subject:(career pathways)

University of Pretoria

1. Nkuna, Mzamani Eliah. Experiences of principals in Limpopo province regarding their career pathways.

Degree: MEd, Education Management and Policy Studies, 2014, University of Pretoria

► The purpose of this qualitative descriptive study was to explore the pathways followed by school principals in the Limpopo Province of South Africa. The aim… (more)

Subjects/Keywords: UCTD; Principalship; Career pathways; Motivation

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APA (6^th Edition):

Nkuna, M. E. (2014). Experiences of principals in Limpopo province regarding their career pathways. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45881

Chicago Manual of Style (16^th Edition):

Nkuna, Mzamani Eliah. “Experiences of principals in Limpopo province regarding their career pathways.” 2014. Masters Thesis, University of Pretoria. Accessed March 06, 2021. http://hdl.handle.net/2263/45881.

MLA Handbook (7^th Edition):

Nkuna, Mzamani Eliah. “Experiences of principals in Limpopo province regarding their career pathways.” 2014. Web. 06 Mar 2021.

Vancouver:

Nkuna ME. Experiences of principals in Limpopo province regarding their career pathways. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/2263/45881.

Council of Science Editors:

Nkuna ME. Experiences of principals in Limpopo province regarding their career pathways. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/45881

University of Texas – Austin

2. Taylor, Melissa Anne. Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers.

Degree: EdD, Educational administration, 2016, University of Texas – Austin

URL: http://hdl.handle.net/2152/39745

► Increasing numbers of underemployed bachelor degree holders are seeking career-tooling opportunities at community colleges in an enrollment phenomenon known as post-baccalaureate reverse transfer (PRTS). Limited… (more)

Subjects/Keywords: Post-baccalaureate reverse transfer; Career pathways

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APA (6^th Edition):

Taylor, M. A. (2016). Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39745

Chicago Manual of Style (16^th Edition):

Taylor, Melissa Anne. “Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed March 06, 2021. http://hdl.handle.net/2152/39745.

MLA Handbook (7^th Edition):

Taylor, Melissa Anne. “Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers.” 2016. Web. 06 Mar 2021.

Vancouver:

Taylor MA. Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/2152/39745.

Council of Science Editors:

Taylor MA. Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39745

University of Missouri – Columbia

3. Byrne, Phillip Daniel. Entrepreneurial leadership in higher education: Does the presidential career pathway make a difference?.

Degree: 2013, University of Missouri – Columbia

URL: https://doi.org/10.32469/10355/46115

► In the United States of America, the role and responsibilities for the University president in many institutions have undergone significant change for the 21st century.… (more)

▼ In the United States of America, the role and responsibilities for the University president in many institutions have undergone significant change for the 21st century. As noted by Duderstadt (2006) “[t]he American presidency has more of the character of a chief executive officer” (p. 249). Amey (2006) stated “[l]eaders are key to how organizations function, and there is little doubt that the leaders who are needed to guide postsecondary institutions in tomorrow’s complex environments have to think about their work differently than did their predecessors” (p. 58). Therefore, the purpose of this study was to gain understanding of two university presidents (one selected through the [traditional] academy career path and the other from the corporate business sector [nontraditional]) through an entrepreneurism lens. The researcher selected a dual case study to focus on discovery rather than hypothesis testing (Merriam, 1998). Data within the study were gathered from interviews, focus groups, and document review providing multiple perspectives by the study participants. The two campus presidents (n=2) were interviewed, along with an additional 19 individuals from the executive or cabinet leadership team. Through analysis, it was determined that three main themes and six sub themes emerged: 1) Sense of Urgency, with subthemes of: a) Leadership, b) Communication; 2) Culture of Higher Education, with subthemes of: a) History and Traditions, b) Environment; and 3) Entrepreneurial Vision, with subthemes of: a) 21st Century Higher ix Education, b) Institutional Platform and Innovation. Findings from the study indicate the sense of urgency for leadership transcends the higher education institution for the 21st century, and the career pathways for these Presidents did not reflect a difference in how these leaders approached the challenges of a rapidly changing environment. Yet, the president who worked his way up to the presidency through the traditional pathway of the academy appeared to be more hesitant to change the traditions of the academy. Conversely, the president who came up the ranks of business, viewed change as what was needed in the university and if that change did not occur, survival was an issue. Advisors/Committee Members: Martin, Barbara (advisor).

