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You searched for subject:(academic improvement). Showing records 1 – 30 of 94 total matches.

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1. Kull, Johanna. Högskoleutbildningens påverkan på arbetsminnets kapacitet.

Degree: Care and Social Welfare, 2014, Mälardalen University

  Arbetsminnet är en viktig funktion för människans kognitiva förmåga. Tidigare forskning har visat det finns flera faktorer som kan påverka arbetsminnets kapacitet, ett exempel… (more)

Subjects/Keywords: working memory; academic work; memory improvement; inducement

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APA (6th Edition):

Kull, J. (2014). Högskoleutbildningens påverkan på arbetsminnets kapacitet. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25416

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):

Kull, Johanna. “Högskoleutbildningens påverkan på arbetsminnets kapacitet.” 2014. Thesis, Mälardalen University. Accessed December 09, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25416.

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

MLA Handbook (7th Edition):

Kull, Johanna. “Högskoleutbildningens påverkan på arbetsminnets kapacitet.” 2014. Web. 09 Dec 2019.

Vancouver:

Kull J. Högskoleutbildningens påverkan på arbetsminnets kapacitet. [Internet] [Thesis]. Mälardalen University; 2014. [cited 2019 Dec 09]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25416.

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

Council of Science Editors:

Kull J. Högskoleutbildningens påverkan på arbetsminnets kapacitet. [Thesis]. Mälardalen University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25416

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


University of Zambia

2. Chisoso, Elizabeth Chanda. Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia .

Degree: 2016, University of Zambia

 The main purpose of this study was to find out the role of guidance in academic performance of learners in five selected secondary schools in… (more)

Subjects/Keywords: School improvement programs – Zambia; Academic achivement secondary schools – Zambia

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APA (6th Edition):

Chisoso, E. C. (2016). Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4948

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):

Chisoso, Elizabeth Chanda. “Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia .” 2016. Thesis, University of Zambia. Accessed December 09, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4948.

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

MLA Handbook (7th Edition):

Chisoso, Elizabeth Chanda. “Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia .” 2016. Web. 09 Dec 2019.

Vancouver:

Chisoso EC. Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Dec 09]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4948.

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

Council of Science Editors:

Chisoso EC. Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4948

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


University of Zambia

3. Moola, Ireen Nandila. Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia .

Degree: 2015, University of Zambia

 This study focused on factors affecting academic performance of learners in Continuing Education Schools in Zambia. It was prompted by the learners‟ general poor performance… (more)

Subjects/Keywords: Older people – Education.; Academic achievement.; School improvement programs.

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APA (6th Edition):

Moola, I. N. (2015). Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4260

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):

Moola, Ireen Nandila. “Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia .” 2015. Thesis, University of Zambia. Accessed December 09, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4260.

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

MLA Handbook (7th Edition):

Moola, Ireen Nandila. “Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia .” 2015. Web. 09 Dec 2019.

Vancouver:

Moola IN. Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Dec 09]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4260.

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

Council of Science Editors:

Moola IN. Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4260

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


University of Southern California

4. Johnson, Mark Steven. Resource allocation strategies and educational adequacy: Case studies of school level resource use in California middle schools.

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

 This study selected a purposeful sample of six intermediate/middle schools in Southern California with a Similar Schools Ranking of 10, as identified by the California… (more)

Subjects/Keywords: academic achievement; educational leadership; resource allocation; school improvement; school reform

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APA (6th Edition):

Johnson, M. S. (2011). Resource allocation strategies and educational adequacy: Case studies of school level resource use in California middle schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/453346/rec/5559

Chicago Manual of Style (16th Edition):

Johnson, Mark Steven. “Resource allocation strategies and educational adequacy: Case studies of school level resource use in California middle schools.” 2011. Doctoral Dissertation, University of Southern California. Accessed December 09, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/453346/rec/5559.

MLA Handbook (7th Edition):

Johnson, Mark Steven. “Resource allocation strategies and educational adequacy: Case studies of school level resource use in California middle schools.” 2011. Web. 09 Dec 2019.

Vancouver:

Johnson MS. Resource allocation strategies and educational adequacy: Case studies of school level resource use in California middle schools. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Dec 09]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/453346/rec/5559.

Council of Science Editors:

Johnson MS. Resource allocation strategies and educational adequacy: Case studies of school level resource use in California middle schools. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/453346/rec/5559


Oklahoma State University

5. Hunt, Christine A. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.

Degree: School of Educational Studies, 2012, Oklahoma State University

 The purpose of this study was to investigate the perceptions and beliefs of teachers at a Midwestern suburban middle school about students, student learning, and… (more)

Subjects/Keywords: academic improvement; collective teacher efficacy; teacher behaviors; teacher beliefs

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APA (6th Edition):

Hunt, C. A. (2012). Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7187

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):

Hunt, Christine A. “Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.” 2012. Thesis, Oklahoma State University. Accessed December 09, 2019. http://hdl.handle.net/11244/7187.

