Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(balance in education). Showing records 1 – 13 of 13 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters

1. White, Nicole. Work-Family Balance: A Narrative Analysis of the Personal and Professional Histories of Female Superintendents.

Degree: 2017, Marquette University

 According to the Wisconsin Department of Public Instruction (2014), 74 percent of Wisconsin’s teachers are women, while only 26 percent of Wisconsin’s superintendents are women… (more)

Subjects/Keywords: BALANCE; CHILDREN; EDUCATION; LEADERSHIP; SUPERINTENDENT; WOMEN; Educational Leadership; Gender Equity in Education; Women's Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

White, N. (2017). Work-Family Balance: A Narrative Analysis of the Personal and Professional Histories of Female Superintendents. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/dissertations_mu/707

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):

White, Nicole. “Work-Family Balance: A Narrative Analysis of the Personal and Professional Histories of Female Superintendents.” 2017. Thesis, Marquette University. Accessed August 15, 2020. https://epublications.marquette.edu/dissertations_mu/707.

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

MLA Handbook (7th Edition):

White, Nicole. “Work-Family Balance: A Narrative Analysis of the Personal and Professional Histories of Female Superintendents.” 2017. Web. 15 Aug 2020.

Vancouver:

White N. Work-Family Balance: A Narrative Analysis of the Personal and Professional Histories of Female Superintendents. [Internet] [Thesis]. Marquette University; 2017. [cited 2020 Aug 15]. Available from: https://epublications.marquette.edu/dissertations_mu/707.

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

Council of Science Editors:

White N. Work-Family Balance: A Narrative Analysis of the Personal and Professional Histories of Female Superintendents. [Thesis]. Marquette University; 2017. Available from: https://epublications.marquette.edu/dissertations_mu/707

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


Utah State University

2. Anderson, Donald B. The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes.

Degree: PhD, Education, 2019, Utah State University

  This phenomenological study explored a common essence of collective class actuation (CCA) among six seminary teachers in a Western state. CCA is an optimal… (more)

Subjects/Keywords: Collective class actuation; collective classroom efficacy; processes of buy-in; sociopedagogical balance; classroom dynamics; group processes; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Anderson, D. B. (2019). The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7638

Chicago Manual of Style (16th Edition):

Anderson, Donald B. “The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes.” 2019. Doctoral Dissertation, Utah State University. Accessed August 15, 2020. https://digitalcommons.usu.edu/etd/7638.

MLA Handbook (7th Edition):

Anderson, Donald B. “The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes.” 2019. Web. 15 Aug 2020.

Vancouver:

Anderson DB. The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2020 Aug 15]. Available from: https://digitalcommons.usu.edu/etd/7638.

Council of Science Editors:

Anderson DB. The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7638


University of Arkansas

3. Lisnic, Rodica. Reasonableness and Clarity of Tenure Expectations: Gender and Race Differences in Faculty Perceptions.

Degree: PhD, 2016, University of Arkansas

  This dissertation studies how higher education policies and practices can affect faculty retention and proposes changes that higher education institutions need to make to… (more)

Subjects/Keywords: Social sciences; Family-friendly policies; Genderized organizations; Tenure expectations; Women in acadamia; Work-life balance; Educational Sociology; Higher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lisnic, R. (2016). Reasonableness and Clarity of Tenure Expectations: Gender and Race Differences in Faculty Perceptions. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1784

Chicago Manual of Style (16th Edition):

Lisnic, Rodica. “Reasonableness and Clarity of Tenure Expectations: Gender and Race Differences in Faculty Perceptions.” 2016. Doctoral Dissertation, University of Arkansas. Accessed August 15, 2020. https://scholarworks.uark.edu/etd/1784.

MLA Handbook (7th Edition):

Lisnic, Rodica. “Reasonableness and Clarity of Tenure Expectations: Gender and Race Differences in Faculty Perceptions.” 2016. Web. 15 Aug 2020.

Vancouver:

Lisnic R. Reasonableness and Clarity of Tenure Expectations: Gender and Race Differences in Faculty Perceptions. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2020 Aug 15]. Available from: https://scholarworks.uark.edu/etd/1784.

Council of Science Editors:

Lisnic R. Reasonableness and Clarity of Tenure Expectations: Gender and Race Differences in Faculty Perceptions. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1784


Bowling Green State University

4. Collins, Kathleen M. Those Who Just Said “NO!”: Career-Life Decisions of Middle Management Women in Student Affairs Administration.