Subjects/Keywords: University presidents; higher education leadership; career pathways

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APA (6^th Edition):

Byrne, P. D. (2013). Entrepreneurial leadership in higher education: Does the presidential career pathway make a difference?. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/46115

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

Chicago Manual of Style (16^th Edition):

Byrne, Phillip Daniel. “Entrepreneurial leadership in higher education: Does the presidential career pathway make a difference?.” 2013. Thesis, University of Missouri – Columbia. Accessed March 06, 2021. https://doi.org/10.32469/10355/46115.

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

MLA Handbook (7^th Edition):

Byrne, Phillip Daniel. “Entrepreneurial leadership in higher education: Does the presidential career pathway make a difference?.” 2013. Web. 06 Mar 2021.

Vancouver:

Byrne PD. Entrepreneurial leadership in higher education: Does the presidential career pathway make a difference?. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2021 Mar 06]. Available from: https://doi.org/10.32469/10355/46115.

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

Council of Science Editors:

Byrne PD. Entrepreneurial leadership in higher education: Does the presidential career pathway make a difference?. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/46115

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

Penn State University

4. Griggs, Sherry Elizabeth. Career Pathways of Female Superintendents: Perceived Barriers and Supports.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/22750

► ABSTRACT The purpose of this particular study was to investigate the career pathways of women toward the superintendency and to examine the perceived barriers and… (more)

Subjects/Keywords: career paths; career pathways; female school superintendents; portraiture

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APA (6^th Edition):

Griggs, S. E. (2014). Career Pathways of Female Superintendents: Perceived Barriers and Supports. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22750

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

Chicago Manual of Style (16^th Edition):

Griggs, Sherry Elizabeth. “Career Pathways of Female Superintendents: Perceived Barriers and Supports.” 2014. Thesis, Penn State University. Accessed March 06, 2021. https://submit-etda.libraries.psu.edu/catalog/22750.

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

MLA Handbook (7^th Edition):

Griggs, Sherry Elizabeth. “Career Pathways of Female Superintendents: Perceived Barriers and Supports.” 2014. Web. 06 Mar 2021.

Vancouver:

Griggs SE. Career Pathways of Female Superintendents: Perceived Barriers and Supports. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Mar 06]. Available from: https://submit-etda.libraries.psu.edu/catalog/22750.

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

Council of Science Editors:

Griggs SE. Career Pathways of Female Superintendents: Perceived Barriers and Supports. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22750

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

University of Georgia

5. Chandler, Carol Sue. TThe career development of female presidents of two-year colleges in Georgia.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/26867

► An employment disparity between men and women in top management positions is evident on college campuses in the United States. Although the number of female… (more)

▼ An employment disparity between men and women in top management positions is evident on college campuses in the United States. Although the number of female college Presidents has grown significantly since the 1990’s, the numbers are still not representative of the numbers of women in the regular workforce (56% in 2002; U.S. Department of Labor, BLS). Women hold about 29% of the presidencies in community colleges nationwide. Yet, they make up 31% of the Presidents of two-year colleges in Georgia. Little research has been published on the development of existing Presidents and “even less on the development of women leaders in academia” (Madsen, 2007). This study focused on the career experiences of female Presidents of two-year colleges in Georgia including positive and negative influences on their career development. A basic qualitative research design was used to gather and analyze data. Data were collected mainly through semi-structured interviews. Inductive analysis using constant comparisons of data elements (statements, phrases, and passages) resulted in the discovery of themes from which conclusions were drawn. It was found that the participants’ formative experiences, key developmental factors, personal factors, and socialization factors all had an influence on their career development. Early in their careers most of the women in this study chose traditionally female-oriented occupations to pursue. Most of them studied an educational curriculum in college or got a teaching certificate upon graduating. All but one have doctoral degrees. When first arriving at the technical college level, they did not have a goal to be the President. They all took increasingly more complex positions in the college building confidence as they climbed the ladder to the presidency. The rich description of the findings and the concluding discussion will assist women who aspire to be Presidents of two-year colleges as to the cultural and social factors that influence women’s career development. It will also provide career nurturing information to college systems that foster leadership development of both women and men. The results of this study will be invaluable to the developers of those programs as most programs have been male-oriented, male-dominated, and led by males.