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

MLA Handbook (7th Edition):

Hunt, Christine A. “Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.” 2012. Web. 09 Dec 2019.

Vancouver:

Hunt CA. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/11244/7187.

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

Council of Science Editors:

Hunt CA. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/7187

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


University of Missouri – Columbia

6. Shindorf, Brian D. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.

Degree: 2015, University of Missouri – Columbia

 This study sought to identify if differences existed in the responses collected from Missouri's Advanced Questionnaire survey between high achieving and low-achieving schools across Missouri.… (more)

Subjects/Keywords: Low-income students; Academic achievement; School improvement programs

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APA (6th Edition):

Shindorf, B. D. (2015). Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46898

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):

Shindorf, Brian D. “Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.” 2015. Thesis, University of Missouri – Columbia. Accessed December 09, 2019. http://hdl.handle.net/10355/46898.

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

MLA Handbook (7th Edition):

Shindorf, Brian D. “Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.” 2015. Web. 09 Dec 2019.

Vancouver:

Shindorf BD. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10355/46898.

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

Council of Science Editors:

Shindorf BD. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/46898

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


University of Missouri – Columbia

7. Donaldson, Rebecca Jane. A case study of the essential supports which make up the framework of a turnaround school.

Degree: 2012, University of Missouri – Columbia

 States have been given flexibility under No Child Left Behind to create need-driven comprehensive school improvement plans with an approved accountability system, however those unable… (more)

Subjects/Keywords: school improvement plan; academic achievement; turnaround school; No Child Left Behind

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APA (6th Edition):

Donaldson, R. J. (2012). A case study of the essential supports which make up the framework of a turnaround school. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33023

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):

Donaldson, Rebecca Jane. “A case study of the essential supports which make up the framework of a turnaround school.” 2012. Thesis, University of Missouri – Columbia. Accessed December 09, 2019. http://hdl.handle.net/10355/33023.

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

MLA Handbook (7th Edition):

Donaldson, Rebecca Jane. “A case study of the essential supports which make up the framework of a turnaround school.” 2012. Web. 09 Dec 2019.

Vancouver:

Donaldson RJ. A case study of the essential supports which make up the framework of a turnaround school. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10355/33023.

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

Council of Science Editors:

Donaldson RJ. A case study of the essential supports which make up the framework of a turnaround school. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33023

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


University of New Mexico

8. Garcia, Thomas. AN EMPIRICAL STUDY OF THE RELATIONSHIP BETWEEN ACCREDITATION METHOD AND INSTITUTIONAL PERFORMANCE.

Degree: Teacher Education, Educational Leadership & Policy, 2010, University of New Mexico

 The purpose of this research is to ascertain whether or not there is a relationship between accreditation method and institutional performance as measured by the… (more)

Subjects/Keywords: Accreditation; Graduation Rates; Retention Rates; Academic Quality Improvement; AQIP; PEAQ

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APA (6th Edition):

Garcia, T. (2010). AN EMPIRICAL STUDY OF THE RELATIONSHIP BETWEEN ACCREDITATION METHOD AND INSTITUTIONAL PERFORMANCE. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10288

Chicago Manual of Style (16th Edition):

Garcia, Thomas. “AN EMPIRICAL STUDY OF THE RELATIONSHIP BETWEEN ACCREDITATION METHOD AND INSTITUTIONAL PERFORMANCE.” 2010. Doctoral Dissertation, University of New Mexico. Accessed December 09, 2019. http://hdl.handle.net/1928/10288.

MLA Handbook (7th Edition):

Garcia, Thomas. “AN EMPIRICAL STUDY OF THE RELATIONSHIP BETWEEN ACCREDITATION METHOD AND INSTITUTIONAL PERFORMANCE.” 2010. Web. 09 Dec 2019.

Vancouver:

Garcia T. AN EMPIRICAL STUDY OF THE RELATIONSHIP BETWEEN ACCREDITATION METHOD AND INSTITUTIONAL PERFORMANCE. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1928/10288.

Council of Science Editors:

Garcia T. AN EMPIRICAL STUDY OF THE RELATIONSHIP BETWEEN ACCREDITATION METHOD AND INSTITUTIONAL PERFORMANCE. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10288


University of Johannesburg

9. Müller, Erika. The big five model of personality and academic achievement at university.

Degree: 2012, University of Johannesburg

D.Phil.

In the Republic of South Africa, higher education institutions today are challenged with the need to address a number of pressing demands. In a… (more)

Subjects/Keywords: Academic achievement; School improvement programs; Personality; Social psychology Research

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APA (6th Edition):

Müller, E. (2012). The big five model of personality and academic achievement at university. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5080

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):

Müller, Erika. “The big five model of personality and academic achievement at university.” 2012. Thesis, University of Johannesburg. Accessed December 09, 2019. http://hdl.handle.net/10210/5080.