Degree: PhD, Higher Education Administration, 2009, Bowling Green State University

  This study examined the experiences of six female middle managers in student affairs who, while otherwise qualified with experience and an earned doctorate, turned… (more)

Subjects/Keywords: Higher Education; women in student affairs; work-life balance in student affairs; student affairs administration; alternative career paths through student affairs administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Collins, K. M. (2009). Those Who Just Said “NO!”: Career-Life Decisions of Middle Management Women in Student Affairs Administration. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245115505

Chicago Manual of Style (16th Edition):

Collins, Kathleen M. “Those Who Just Said “NO!”: Career-Life Decisions of Middle Management Women in Student Affairs Administration.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed August 15, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245115505.

MLA Handbook (7th Edition):

Collins, Kathleen M. “Those Who Just Said “NO!”: Career-Life Decisions of Middle Management Women in Student Affairs Administration.” 2009. Web. 15 Aug 2020.

Vancouver:

Collins KM. Those Who Just Said “NO!”: Career-Life Decisions of Middle Management Women in Student Affairs Administration. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2020 Aug 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245115505.

Council of Science Editors:

Collins KM. Those Who Just Said “NO!”: Career-Life Decisions of Middle Management Women in Student Affairs Administration. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245115505


Northeastern University

5. Gould, Mark A. Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this paper is to present the findings of a qualitative research study, which sought to explore how adjunct faculty members from a… (more)

Subjects/Keywords: adjunct faculty; work-life balance; private college; College teachers, Part-time; Work and family; Catholic universities and colleges; Education, Higher; Computer-assisted instruction; Time management; Communication in education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gould, M. A. (2016). Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20222052

Chicago Manual of Style (16th Edition):

Gould, Mark A. “Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 15, 2020. http://hdl.handle.net/2047/D20222052.

MLA Handbook (7th Edition):

Gould, Mark A. “Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis.” 2016. Web. 15 Aug 2020.

Vancouver:

Gould MA. Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/2047/D20222052.

Council of Science Editors:

Gould MA. Understanding how adjunct faculty at a private, Catholic college in the Northeastern United States make sense of their experience balancing work-life roles: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20222052


East Tennessee State University

6. Sweat, Misty. Women in Leadership: A Narrative Study on the Elements that Manifest Barriers and Opportunities.

Degree: EdD (Doctor of Education), Educational Leadership, 2020, East Tennessee State University

  The purpose of this narrative inquiry study is to explore the barriers and opportunities women in K-12 leadership face, particularly with how they navigate… (more)

Subjects/Keywords: Women; Leadership; Barriers; Opportunities; Work-life Balance; Work-life Integration; Educational Leadership; Elementary and Middle and Secondary Education Administration; Gender Equity in Education; Leadership Studies; Women's Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sweat, M. (2020). Women in Leadership: A Narrative Study on the Elements that Manifest Barriers and Opportunities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3685

Chicago Manual of Style (16th Edition):

Sweat, Misty. “Women in Leadership: A Narrative Study on the Elements that Manifest Barriers and Opportunities.” 2020. Doctoral Dissertation, East Tennessee State University. Accessed August 15, 2020. https://dc.etsu.edu/etd/3685.

MLA Handbook (7th Edition):

Sweat, Misty. “Women in Leadership: A Narrative Study on the Elements that Manifest Barriers and Opportunities.” 2020. Web. 15 Aug 2020.

Vancouver:

Sweat M. Women in Leadership: A Narrative Study on the Elements that Manifest Barriers and Opportunities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2020. [cited 2020 Aug 15]. Available from: https://dc.etsu.edu/etd/3685.

Council of Science Editors:

Sweat M. Women in Leadership: A Narrative Study on the Elements that Manifest Barriers and Opportunities. [Doctoral Dissertation]. East Tennessee State University; 2020. Available from: https://dc.etsu.edu/etd/3685


East Carolina University

7. Ramsey Arnold, Katrina. PORTRAITS OF LEADERSHIP: THE EXPERIENCES OF AFRICAN AMERICAN WOMEN COMMUNITY COLLEGE ADMINISTRATORS.