Subjects/Keywords: Career development; Community college Presidents; Female college Presidents; Women’s career development; Career pathways; Gendered leadership.

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APA (6^th Edition):

Chandler, C. S. (2014). TThe career development of female presidents of two-year colleges in Georgia. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26867

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

Chicago Manual of Style (16^th Edition):

Chandler, Carol Sue. “TThe career development of female presidents of two-year colleges in Georgia.” 2014. Thesis, University of Georgia. Accessed March 06, 2021. http://hdl.handle.net/10724/26867.

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

MLA Handbook (7^th Edition):

Chandler, Carol Sue. “TThe career development of female presidents of two-year colleges in Georgia.” 2014. Web. 06 Mar 2021.

Vancouver:

Chandler CS. TThe career development of female presidents of two-year colleges in Georgia. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10724/26867.

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

Council of Science Editors:

Chandler CS. TThe career development of female presidents of two-year colleges in Georgia. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26867

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

Curtin University of Technology

6. Newhouse-Maiden, Lesley Patricia. Hearing their voices : building a career development model for women in engineering .

Degree: 2002, Curtin University of Technology

URL: http://hdl.handle.net/20.500.11937/2474

► This study is an interpretive investigation of the life-career histories of 53 women in engineering; and a case study of one woman's account of present-lived… (more)

▼ This study is an interpretive investigation of the life-career histories of 53 women in engineering; and a case study of one woman's account of present-lived career and her quest for identity in engineering over an eight year period (1992-1999). This study had two broad aims. First, it aimed to give voice to women's stories derived from their own reflective accounts, and to compare and contrast their perspectives with feminist writers' reviews of non-traditional girls' and women's career experiences, and with the organisational career story of itself. Second, it aimed to evaluate the adequacy of my convergence of a socialist feminist "unified systems" theory of social relations (Jaggar, 1983, 1989; Jaggar & Rothenberg, 1984, 1993) with Super's segmental life-span, lifespace theory (Super, 1980, 1990, 1994) to explain women's career and personality development. Further to this theoretical convergence, I elaborated on Super's original models and evaluated their usefulness for my gender analysis of career from four perspectives. I conceptualised "career" as both "subjective" and "organisational" (Dale, 1972; Hughes, 1937) and, using Benhabib's (1986b) terminology, created four perspectives by further differentiating career into either "generalised other" or "concrete other" (see Figure 1.1). Drawing on the findings of my exploration of the women's careers, I extended the range of Jaggar's/Super's explanatory theories of career and personality development (Figure 2.2) in an elaboration of Supers archway model (Figure 8.1). I found that my combined Jaggar/Super career archway and spider web model (Figure 2.3) represented the life-space tensions in each individual woman's career decision-making in engineering.The life-career rainbow was a valuable subsidiary model (Figure 2.4) in highlighting the complexities of gender as an overarching socio-cultural factor for theoretical and conceptual analyses of career and its effect on salient role relationships and personality development at each life-stage. My convergence career ladder represented the organisational career statuses and the successive development of the subjective career and identity through the completion of developmental tasks (Figure 2.6). My case study Cecilia, in common with other participants, I found to be an accomplished "feminine ambivalent" (Douvan & Adelson, 1966) and "paver of the way" (Josselson, 1987), yet she (like several others) floundered in the milieux of engineering. Her story indicates the continued need for engineering educators: to acknowledge the significance of women's subjective constructs of career to effect transformative change by promoting equity and excellence; to recognise ways in which the subjective and the organisational constructs of career can complement one another; and to implement changes which facilitate such complementarity. This study fills a space in the research literature on non-traditional girls' and women's career development. It also has potential to assist those who wish to gain a better understanding of the career…

Subjects/Keywords: career development; career pathways; engineering; women

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APA (6^th Edition):

Newhouse-Maiden, L. P. (2002). Hearing their voices : building a career development model for women in engineering . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/2474

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

Chicago Manual of Style (16^th Edition):

Newhouse-Maiden, Lesley Patricia. “Hearing their voices : building a career development model for women in engineering .” 2002. Thesis, Curtin University of Technology. Accessed March 06, 2021. http://hdl.handle.net/20.500.11937/2474.