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

MLA Handbook (7th Edition):

Müller, Erika. “The big five model of personality and academic achievement at university.” 2012. Web. 09 Dec 2019.

Vancouver:

Müller E. The big five model of personality and academic achievement at university. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10210/5080.

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

Council of Science Editors:

Müller E. The big five model of personality and academic achievement at university. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5080

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


University of Central Florida

10. Mohammad, Syed N. Application Of Modeling And Simulation To Reduce Costs Of Acquisition Within Triple Constraints.

Degree: 2012, University of Central Florida

 A key component of defense acquisition programs operating using the Integrated Defense Acquisition, Technology, and Logistics Life Cycle Management System is the reliance on the… (more)

Subjects/Keywords: Modeling; simulation; defense acquisition; triple constriants; process improvement; Psychology; Dissertations, Academic  – Sciences, Sciences  – Dissertations, Academic

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APA (6th Edition):

Mohammad, S. N. (2012). Application Of Modeling And Simulation To Reduce Costs Of Acquisition Within Triple Constraints. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2227

Chicago Manual of Style (16th Edition):

Mohammad, Syed N. “Application Of Modeling And Simulation To Reduce Costs Of Acquisition Within Triple Constraints.” 2012. Doctoral Dissertation, University of Central Florida. Accessed December 09, 2019. https://stars.library.ucf.edu/etd/2227.

MLA Handbook (7th Edition):

Mohammad, Syed N. “Application Of Modeling And Simulation To Reduce Costs Of Acquisition Within Triple Constraints.” 2012. Web. 09 Dec 2019.

Vancouver:

Mohammad SN. Application Of Modeling And Simulation To Reduce Costs Of Acquisition Within Triple Constraints. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2019 Dec 09]. Available from: https://stars.library.ucf.edu/etd/2227.

Council of Science Editors:

Mohammad SN. Application Of Modeling And Simulation To Reduce Costs Of Acquisition Within Triple Constraints. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2227


Nelson Mandela Metropolitan University

11. Gumbo, Edwell. Factors that influence a performance culture in a selected school in Johannesburg East district.

Degree: Faculty of Business and Economic Sciences, 2016, Nelson Mandela Metropolitan University

 A country’s competitive advantage is linked to its educational outcomes. South Africa, as a developing country wants to shift from being a resource based economy… (more)

Subjects/Keywords: Educational change  – South Africa  – Johannesburg; Academic achievement  – South Africa  – Johannesburg; School improvement programs

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APA (6th Edition):

Gumbo, E. (2016). Factors that influence a performance culture in a selected school in Johannesburg East district. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/4900

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):

Gumbo, Edwell. “Factors that influence a performance culture in a selected school in Johannesburg East district.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed December 09, 2019. http://hdl.handle.net/10948/4900.

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

MLA Handbook (7th Edition):

Gumbo, Edwell. “Factors that influence a performance culture in a selected school in Johannesburg East district.” 2016. Web. 09 Dec 2019.

Vancouver:

Gumbo E. Factors that influence a performance culture in a selected school in Johannesburg East district. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10948/4900.

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

Council of Science Editors:

Gumbo E. Factors that influence a performance culture in a selected school in Johannesburg East district. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/4900

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

12. Erdağ, Coşkun. Okullarda hesap verebilirlik politikaları : bir yapısal eşitlik modelleme çalışması .

Degree: ESOGÜ, Eğitim Fakültesi, Eğitim Bilimleri, 2013, Eskisehir Osmangazi University

 Amaç: Bu araştırmanın amacı, akademik başarının artırılmasına yönelik okullarda var olan baskıları, bu baskılara okulların cevap verme düzeyleri, akademik başarının artırılmasına yönelik okul yöneticileri ve… (more)

Subjects/Keywords: Okul Geliştirme; Hesap Verebilirlik; Eğitim Politikası; Akademik Başarı; Accountability; Academic Achievement; School Improvement

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APA (6th Edition):

Erdağ, C. (2013). Okullarda hesap verebilirlik politikaları : bir yapısal eşitlik modelleme çalışması . (Thesis). Eskisehir Osmangazi University. Retrieved from http://hdl.handle.net/11684/710

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):

Erdağ, Coşkun. “Okullarda hesap verebilirlik politikaları : bir yapısal eşitlik modelleme çalışması .” 2013. Thesis, Eskisehir Osmangazi University. Accessed December 09, 2019. http://hdl.handle.net/11684/710.

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

MLA Handbook (7th Edition):

Erdağ, Coşkun. “Okullarda hesap verebilirlik politikaları : bir yapısal eşitlik modelleme çalışması .” 2013. Web. 09 Dec 2019.

Vancouver:

Erdağ C. Okullarda hesap verebilirlik politikaları : bir yapısal eşitlik modelleme çalışması . [Internet] [Thesis]. Eskisehir Osmangazi University; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/11684/710.