Degree: EdD, EDD-Educational Leadership, 2017, East Carolina University

 The purpose of this qualitative study is to explore the experiences of African American women administrators working in executive leadership positions that exist within the… (more)

Subjects/Keywords: leadership; gender; African American women college administrators – United States; Community college administrators – United States; Work-life balance – United States; Discrimination in higher education – United States

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ramsey Arnold, K. (2017). PORTRAITS OF LEADERSHIP: THE EXPERIENCES OF AFRICAN AMERICAN WOMEN COMMUNITY COLLEGE ADMINISTRATORS. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6498

Chicago Manual of Style (16th Edition):

Ramsey Arnold, Katrina. “PORTRAITS OF LEADERSHIP: THE EXPERIENCES OF AFRICAN AMERICAN WOMEN COMMUNITY COLLEGE ADMINISTRATORS.” 2017. Doctoral Dissertation, East Carolina University. Accessed August 15, 2020. http://hdl.handle.net/10342/6498.

MLA Handbook (7th Edition):

Ramsey Arnold, Katrina. “PORTRAITS OF LEADERSHIP: THE EXPERIENCES OF AFRICAN AMERICAN WOMEN COMMUNITY COLLEGE ADMINISTRATORS.” 2017. Web. 15 Aug 2020.

Vancouver:

Ramsey Arnold K. PORTRAITS OF LEADERSHIP: THE EXPERIENCES OF AFRICAN AMERICAN WOMEN COMMUNITY COLLEGE ADMINISTRATORS. [Internet] [Doctoral dissertation]. East Carolina University; 2017. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10342/6498.

Council of Science Editors:

Ramsey Arnold K. PORTRAITS OF LEADERSHIP: THE EXPERIENCES OF AFRICAN AMERICAN WOMEN COMMUNITY COLLEGE ADMINISTRATORS. [Doctoral Dissertation]. East Carolina University; 2017. Available from: http://hdl.handle.net/10342/6498


University of Louisville

8. Vargas, Liliana. The effects of a physical activity program called "minds-in-motion-the maze" on balance and motor skills in middle school aged students.

Degree: MS, 2018, University of Louisville

  Competing time demands in the curriculum have left physical education as a low priority among schools. Consequently, school aged children are not meeting the… (more)

Subjects/Keywords: balance; motor skills; BOT2; neurocom; minds in motion; physical activity; school aged children; middle school; Curriculum and Instruction; Curriculum and Social Inquiry; Elementary and Middle and Secondary Education Administration; Exercise Science; Health and Physical Education; Motor Control; Other Kinesiology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vargas, L. (2018). The effects of a physical activity program called "minds-in-motion-the maze" on balance and motor skills in middle school aged students. (Masters Thesis). University of Louisville. Retrieved from 10.18297/etd/2988 ; https://ir.library.louisville.edu/etd/2988

Chicago Manual of Style (16th Edition):

Vargas, Liliana. “The effects of a physical activity program called "minds-in-motion-the maze" on balance and motor skills in middle school aged students.” 2018. Masters Thesis, University of Louisville. Accessed August 15, 2020. 10.18297/etd/2988 ; https://ir.library.louisville.edu/etd/2988.

MLA Handbook (7th Edition):

Vargas, Liliana. “The effects of a physical activity program called "minds-in-motion-the maze" on balance and motor skills in middle school aged students.” 2018. Web. 15 Aug 2020.

Vancouver:

Vargas L. The effects of a physical activity program called "minds-in-motion-the maze" on balance and motor skills in middle school aged students. [Internet] [Masters thesis]. University of Louisville; 2018. [cited 2020 Aug 15]. Available from: 10.18297/etd/2988 ; https://ir.library.louisville.edu/etd/2988.

Council of Science Editors:

Vargas L. The effects of a physical activity program called "minds-in-motion-the maze" on balance and motor skills in middle school aged students. [Masters Thesis]. University of Louisville; 2018. Available from: 10.18297/etd/2988 ; https://ir.library.louisville.edu/etd/2988


Central Queensland University

9. Daniels, Carolyn R. Exploring Australian women's career transitions: A critical constructivist grounded theory study.

Degree: 2019, Central Queensland University

Daniels, CR ORCiD: 0000-0002-0672-0450

Multiple factors impact women’s lives after they have transitioned through higher education and into the workforce, including the struggle to achieve… (more)

Subjects/Keywords: Critical constructivist grounded theory; Discrimination at work; Gender in organisations; Valuing diversity; Women and higher education; Women and work; Work and family; Work/live balance; 130103 Higher Education; 220299 History and Philosophy of Specific Fields not elsewhere classified; 160807 Sociological Methodology and Research Methods

