEP; IDEA; Corrective Reading; Direct Instruction; Whole Language; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Werner, D. H. (2005). A Study to Determine the Relationship of the Direct Instruction Program Corrective Reading on Terra Nova Tests Scores in One School System in East Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1029

Chicago Manual of Style (16th Edition):

Werner, Dawn Heterick. “A Study to Determine the Relationship of the Direct Instruction Program Corrective Reading on Terra Nova Tests Scores in One School System in East Tennessee.” 2005. Doctoral Dissertation, East Tennessee State University. Accessed July 14, 2020. https://dc.etsu.edu/etd/1029.

MLA Handbook (7th Edition):

Werner, Dawn Heterick. “A Study to Determine the Relationship of the Direct Instruction Program Corrective Reading on Terra Nova Tests Scores in One School System in East Tennessee.” 2005. Web. 14 Jul 2020.

Vancouver:

Werner DH. A Study to Determine the Relationship of the Direct Instruction Program Corrective Reading on Terra Nova Tests Scores in One School System in East Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2005. [cited 2020 Jul 14]. Available from: https://dc.etsu.edu/etd/1029.

Council of Science Editors:

Werner DH. A Study to Determine the Relationship of the Direct Instruction Program Corrective Reading on Terra Nova Tests Scores in One School System in East Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2005. Available from: https://dc.etsu.edu/etd/1029

16. Peugeot, Megan Aline. Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement.

Degree: Doctor of Education (EdD), Education, 2017, University of Findlay

 Through a Whole Child lens a cross-sectional quantitative research design evaluated the impact of academic and nonacademic support structures on student reading achievement per the… (more)

Subjects/Keywords: Education; Education Policy; Educational Leadership; Elementary Education; achievement gap, data driven decision-making, multifactored approach, Whole Child Approach

…39 Whole Child Approach to Education… …62 Whole Community and Whole Child… …thereby, maintaining internal homeostasis for the child. The whole child approach to education… …x28;Slade & Griffith, 2013, p. 22). The Whole Child Commission contended, in the… …the Whole Child Approach. Danielian (2009) attests NCLB led to stronger mandates… 

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APA (6th Edition):

Peugeot, M. A. (2017). Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement. (Doctoral Dissertation). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500119063279081

Chicago Manual of Style (16th Edition):

Peugeot, Megan Aline. “Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement.” 2017. Doctoral Dissertation, University of Findlay. Accessed July 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500119063279081.

MLA Handbook (7th Edition):

Peugeot, Megan Aline. “Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement.” 2017. Web. 14 Jul 2020.

Vancouver:

Peugeot MA. Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement. [Internet] [Doctoral dissertation]. University of Findlay; 2017. [cited 2020 Jul 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500119063279081.

Council of Science Editors:

Peugeot MA. Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement. [Doctoral Dissertation]. University of Findlay; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500119063279081

17. Tsosie, Berdina Rose. PARENTS' PERSPECTIVES IN THEIR CHILD'S EDUCATION IN TWO-PARENT HOUSEHOLDS.

Degree: EdD, Educational Administration and Supervision, 2012, Arizona State University

 The purpose of the research study was to explore the perceptions of Navajo mothers and Navajo fathers in the development and childrearing practices of their… (more)

Subjects/Keywords: Educational administration; Adult education; Social sciences education; American Indian parent involvement; Navajo parents'; perspectives; parental Involvement; parent perspectives; Whole Child

…which results in the “Whole Child.” These components make up the person; however, the children… …development of the whole child. 24 Emotional development Emotional development is one of the most… …enormous pressure to show evidence that they are providing every child with an equal and… …mandated through the enactment of the No Child Left behind Act of 1991. This act, along with… …viewed child development and child rearing practices. Over many decades, factors associated… 

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APA (6th Edition):

Tsosie, B. R. (2012). PARENTS' PERSPECTIVES IN THEIR CHILD'S EDUCATION IN TWO-PARENT HOUSEHOLDS. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/15916

Chicago Manual of Style (16th Edition):

Tsosie, Berdina Rose. “PARENTS' PERSPECTIVES IN THEIR CHILD'S EDUCATION IN TWO-PARENT HOUSEHOLDS.” 2012. Doctoral Dissertation, Arizona State University. Accessed July 14, 2020. http://repository.asu.edu/items/15916.

MLA Handbook (7th Edition):

Tsosie, Berdina Rose. “PARENTS' PERSPECTIVES IN THEIR CHILD'S EDUCATION IN TWO-PARENT HOUSEHOLDS.” 2012. Web. 14 Jul 2020.

Vancouver:

Tsosie BR. PARENTS' PERSPECTIVES IN THEIR CHILD'S EDUCATION IN TWO-PARENT HOUSEHOLDS. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2020 Jul 14]. Available from: http://repository.asu.edu/items/15916.

Council of Science Editors:

Tsosie BR. PARENTS' PERSPECTIVES IN THEIR CHILD'S EDUCATION IN TWO-PARENT HOUSEHOLDS. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/15916


Seton Hall University

18. Jackson, Winston D. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2007, Seton Hall University

. Advisors/Committee Members: Anthony J. Colella, Karen E. Boroff, James M. Caulfield.

Subjects/Keywords: Education; Success for All; ESPA; NJ ASK4; Reading; No Child Left Behind; Whole-school reform; Elementary School Proficiency Assessment; New Jersey Assessment of Skills and Knowledge; Urban education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Psychology

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

APA (6th Edition):

Jackson, W. D. (2007). An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/231

Chicago Manual of Style (16th Edition):

Jackson, Winston D. “An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.” 2007. Doctoral Dissertation, Seton Hall University. Accessed July 14, 2020. https://scholarship.shu.edu/dissertations/231.

MLA Handbook (7th Edition):

Jackson, Winston D. “An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.” 2007. Web. 14 Jul 2020.

Vancouver:

Jackson WD. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2020 Jul 14]. Available from: https://scholarship.shu.edu/dissertations/231.

Council of Science Editors:

Jackson WD. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: https://scholarship.shu.edu/dissertations/231


University of Toronto

19. Neves, Ana Cristina Trindade. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.

Degree: 2009, University of Toronto

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a… (more)

Subjects/Keywords: holistic education; holistic learning; holistic teacher; holistic curriculum; curriculum development; Ontario curriculum; transformative curriculum; holistic philosophy of education; developing mindfulness; meditation in schools; visualization as a learning tool; yoga in schools; journal writing; Gulu walk; An Inconvenient Truth; Uganda Rising; anti-bullying education; human wholeness; Whole Child School; personal development; professional development; personal practical knowledge in teachers; educational connoisseurship and criticism; empowering students; Math trail; pedagogical approaches; autobiography; parents as partners in education; EQAO testing; student-led conferences; self awareness; balance in education; limited vision of Ontario curriculum; tensions between Holistic education and the Ontario curriculum; critical literacy ideology; ommission on the Whole Child; spirituality in education; anecdotal reporting to parents; social consciousness; Roots of Empathy; Who is Nobody; spiritual growth; ecological awareness; wholeness of human experience; creativity and intuition in education; 0727; 0524; 0280; 0998

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APA (6th Edition):

Neves, A. C. T. (2009). A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18107

Chicago Manual of Style (16th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Masters Thesis, University of Toronto. Accessed July 14, 2020. http://hdl.handle.net/1807/18107.

MLA Handbook (7th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Web. 14 Jul 2020.

Vancouver:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1807/18107.

Council of Science Editors:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18107

.