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

Council of Science Editors:

Erdağ C. Okullarda hesap verebilirlik politikaları : bir yapısal eşitlik modelleme çalışması . [Thesis]. Eskisehir Osmangazi University; 2013. Available from: http://hdl.handle.net/11684/710

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

13. Huber, David Joseph, 1976-. The Effect of School Improvement Planning on Student Achievement : A Goal Theory Perspective.

Degree: Department of Educational Leadership, 2014, Central Connecticut State University

This quantitative study was designed to evaluate the effect of school improvement planning as it relates to goal theory (Locke & Latham, 2002, 2006). This… (more)

Subjects/Keywords: School improvement programs.; Academic achievement.

…my new insight on school improvement will positively impact the students of our city. Thank… …students, parents, and colleagues who helped me understand the importance of school improvement… …present study is designed to evaluate the effectiveness of school improvement planning… …Specifically, this study will evaluate school improvement plans (SIPs) to identify what if… …all states as a form of school accountability and improvement under the U.S. Department of… 

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APA (6th Edition):

Huber, David Joseph, 1. (2014). The Effect of School Improvement Planning on Student Achievement : A Goal Theory Perspective. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1960

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):

Huber, David Joseph, 1976-. “The Effect of School Improvement Planning on Student Achievement : A Goal Theory Perspective.” 2014. Thesis, Central Connecticut State University. Accessed December 09, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1960.

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

MLA Handbook (7th Edition):

Huber, David Joseph, 1976-. “The Effect of School Improvement Planning on Student Achievement : A Goal Theory Perspective.” 2014. Web. 09 Dec 2019.

Vancouver:

Huber, David Joseph 1. The Effect of School Improvement Planning on Student Achievement : A Goal Theory Perspective. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2019 Dec 09]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1960.

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

Council of Science Editors:

Huber, David Joseph 1. The Effect of School Improvement Planning on Student Achievement : A Goal Theory Perspective. [Thesis]. Central Connecticut State University; 2014. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1960

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


University of California – Berkeley

14. Park, Si Ra. Longitudinal Effects of Parent School-Based Involvement on Child and School Outcomes.

Degree: Education, 2013, University of California – Berkeley

 Parental school-based involvement (school PI) has been widely embedded in federal law and policy as a main target for school reform and educational equality. However,… (more)

Subjects/Keywords: Education; Academic Achievement; Longitudinal analysis; Parent School-based Involvement; School Improvement; Social Development

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

APA (6th Edition):

Park, S. R. (2013). Longitudinal Effects of Parent School-Based Involvement on Child and School Outcomes. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/6k04s0wd

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):

Park, Si Ra. “Longitudinal Effects of Parent School-Based Involvement on Child and School Outcomes.” 2013. Thesis, University of California – Berkeley. Accessed December 09, 2019. http://www.escholarship.org/uc/item/6k04s0wd.

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

MLA Handbook (7th Edition):

Park, Si Ra. “Longitudinal Effects of Parent School-Based Involvement on Child and School Outcomes.” 2013. Web. 09 Dec 2019.

Vancouver:

Park SR. Longitudinal Effects of Parent School-Based Involvement on Child and School Outcomes. [Internet] [Thesis]. University of California – Berkeley; 2013. [cited 2019 Dec 09]. Available from: http://www.escholarship.org/uc/item/6k04s0wd.

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

Council of Science Editors:

Park SR. Longitudinal Effects of Parent School-Based Involvement on Child and School Outcomes. [Thesis]. University of California – Berkeley; 2013. Available from: http://www.escholarship.org/uc/item/6k04s0wd

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

15. Browning, BethAnn S. Sustainability of a comprehensive school reform model from the perspectives of three participating principals.

Degree: 2014, University of Tennessee – Chattanooga

 School reform is a deliberate process that requires a strong commitment at all levels. The school leader plays a crucial role in establishing a vision… (more)

Subjects/Keywords: School improvement programs; Literacy  – Study and teaching; Educational leadership; Academic achievement  – Evaluation

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

APA (6th Edition):

Browning, B. S. (2014). Sustainability of a comprehensive school reform model from the perspectives of three participating principals. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/141

Chicago Manual of Style (16th Edition):

Browning, BethAnn S. “Sustainability of a comprehensive school reform model from the perspectives of three participating principals.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed December 09, 2019. https://scholar.utc.edu/theses/141.

MLA Handbook (7th Edition):

Browning, BethAnn S. “Sustainability of a comprehensive school reform model from the perspectives of three participating principals.” 2014. Web. 09 Dec 2019.

Vancouver:

Browning BS. Sustainability of a comprehensive school reform model from the perspectives of three participating principals. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2019 Dec 09]. Available from: https://scholar.utc.edu/theses/141.