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

MLA Handbook (7^th Edition):

Newhouse-Maiden, Lesley Patricia. “Hearing their voices : building a career development model for women in engineering .” 2002. Web. 06 Mar 2021.

Vancouver:

Newhouse-Maiden LP. Hearing their voices : building a career development model for women in engineering . [Internet] [Thesis]. Curtin University of Technology; 2002. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/20.500.11937/2474.

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

Council of Science Editors:

Newhouse-Maiden LP. Hearing their voices : building a career development model for women in engineering . [Thesis]. Curtin University of Technology; 2002. Available from: http://hdl.handle.net/20.500.11937/2474

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

University of Manitoba

7. Decker, Matthew. Student-athletes’ perceptions of the sport school experience while participating in Canadian hockey schools.

Degree: Kinesiology and Recreation Management, 2019, University of Manitoba

URL: http://hdl.handle.net/1993/34416

► The purpose of this study was to explore student-athletes’ perspectives of their lived experience while participating in a Canadian sport school. A sport school is… (more)

Subjects/Keywords: Sport schools; Talent development; Dual career pathways; Student-athletes

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APA (6^th Edition):

Decker, M. (2019). Student-athletes’ perceptions of the sport school experience while participating in Canadian hockey schools. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34416

Chicago Manual of Style (16^th Edition):

Decker, Matthew. “Student-athletes’ perceptions of the sport school experience while participating in Canadian hockey schools.” 2019. Masters Thesis, University of Manitoba. Accessed March 06, 2021. http://hdl.handle.net/1993/34416.

MLA Handbook (7^th Edition):

Decker, Matthew. “Student-athletes’ perceptions of the sport school experience while participating in Canadian hockey schools.” 2019. Web. 06 Mar 2021.

Vancouver:

Decker M. Student-athletes’ perceptions of the sport school experience while participating in Canadian hockey schools. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1993/34416.

Council of Science Editors:

Decker M. Student-athletes’ perceptions of the sport school experience while participating in Canadian hockey schools. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34416

University of Texas – Austin

8. Holmes, Jeffrey D. A phenomenological study of the experiences of former community college student-athletes.

Degree: EdD, Community College Leadership, 2012, University of Texas – Austin

URL: http://hdl.handle.net/2152/32819

► Former two-year college student-athlete’s perceptions of the identifiable institutional services and programs that contribute to the successful transfer of student athletes from the community college… (more)

Subjects/Keywords: Community colleges; Two-year colleges; Student-athletes; Career pathways; Phenomenological study

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

APA (6^th Edition):

Holmes, J. D. (2012). A phenomenological study of the experiences of former community college student-athletes. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32819

Chicago Manual of Style (16^th Edition):

Holmes, Jeffrey D. “A phenomenological study of the experiences of former community college student-athletes.” 2012. Doctoral Dissertation, University of Texas – Austin. Accessed March 06, 2021. http://hdl.handle.net/2152/32819.

MLA Handbook (7^th Edition):

Holmes, Jeffrey D. “A phenomenological study of the experiences of former community college student-athletes.” 2012. Web. 06 Mar 2021.

Vancouver:

Holmes JD. A phenomenological study of the experiences of former community college student-athletes. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/2152/32819.

Council of Science Editors:

Holmes JD. A phenomenological study of the experiences of former community college student-athletes. [Doctoral Dissertation]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/32819

9. Salomonsson, Helen. En särskilt yrkesskicklig lärare? En diskursanalytisk studie av förstelärares gränsarbete.

Degree: Faculty of Education and Society (LS), 2019, Malmö University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30945

►

När förstelärarreformen sjösattes 2013 förändrades scenen för de svenska lärarna. Flera decenniers jämlikhetssträvanden bröts genom att en ny titel, förstelärare, introducerades som en möjlig… (more)