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Daniels, C. R. (2019). Exploring Australian women's career transitions: A critical constructivist grounded theory study. (Thesis). Central Queensland University. Retrieved from http://hdl.cqu.edu.au/10018/1310747 ; http://dx.doi.org/10.25946/5da5480f56805

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):

Daniels, Carolyn R. “Exploring Australian women's career transitions: A critical constructivist grounded theory study.” 2019. Thesis, Central Queensland University. Accessed August 15, 2020. http://hdl.cqu.edu.au/10018/1310747 ; http://dx.doi.org/10.25946/5da5480f56805.

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

MLA Handbook (7th Edition):

Daniels, Carolyn R. “Exploring Australian women's career transitions: A critical constructivist grounded theory study.” 2019. Web. 15 Aug 2020.

Vancouver:

Daniels CR. Exploring Australian women's career transitions: A critical constructivist grounded theory study. [Internet] [Thesis]. Central Queensland University; 2019. [cited 2020 Aug 15]. Available from: http://hdl.cqu.edu.au/10018/1310747 ; http://dx.doi.org/10.25946/5da5480f56805.

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

Council of Science Editors:

Daniels CR. Exploring Australian women's career transitions: A critical constructivist grounded theory study. [Thesis]. Central Queensland University; 2019. Available from: http://hdl.cqu.edu.au/10018/1310747 ; http://dx.doi.org/10.25946/5da5480f56805

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

10. Χατζηλεοντιάδου, Σοφία. Βελτιστοποίηση του σχεδιασμού έργων προστασίας περιβάλλοντος με εξ αποστάσεως εκπαίδευση: μοντέλο τεχνητής νοημοσύνης με χρήση neurofuzzy συστήματος ελέγχου.

Degree: 2000, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); Aristotle University Of Thessaloniki (AUTH)

Subjects/Keywords: Εξ αποστάσεως εκπαίδευση; Συνεργατικές δεξιότητες; Ασαφή λογική στην εκπαίδευση; Μεταγνώση; Ισοζύγιο συνεργατικής δραστηριότητας; Κόστος βελτίωσης; Anfis στην εκπαίδευση; Εξ αποστάσεως μελέτη περίπτωσης; Distance learning; Collaborative skills; Fuzzy logic in education; Metacognition; Collaboration activity balance; Improvement cost; ANFIS in education; Case study at distance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Χατζηλεοντιάδου, . (2000). Βελτιστοποίηση του σχεδιασμού έργων προστασίας περιβάλλοντος με εξ αποστάσεως εκπαίδευση: μοντέλο τεχνητής νοημοσύνης με χρήση neurofuzzy συστήματος ελέγχου. (Thesis). Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); Aristotle University Of Thessaloniki (AUTH). Retrieved from http://hdl.handle.net/10442/hedi/17893

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):

Χατζηλεοντιάδου, Σοφία. “Βελτιστοποίηση του σχεδιασμού έργων προστασίας περιβάλλοντος με εξ αποστάσεως εκπαίδευση: μοντέλο τεχνητής νοημοσύνης με χρήση neurofuzzy συστήματος ελέγχου.” 2000. Thesis, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); Aristotle University Of Thessaloniki (AUTH). Accessed August 15, 2020. http://hdl.handle.net/10442/hedi/17893.

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

MLA Handbook (7th Edition):

Χατζηλεοντιάδου, Σοφία. “Βελτιστοποίηση του σχεδιασμού έργων προστασίας περιβάλλοντος με εξ αποστάσεως εκπαίδευση: μοντέλο τεχνητής νοημοσύνης με χρήση neurofuzzy συστήματος ελέγχου.” 2000. Web. 15 Aug 2020.

Vancouver:

Χατζηλεοντιάδου . Βελτιστοποίηση του σχεδιασμού έργων προστασίας περιβάλλοντος με εξ αποστάσεως εκπαίδευση: μοντέλο τεχνητής νοημοσύνης με χρήση neurofuzzy συστήματος ελέγχου. [Internet] [Thesis]. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); Aristotle University Of Thessaloniki (AUTH); 2000. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10442/hedi/17893.