Council of Science Editors:

Browning BS. Sustainability of a comprehensive school reform model from the perspectives of three participating principals. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/141


University of Victoria

16. Lynn, Matthew R. The extracurricular experiences of island high school students.

Degree: Dept. of Educational Psychology and Leadership Studies, 2011, University of Victoria

 The purpose of my study was to explore the experiences of senior island high school students and their participation in extracurricular activities. I investigated a… (more)

Subjects/Keywords: extracurricular activity; extracurriculum; island community; isolated community; student experience; case study; social development; academic improvement

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

APA (6th Edition):

Lynn, M. R. (2011). The extracurricular experiences of island high school students. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3298

Chicago Manual of Style (16th Edition):

Lynn, Matthew R. “The extracurricular experiences of island high school students.” 2011. Masters Thesis, University of Victoria. Accessed December 09, 2019. http://hdl.handle.net/1828/3298.

MLA Handbook (7th Edition):

Lynn, Matthew R. “The extracurricular experiences of island high school students.” 2011. Web. 09 Dec 2019.

Vancouver:

Lynn MR. The extracurricular experiences of island high school students. [Internet] [Masters thesis]. University of Victoria; 2011. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1828/3298.

Council of Science Editors:

Lynn MR. The extracurricular experiences of island high school students. [Masters Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3298

17. Vieira, Maria Ilídia de Meireles Cabral da Rocha. Gramática escolar e (in)sucesso : os casos do Projeto Fénix, Turma Mais e ADI.

Degree: 2013, RCAAP

 O problema do insucesso e do abandono escolar precoce em Portugal persiste nos dias de hoje, apesar das sucessivas políticas orientadas para a promoção do… (more)

Subjects/Keywords: Sucesso Escolar; Gramática Escolar; Melhoria das Escolas; Academic Success; School Grammar; School Improvement

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

APA (6th Edition):

Vieira, M. I. d. M. C. d. R. (2013). Gramática escolar e (in)sucesso : os casos do Projeto Fénix, Turma Mais e ADI. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/12584

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):

Vieira, Maria Ilídia de Meireles Cabral da Rocha. “Gramática escolar e (in)sucesso : os casos do Projeto Fénix, Turma Mais e ADI.” 2013. Thesis, RCAAP. Accessed December 09, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/12584.

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

MLA Handbook (7th Edition):

Vieira, Maria Ilídia de Meireles Cabral da Rocha. “Gramática escolar e (in)sucesso : os casos do Projeto Fénix, Turma Mais e ADI.” 2013. Web. 09 Dec 2019.

Vancouver:

Vieira MIdMCdR. Gramática escolar e (in)sucesso : os casos do Projeto Fénix, Turma Mais e ADI. [Internet] [Thesis]. RCAAP; 2013. [cited 2019 Dec 09]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/12584.

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

Council of Science Editors:

Vieira MIdMCdR. Gramática escolar e (in)sucesso : os casos do Projeto Fénix, Turma Mais e ADI. [Thesis]. RCAAP; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/12584

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


University of Houston

18. Russell, Deborah 1960-. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 Third grade reading level has been found to be a predictor of both eighth and ninth grade reading level as well as graduation and college… (more)

Subjects/Keywords: Academic Achievement; Economically Disadvantaged Students; School Improvement Planning; Parent Perceptions; Professional leadership

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

APA (6th Edition):

Russell, D. 1. (2012). Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/801

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):

Russell, Deborah 1960-. “Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders.” 2012. Thesis, University of Houston. Accessed December 09, 2019. http://hdl.handle.net/10657/801.

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

MLA Handbook (7th Edition):

Russell, Deborah 1960-. “Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders.” 2012. Web. 09 Dec 2019.

Vancouver:

Russell D1. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10657/801.

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

Council of Science Editors:

Russell D1. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/801

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


University of Missouri – Columbia

19. Collins, Kyle A., 1967-. The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance.

Degree: 2010, University of Missouri – Columbia

 The problem under study was the lack of information regarding how student, teacher, and parent responses to the school climate portion of the Missouri School… (more)

Subjects/Keywords: Missouri School Improvement Program; ACT Assessment; Academic achievement; Educational tests and measurements; High school students

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

APA (6th Edition):

Collins, Kyle A., 1. (2010). The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/10266

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):

Collins, Kyle A., 1967-. “The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance.” 2010. Thesis, University of Missouri – Columbia. Accessed December 09, 2019. https://doi.org/10.32469/10355/10266.

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

MLA Handbook (7th Edition):

Collins, Kyle A., 1967-. “The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance.” 2010. Web. 09 Dec 2019.

Vancouver:

Collins, Kyle A. 1. The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Dec 09]. Available from: https://doi.org/10.32469/10355/10266.

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

Council of Science Editors:

Collins, Kyle A. 1. The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/10266

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


University of Missouri – Columbia

20. Combs, Christine L., 1956-. The role of leadership capacity in sustaining the school improvement initiative of schoolwide positive behavior supports.