▼

När förstelärarreformen sjösattes 2013 förändrades scenen för de svenska lärarna. Flera decenniers jämlikhetssträvanden bröts genom att en ny titel, förstelärare, introducerades som en möjlig karriärväg för ”särskilt yrkesskickliga lärare”. Reformen lämnar till de lokala huvudmännen att avgöra hur förstelärarna ska utses och även vilka uppgifter som dessa ska utföra. Reformen är den senaste i en rad reformer som introducerats i det svenska skolsystemet under de senaste decennierna; reformer som kontinuerligt har förändrat lärarnas arbetsförhållanden. Målet för denna studie är att undersöka och problematisera reformens inverkan genom att låta en grupp förstelärare i en liten kommun ge sin syn på sin nya position. Hur artikulerar förstelärarna sina krav på jurisdiktion? Hur definierar de en ”särskilt yrkesskicklig lärare”? Analysen görs på de spontana berättelser som uppstod efter att gruppen skissat kring frågan ”Var befinner du dig i skolans organisation?” De teoretiska ramverk som används är diskursanalys i enlighet med Ernesto Laclau och Chantal Mouffe (1985), men jag använder mig även av Andrew Abbotts (1988) arbete för att beskriva hur gränser skapas och uppehålls på arbetsplatser. Abbott möjliggör en definition av de arenor där förhandlingarna äger rum, och Laclau och Mouffes verktygslåda tillhandahåller medel för att dissekera diskursens element. Resultatet visar att förstelärarnas definition av ”en särskilt yrkesskicklig lärare” mer riktas mot vad läraren gör än mot lärarens personliga egenskaper. Diskursen består av fyra element. Nyckelelementet består av positionen som gör det möjligt för försteläraren att operera på flera nivåer i organisationen. Tillsammans med personliga kvaliteter skapas en grund för funktionen – att leda skolutveckling. Det synliga arbetet legitimerar förstelärarnas krav på jurisdiktion, vilket i sin tur ger tillgång till positionen. Förstelärarnas gränsarbete är i första hand riktat uppåt i organisationen. De ger uttryck för ett behov av stöd från sina rektorer och gränser för det arbete de ombeds att utföra, samtidigt som de gör anspråk på tillgång till skolutvecklingsuppgifter. Studien pekar på de spänningar som byggts in i det svenska skolsystemet efter decennier av politiskt motiverade reformer, och den belyser behovet av möjliga karriärvägar för fler lärare.

In 2013 the stage changed for the Swedish teachers when the “first teacher” reform was launched by the Swedish government. After decades of egalitarianism, these traditions were broken when a new title, first teacher, was introduced as a possible career pathway for “highly skilled teachers”. The reform gives the local authorities freedom to determine how the first teachers should be appointed, and also to design the tasks that should be performed. The reform is the latest one in a number of reforms that have been introduced in the Swedish school system during the last decades; reforms that continuously have changed working conditions for the teachers. The aim of the study is to explore and problematise the…

Subjects/Keywords: Förstelärare; Boundary work theory; Discourse Analysis; Career pathways; Social Sciences; Samhällsvetenskap

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APA (6^th Edition):

Salomonsson, H. (2019). En särskilt yrkesskicklig lärare? En diskursanalytisk studie av förstelärares gränsarbete. (Thesis). Malmö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30945

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

Chicago Manual of Style (16^th Edition):

Salomonsson, Helen. “En särskilt yrkesskicklig lärare? En diskursanalytisk studie av förstelärares gränsarbete.” 2019. Thesis, Malmö University. Accessed March 06, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30945.

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

MLA Handbook (7^th Edition):

Salomonsson, Helen. “En särskilt yrkesskicklig lärare? En diskursanalytisk studie av förstelärares gränsarbete.” 2019. Web. 06 Mar 2021.

Vancouver:

Salomonsson H. En särskilt yrkesskicklig lärare? En diskursanalytisk studie av förstelärares gränsarbete. [Internet] [Thesis]. Malmö University; 2019. [cited 2021 Mar 06]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30945.

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

Council of Science Editors:

Salomonsson H. En särskilt yrkesskicklig lärare? En diskursanalytisk studie av förstelärares gränsarbete. [Thesis]. Malmö University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30945

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

University of South Africa

10. Mtemeri, Jeofrey. Factors influencing the choice of career pathways among high school students in Midlands Province, Zimbabwe .