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

Council of Science Editors:

Χατζηλεοντιάδου . Βελτιστοποίηση του σχεδιασμού έργων προστασίας περιβάλλοντος με εξ αποστάσεως εκπαίδευση: μοντέλο τεχνητής νοημοσύνης με χρήση neurofuzzy συστήματος ελέγχου. [Thesis]. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); Aristotle University Of Thessaloniki (AUTH); 2000. Available from: http://hdl.handle.net/10442/hedi/17893

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

11. McLaughlin, Nancie Piette. Empowering women through professional and personal development via the Empowering Women Workshop Series.

Degree: MA, Education (Behavioral Sciences Gender Equity Studies, 2015, California State University – Sacramento

 This study examined the effectiveness of the Empowering Women Workshop Series program on higher education employees in Northern California. The workshop series focused on its… (more)

Subjects/Keywords: Women workforce training; Confidence and self esteem building; Gender equity in education; Gender bias in the workforce; Workforce training; Female leadership; Work/life balance; Motivation and self-reliance in work and personal life

…16 Historical Perspective of Women in Education and the Workplace ............... 16… …successful in their chosen field, and to provide models designed to help women balance their work… …education institutions in Northern California to ascertain the relevance of the program in the U.S… …higher education market. Research exists showing the success of the program in Great Britain… …work balance skills to improve motivation and self-reliance in work and personal life… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McLaughlin, N. P. (2015). Empowering women through professional and personal development via the Empowering Women Workshop Series. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/140807

Chicago Manual of Style (16th Edition):

McLaughlin, Nancie Piette. “Empowering women through professional and personal development via the Empowering Women Workshop Series.” 2015. Masters Thesis, California State University – Sacramento. Accessed August 15, 2020. http://hdl.handle.net/10211.3/140807.

MLA Handbook (7th Edition):

McLaughlin, Nancie Piette. “Empowering women through professional and personal development via the Empowering Women Workshop Series.” 2015. Web. 15 Aug 2020.

Vancouver:

McLaughlin NP. Empowering women through professional and personal development via the Empowering Women Workshop Series. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10211.3/140807.

Council of Science Editors:

McLaughlin NP. Empowering women through professional and personal development via the Empowering Women Workshop Series. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/140807


University of Toronto

12. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 August 15, 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. 15 Aug 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 Aug 15]. 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


University of Florida

13. Hayes, Charles Parker, 1938-. Changes in the balance of power between selected Florida school boards and teacher unions as reflected in selected clauses of contracts collectively bargained from 1975 to 1978.

Degree: 1980, University of Florida

Subjects/Keywords: Balance of power; Boards of education; Collective bargaining; Contract negotiations; Contract provisions; Counties; Labor grievances; School districts; Teachers; Union contracts; Collective bargaining  – Teachers  – Florida; Collective labor agreements  – Teachers  – Florida; Educational Administration and Supervision thesis Ed. D; School boards  – Florida; Teacher participation in administration  – Florida; Teachers' unions  – Florida; Citrus County ( local )

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hayes, Charles Parker, 1. (1980). Changes in the balance of power between selected Florida school boards and teacher unions as reflected in selected clauses of contracts collectively bargained from 1975 to 1978. (Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/AA00048477

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):

Hayes, Charles Parker, 1938-. “Changes in the balance of power between selected Florida school boards and teacher unions as reflected in selected clauses of contracts collectively bargained from 1975 to 1978.” 1980. Thesis, University of Florida. Accessed August 15, 2020. https://ufdc.ufl.edu/AA00048477.

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

MLA Handbook (7th Edition):

Hayes, Charles Parker, 1938-. “Changes in the balance of power between selected Florida school boards and teacher unions as reflected in selected clauses of contracts collectively bargained from 1975 to 1978.” 1980. Web. 15 Aug 2020.

Vancouver:

Hayes, Charles Parker 1. Changes in the balance of power between selected Florida school boards and teacher unions as reflected in selected clauses of contracts collectively bargained from 1975 to 1978. [Internet] [Thesis]. University of Florida; 1980. [cited 2020 Aug 15]. Available from: https://ufdc.ufl.edu/AA00048477.

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

Council of Science Editors:

Hayes, Charles Parker 1. Changes in the balance of power between selected Florida school boards and teacher unions as reflected in selected clauses of contracts collectively bargained from 1975 to 1978. [Thesis]. University of Florida; 1980. Available from: https://ufdc.ufl.edu/AA00048477

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

.