Degree: 2007, University of Missouri – Columbia

 The purpose for this study was to examine what occurred within schools successfully implementing and sustaining school change through the examination of characteristics of leadership… (more)

Subjects/Keywords: Leadership; School improvement programs; Academic achievement

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

APA (6th Edition):

Combs, Christine L., 1. (2007). The role of leadership capacity in sustaining the school improvement initiative of schoolwide positive behavior supports. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/4766

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):

Combs, Christine L., 1956-. “The role of leadership capacity in sustaining the school improvement initiative of schoolwide positive behavior supports.” 2007. Thesis, University of Missouri – Columbia. Accessed December 09, 2019. https://doi.org/10.32469/10355/4766.

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

MLA Handbook (7th Edition):

Combs, Christine L., 1956-. “The role of leadership capacity in sustaining the school improvement initiative of schoolwide positive behavior supports.” 2007. Web. 09 Dec 2019.

Vancouver:

Combs, Christine L. 1. The role of leadership capacity in sustaining the school improvement initiative of schoolwide positive behavior supports. [Internet] [Thesis]. University of Missouri – Columbia; 2007. [cited 2019 Dec 09]. Available from: https://doi.org/10.32469/10355/4766.

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

Council of Science Editors:

Combs, Christine L. 1. The role of leadership capacity in sustaining the school improvement initiative of schoolwide positive behavior supports. [Thesis]. University of Missouri – Columbia; 2007. Available from: https://doi.org/10.32469/10355/4766

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


University of Missouri – Columbia

21. Collins, Kyle A., 1967-. The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance.

Degree: 2010, University of Missouri – Columbia

 The problem under study was the lack of information regarding how student, teacher, and parent responses to the school climate portion of the Missouri School… (more)

Subjects/Keywords: Missouri School Improvement Program; ACT Assessment; Academic achievement; Educational tests and measurements; High school students

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

APA (6th Edition):

Collins, Kyle A., 1. (2010). The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/10266

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):

Collins, Kyle A., 1967-. “The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance.” 2010. Thesis, University of Missouri – Columbia. Accessed December 09, 2019. http://hdl.handle.net/10355/10266.

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

MLA Handbook (7th Edition):

Collins, Kyle A., 1967-. “The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance.” 2010. Web. 09 Dec 2019.

Vancouver:

Collins, Kyle A. 1. The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10355/10266.

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

Council of Science Editors:

Collins, Kyle A. 1. The relationship and differences between parent, student, and teacher responses to the Missouri School Improvement Program cycle three advanced questionnaire climate items and student ACT performance. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/10266

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


Florida Atlantic University

22. Fulton, Angela R. Examining the Effectiveness of Turnaround Models in Florida Public Schools.

Degree: 2018, Florida Atlantic University

Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been… (more)

Subjects/Keywords: Public schools – Florida; School improvement programs – Florida – Evaluation; Student achievement; Academic achievement – Florida

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

APA (6th Edition):

Fulton, A. R. (2018). Examining the Effectiveness of Turnaround Models in Florida Public Schools. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:40923

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):

Fulton, Angela R. “Examining the Effectiveness of Turnaround Models in Florida Public Schools.” 2018. Thesis, Florida Atlantic University. Accessed December 09, 2019. http://fau.digital.flvc.org/islandora/object/fau:40923.

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

MLA Handbook (7th Edition):

Fulton, Angela R. “Examining the Effectiveness of Turnaround Models in Florida Public Schools.” 2018. Web. 09 Dec 2019.

Vancouver:

Fulton AR. Examining the Effectiveness of Turnaround Models in Florida Public Schools. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2019 Dec 09]. Available from: http://fau.digital.flvc.org/islandora/object/fau:40923.

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

Council of Science Editors:

Fulton AR. Examining the Effectiveness of Turnaround Models in Florida Public Schools. [Thesis]. Florida Atlantic University; 2018. Available from: http://fau.digital.flvc.org/islandora/object/fau:40923

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


Florida Atlantic University

23. Fairclough, Sheresa L. T. The Effects of the Student Success Skills Program on the Behavioral and Cognitive Engagement of Grade 5 Exceptional Education Students.

Degree: 2016, Florida Atlantic University

Summary: The purpose of this study was to examine non-identifying archival data from the 2012-2013 school year to assess the effect participation in the Student… (more)

Subjects/Keywords: Academic achievement; Affective education; Engagement (Philosophy); Learning strategies; Motivation in education; School improvement programs

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

APA (6th Edition):

Fairclough, S. L. T. (2016). The Effects of the Student Success Skills Program on the Behavioral and Cognitive Engagement of Grade 5 Exceptional Education Students. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004659 ; (URL) http://purl.flvc.org/fau/fd/FA00004659

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):

Fairclough, Sheresa L T. “The Effects of the Student Success Skills Program on the Behavioral and Cognitive Engagement of Grade 5 Exceptional Education Students.” 2016. Thesis, Florida Atlantic University. Accessed December 09, 2019. http://purl.flvc.org/fau/fd/FA00004659 ; (URL) http://purl.flvc.org/fau/fd/FA00004659.