Degree: 2017, University of South Africa

URL: http://hdl.handle.net/10500/23174

► The study sought to investigate factors that influence the choice of career pathways among high school students in Midlands Province of Zimbabwe. The investigation serves… (more)

Subjects/Keywords: Career; Career guidance; High school students; Family; Gender; Peers; Schools; Factors; Geographical location; Career guidance teachers; Pathways; Zimbabwe

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APA (6^th Edition):

Mtemeri, J. (2017). Factors influencing the choice of career pathways among high school students in Midlands Province, Zimbabwe . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23174

Chicago Manual of Style (16^th Edition):

Mtemeri, Jeofrey. “Factors influencing the choice of career pathways among high school students in Midlands Province, Zimbabwe .” 2017. Doctoral Dissertation, University of South Africa. Accessed March 06, 2021. http://hdl.handle.net/10500/23174.

MLA Handbook (7^th Edition):

Mtemeri, Jeofrey. “Factors influencing the choice of career pathways among high school students in Midlands Province, Zimbabwe .” 2017. Web. 06 Mar 2021.

Vancouver:

Mtemeri J. Factors influencing the choice of career pathways among high school students in Midlands Province, Zimbabwe . [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10500/23174.

Council of Science Editors:

Mtemeri J. Factors influencing the choice of career pathways among high school students in Midlands Province, Zimbabwe . [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23174

University of Georgia

11. Woodard, James Richard. Perspectives of high school counselors about their work with Georgia’s Career Pathway System and the impact on counseling decisions and practices.

Degree: 2016, University of Georgia

URL: http://hdl.handle.net/10724/33949

► The purpose of this study was to examine the perspectives of high school counselors about their work with Georgia’s Career Pathway System. The study was… (more)

Subjects/Keywords: Career and technical education; Career pathways; College and Career Readiness Performance Index; High school counselors; High school counselor job responsibilities; Georgia’s Career Pathway System; Planned behavior

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APA (6^th Edition):

Woodard, J. R. (2016). Perspectives of high school counselors about their work with Georgia’s Career Pathway System and the impact on counseling decisions and practices. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/33949

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

Chicago Manual of Style (16^th Edition):

Woodard, James Richard. “Perspectives of high school counselors about their work with Georgia’s Career Pathway System and the impact on counseling decisions and practices.” 2016. Thesis, University of Georgia. Accessed March 06, 2021. http://hdl.handle.net/10724/33949.

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

MLA Handbook (7^th Edition):

Woodard, James Richard. “Perspectives of high school counselors about their work with Georgia’s Career Pathway System and the impact on counseling decisions and practices.” 2016. Web. 06 Mar 2021.

Vancouver:

Woodard JR. Perspectives of high school counselors about their work with Georgia’s Career Pathway System and the impact on counseling decisions and practices. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10724/33949.

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

Council of Science Editors:

Woodard JR. Perspectives of high school counselors about their work with Georgia’s Career Pathway System and the impact on counseling decisions and practices. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/33949

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

University of Kentucky

12. Waggoner, Reneau. Pipelines to Leadership: Aspirations of Executive-Level Community College Leaders to Ascend to the Presidency.

Degree: 2016, University of Kentucky

URL: https://uknowledge.uky.edu/epe_etds/39

► One of the challenges facing community colleges in the United States is the looming retirements of executive/senior-level leadership, particularly the president, on a wide scale.… (more)

Subjects/Keywords: leadership aspirations; career pathways to the community college; community college presidency; organizational culture; Social Cognitive Career Theory; Community College Leadership

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APA (6^th Edition):

Waggoner, R. (2016). Pipelines to Leadership: Aspirations of Executive-Level Community College Leaders to Ascend to the Presidency. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/epe_etds/39

Chicago Manual of Style (16^th Edition):

Waggoner, Reneau. “Pipelines to Leadership: Aspirations of Executive-Level Community College Leaders to Ascend to the Presidency.” 2016. Doctoral Dissertation, University of Kentucky. Accessed March 06, 2021. https://uknowledge.uky.edu/epe_etds/39.

MLA Handbook (7^th Edition):

Waggoner, Reneau. “Pipelines to Leadership: Aspirations of Executive-Level Community College Leaders to Ascend to the Presidency.” 2016. Web. 06 Mar 2021.

Vancouver:

Waggoner R. Pipelines to Leadership: Aspirations of Executive-Level Community College Leaders to Ascend to the Presidency. [Internet] [Doctoral dissertation]. University of Kentucky; 2016. [cited 2021 Mar 06]. Available from: https://uknowledge.uky.edu/epe_etds/39.

Council of Science Editors:

Waggoner R. Pipelines to Leadership: Aspirations of Executive-Level Community College Leaders to Ascend to the Presidency. [Doctoral Dissertation]. University of Kentucky; 2016. Available from: https://uknowledge.uky.edu/epe_etds/39

13. Field, Amber. Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways.

Degree: EdD Doctor of Education, Educational Leadership, 2015, National-Louis University

URL: http://digitalcommons.nl.edu/diss/117

► This policy advocacy paper, the third part of a series on professional development (PD) in the charter management organization KIPP NYC, argues for the… (more)

Subjects/Keywords: Professional Development; teacher collaboration; educational leadership; career pathways; policy advocacy; Education; Educational Leadership

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APA (6^th Edition):

Field, A. (2015). Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/117

Chicago Manual of Style (16^th Edition):

Field, Amber. “Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways.” 2015. Doctoral Dissertation, National-Louis University. Accessed March 06, 2021. http://digitalcommons.nl.edu/diss/117.

MLA Handbook (7^th Edition):

Field, Amber. “Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways.” 2015. Web. 06 Mar 2021.

Vancouver:

Field A. Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2021 Mar 06]. Available from: http://digitalcommons.nl.edu/diss/117.

Council of Science Editors:

Field A. Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/117

Harvard University

14. Johnson, Heather K. Doing Together What We Cannot Do Alone: Designing a Network to Build a Field.

Degree: Doctor of Education Leadership (Ed.L.D.), 2019, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299

►

The Pathways to Prosperity (PtoP) Network at JFF has a bold vision: to reimagine how young people are prepared for the future of work in… (more)

Subjects/Keywords: networks; knowledge networks; field building; leadership; emergent strategy; career pathways; cross-sector collaboration

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APA (6^th Edition):

Johnson, H. K. (2019). Doing Together What We Cannot Do Alone: Designing a Network to Build a Field. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299

Chicago Manual of Style (16^th Edition):

Johnson, Heather K. “Doing Together What We Cannot Do Alone: Designing a Network to Build a Field.” 2019. Doctoral Dissertation, Harvard University. Accessed March 06, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299.

MLA Handbook (7^th Edition):

Johnson, Heather K. “Doing Together What We Cannot Do Alone: Designing a Network to Build a Field.” 2019. Web. 06 Mar 2021.

Vancouver:

Johnson HK. Doing Together What We Cannot Do Alone: Designing a Network to Build a Field. [Internet] [Doctoral dissertation]. Harvard University; 2019. [cited 2021 Mar 06]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299.

Council of Science Editors:

Johnson HK. Doing Together What We Cannot Do Alone: Designing a Network to Build a Field. [Doctoral Dissertation]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299

Liberty University

15. Terranova, Susan. A Dual Enrollment Partnership between Community Colleges and High Schools: A Case Study.

Degree: 2019, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/1985

► The purpose of this qualitative, instrumental, multiple case study is to answer the question – how does the dual enrollment partnership between the county public… (more)

Subjects/Keywords: College Access; Dual Enrollment; Early College; Career Pathways; Underserved Students; Education; Higher Education

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APA (6^th Edition):

Terranova, S. (2019). A Dual Enrollment Partnership between Community Colleges and High Schools: A Case Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1985

Chicago Manual of Style (16^th Edition):

Terranova, Susan. “A Dual Enrollment Partnership between Community Colleges and High Schools: A Case Study.” 2019. Doctoral Dissertation, Liberty University. Accessed March 06, 2021. https://digitalcommons.liberty.edu/doctoral/1985.

MLA Handbook (7^th Edition):

Terranova, Susan. “A Dual Enrollment Partnership between Community Colleges and High Schools: A Case Study.” 2019. Web. 06 Mar 2021.