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

MLA Handbook (7th Edition):

Fairclough, Sheresa L T. “The Effects of the Student Success Skills Program on the Behavioral and Cognitive Engagement of Grade 5 Exceptional Education Students.” 2016. Web. 09 Dec 2019.

Vancouver:

Fairclough SLT. The Effects of the Student Success Skills Program on the Behavioral and Cognitive Engagement of Grade 5 Exceptional Education Students. [Internet] [Thesis]. Florida Atlantic University; 2016. [cited 2019 Dec 09]. Available from: http://purl.flvc.org/fau/fd/FA00004659 ; (URL) http://purl.flvc.org/fau/fd/FA00004659.

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

Council of Science Editors:

Fairclough SLT. The Effects of the Student Success Skills Program on the Behavioral and Cognitive Engagement of Grade 5 Exceptional Education Students. [Thesis]. Florida Atlantic University; 2016. Available from: http://purl.flvc.org/fau/fd/FA00004659 ; (URL) http://purl.flvc.org/fau/fd/FA00004659

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

24. Almon, Luke. Exploring differences in student achievement in advanced placement coursework in response to an academic support systems grant in Alaska: Academic support systems and achievement.

Degree: Thesis (D. Ed.), 2018, Ball State University

 This study explored the relationship between a National Math and Science Initiative (NMSI) College Readiness Program (CRP) Grant and student achievement outcomes in Advanced Placement… (more)

Subjects/Keywords: Academic achievement  – Alaska.; Advanced placement programs (Education); School improvement programs  – Alaska.; Grants-in-aid  – Alaska.

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

APA (6th Edition):

Almon, L. (2018). Exploring differences in student achievement in advanced placement coursework in response to an academic support systems grant in Alaska: Academic support systems and achievement. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/201476

Chicago Manual of Style (16th Edition):

Almon, Luke. “Exploring differences in student achievement in advanced placement coursework in response to an academic support systems grant in Alaska: Academic support systems and achievement.” 2018. Doctoral Dissertation, Ball State University. Accessed December 09, 2019. http://cardinalscholar.bsu.edu/handle/123456789/201476.

MLA Handbook (7th Edition):

Almon, Luke. “Exploring differences in student achievement in advanced placement coursework in response to an academic support systems grant in Alaska: Academic support systems and achievement.” 2018. Web. 09 Dec 2019.

Vancouver:

Almon L. Exploring differences in student achievement in advanced placement coursework in response to an academic support systems grant in Alaska: Academic support systems and achievement. [Internet] [Doctoral dissertation]. Ball State University; 2018. [cited 2019 Dec 09]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201476.

Council of Science Editors:

Almon L. Exploring differences in student achievement in advanced placement coursework in response to an academic support systems grant in Alaska: Academic support systems and achievement. [Doctoral Dissertation]. Ball State University; 2018. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201476


University of Central Florida

25. Hutchins, Jason. Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans.

Degree: 2014, University of Central Florida

 The goal of this Dissertation in Practice was to design a School Improvement Plan focused on improving reading performance of African American students at Suburban… (more)

Subjects/Keywords: Achievement gap; african american students; school improvement plans; Education; Dissertations, Academic  – Education and Human Performance; Education and Human Performance  – Dissertations, Academic

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

APA (6th Edition):

Hutchins, J. (2014). Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4528

Chicago Manual of Style (16th Edition):

Hutchins, Jason. “Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 09, 2019. https://stars.library.ucf.edu/etd/4528.

MLA Handbook (7th Edition):

Hutchins, Jason. “Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans.” 2014. Web. 09 Dec 2019.

Vancouver:

Hutchins J. Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 09]. Available from: https://stars.library.ucf.edu/etd/4528.

Council of Science Editors:

Hutchins J. Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4528


University of North Texas

26. Subjinski, Amanda. A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform.

Degree: 2015, University of North Texas

 The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was… (more)

Subjects/Keywords: Charter schools; school reform; school improvement; at-risk students; Charter schools  – Texas  – Case studies.; Urban schools  – Texas  – Case studies.; School improvement programs  – Texas  – Case studies.; Academic achievement  – Texas  – Case studies.

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

APA (6th Edition):

Subjinski, A. (2015). A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801878/

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):

Subjinski, Amanda. “A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform.” 2015. Thesis, University of North Texas. Accessed December 09, 2019. https://digital.library.unt.edu/ark:/67531/metadc801878/.

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

MLA Handbook (7th Edition):

Subjinski, Amanda. “A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform.” 2015. Web. 09 Dec 2019.

Vancouver:

Subjinski A. A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Dec 09]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801878/.

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

Council of Science Editors:

Subjinski A. A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801878/

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

27. Miranda, Cláudia Alexandra Peixoto. (In)disciplina e (in)sucesso escolar : ecos de um projeto implementado numa escola TEIP.

Degree: 2015, RCAAP

O problema da indisciplina e do insucesso persiste em muitas escolas consideradas Territórios Educativos de Intervenção Prioritária (TEIP). Problema que as escolas procuram resolver, dentro… (more)

Subjects/Keywords: Sucesso escolar; Indisciplina; Melhoria das escolas; Academic success; Indiscipline; Improvement of schools; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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

APA (6th Edition):

Miranda, C. A. P. (2015). (In)disciplina e (in)sucesso escolar : ecos de um projeto implementado numa escola TEIP. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/17822

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):

Miranda, Cláudia Alexandra Peixoto. “(In)disciplina e (in)sucesso escolar : ecos de um projeto implementado numa escola TEIP.” 2015. Thesis, RCAAP. Accessed December 09, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/17822.

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

MLA Handbook (7th Edition):

Miranda, Cláudia Alexandra Peixoto. “(In)disciplina e (in)sucesso escolar : ecos de um projeto implementado numa escola TEIP.” 2015. Web. 09 Dec 2019.

Vancouver:

Miranda CAP. (In)disciplina e (in)sucesso escolar : ecos de um projeto implementado numa escola TEIP. [Internet] [Thesis]. RCAAP; 2015. [cited 2019 Dec 09]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/17822.

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

Council of Science Editors:

Miranda CAP. (In)disciplina e (in)sucesso escolar : ecos de um projeto implementado numa escola TEIP. [Thesis]. RCAAP; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/17822

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


University of North Carolina – Greensboro

28. Brady, Gail. Educational practices of administrators and teachers in a high performing Title I school that improves student performance.

Degree: 2016, University of North Carolina – Greensboro

 The purpose of this study was to determine what a successful Title I school is doing to ensure all students’ educational needs are being met,… (more)

Subjects/Keywords: Children with social disabilities – Education (Elementary); Poor children – Education (Elementary); Academic achievement; Educational accountability; School improvement programs

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

APA (6th Edition):

Brady, G. (2016). Educational practices of administrators and teachers in a high performing Title I school that improves student performance. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19541

Chicago Manual of Style (16th Edition):

Brady, Gail. “Educational practices of administrators and teachers in a high performing Title I school that improves student performance.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 09, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19541.

MLA Handbook (7th Edition):

Brady, Gail. “Educational practices of administrators and teachers in a high performing Title I school that improves student performance.” 2016. Web. 09 Dec 2019.

Vancouver:

Brady G. Educational practices of administrators and teachers in a high performing Title I school that improves student performance. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Dec 09]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19541.

Council of Science Editors:

Brady G. Educational practices of administrators and teachers in a high performing Title I school that improves student performance. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19541


University of Missouri – Columbia

29. Deis, Beverly A., 1959-. A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices.

Degree: 2010, University of Missouri – Columbia

 The Instructional Practices Inventory (IPI) process is a way to collect information to accurately measure student-engaged learning from various instructional practices in order to improve… (more)

Subjects/Keywords: School improvement programs; Academic achievement; Teachers  – In-service training; Teacher effectiveness; Teaching  – Instruction and study; Educational leadership

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

APA (6th Edition):

Deis, Beverly A., 1. (2010). A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/10276

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):

Deis, Beverly A., 1959-. “A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices.” 2010. Thesis, University of Missouri – Columbia. Accessed December 09, 2019. https://doi.org/10.32469/10355/10276.

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

MLA Handbook (7th Edition):

Deis, Beverly A., 1959-. “A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices.” 2010. Web. 09 Dec 2019.

Vancouver:

Deis, Beverly A. 1. A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Dec 09]. Available from: https://doi.org/10.32469/10355/10276.

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

Council of Science Editors:

Deis, Beverly A. 1. A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/10276

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


University of Missouri – Columbia

30. Deis, Beverly A., 1959-. A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices.

Degree: 2010, University of Missouri – Columbia

 The Instructional Practices Inventory (IPI) process is a way to collect information to accurately measure student-engaged learning from various instructional practices in order to improve… (more)

Subjects/Keywords: School improvement programs; Academic achievement; Teachers  – In-service training; Teacher effectiveness; Teaching  – Instruction and study; Educational leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Deis, Beverly A., 1. (2010). A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/10276

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):

Deis, Beverly A., 1959-. “A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices.” 2010. Thesis, University of Missouri – Columbia. Accessed December 09, 2019. http://hdl.handle.net/10355/10276.

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

MLA Handbook (7th Edition):

Deis, Beverly A., 1959-. “A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices.” 2010. Web. 09 Dec 2019.

Vancouver:

Deis, Beverly A. 1. A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10355/10276.

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

Council of Science Editors:

Deis, Beverly A. 1. A qualitative analysis of elementary teachers' perceptions about the impact of the IPI process on classroom practices. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/10276

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

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