Vancouver:

Terranova S. A Dual Enrollment Partnership between Community Colleges and High Schools: A Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2021 Mar 06]. Available from: https://digitalcommons.liberty.edu/doctoral/1985.

Council of Science Editors:

Terranova S. A Dual Enrollment Partnership between Community Colleges and High Schools: A Case Study. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/1985

Victoria University of Wellington

16. Lloyd, Ethelwyn Eva. Administrative Professionals in New Zealand: Their Professional Development Opportunities and Career Pathways.

Degree: 2010, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1380

► This descriptive study to investigate the perceptions of administrative professionals of their professional development opportunities and career pathways was conducted mid-2009. The study used an… (more)

Subjects/Keywords: Career pathways; Professional development; Administrative professionals

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APA (6^th Edition):

Lloyd, E. E. (2010). Administrative Professionals in New Zealand: Their Professional Development Opportunities and Career Pathways. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1380

Chicago Manual of Style (16^th Edition):

Lloyd, Ethelwyn Eva. “Administrative Professionals in New Zealand: Their Professional Development Opportunities and Career Pathways.” 2010. Masters Thesis, Victoria University of Wellington. Accessed March 06, 2021. http://hdl.handle.net/10063/1380.

MLA Handbook (7^th Edition):

Lloyd, Ethelwyn Eva. “Administrative Professionals in New Zealand: Their Professional Development Opportunities and Career Pathways.” 2010. Web. 06 Mar 2021.

Vancouver:

Lloyd EE. Administrative Professionals in New Zealand: Their Professional Development Opportunities and Career Pathways. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10063/1380.

Council of Science Editors:

Lloyd EE. Administrative Professionals in New Zealand: Their Professional Development Opportunities and Career Pathways. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1380

17. -0815-6320. Latino School Superintendents in Large Urban School Districts: A Phenomenological Study.

Degree: 2016, Sam Houston State University

URL: http://hdl.handle.net/20.500.11875/64

► Purpose The purpose of this study was to explore the experiences of Latino superintendents’ who work in large urban school districts. Additionally examined was how… (more)

▼ Purpose The purpose of this study was to explore the experiences of Latino superintendents’ who work in large urban school districts. Additionally examined was how the participants’ experiences contributed to or inhibited their successes as superintendents, including membership in social networks and the acquisition of compensatory skills. Large urban school district superintendents’ preparation and background knowledge is known to influence the key decisions they make and ultimately reflect the values and norms of the district they represent (Meier, Wrinkle, & Polinard, 1999; Rocha & Hawes, 2009). Methodology This study was conducted using a qualitative design, combining phenomenological and narrative approaches. These approaches allowed for the capturing of the collective voices of the five Latino superintendents selected for study participation. Their life experiences were documented through their own narratives as collected through two rounds of individual interviews and a background questionnaire. Analysis of the narrative data involved a constant comparison process using NVIVO as a tool to identify patterns and themes in the superintendents’ experiences. Key Findings Findings from this study have significant implications for the academic preparation and mentoring of Latino school leaders. Participants shared the need to develop compensatory skills, compensate for self-depreciative thinking, and celebrate culture-sharing characteristics. Code-switching, honoring hierarchal constructs, reverence for elders, and being humbled servant leaders were viewed as positive attributes. Overall, participants’ inhibiting factors were found in professional networks, race and ethnicity biases, and cultural cross-overs. Additionally, participants shared the need to press for the interest and desires for those people they presumed to represent, on both community and societal levels. Implications Based on the results of this study, the scarcity of superintendents in large urban school districts who are Latino might be attributed to insufficient opportunities to participate in educational programs and networking specifically targeting culture-sharing factors and generational barriers that inhibit success. Intentional efforts to develop the compensatory skills and cultural competency training of aspiring Latino superintendents might provide more guidance in career path development. Additionally, highly qualified Latino school superintendents are called to serve as mentors and to legitimize the shared social, cultural, and historical phenomena of being Latino and an aspiring educational leader in the United States. Advisors/Committee Members: Bustamante, Rebecca (advisor), Edmonson, Stacey (committee member), Montelongo, Ricardo (committee member).

Subjects/Keywords: Latino school leaders; Latino educational career pathways; compensatory skills; culture-sharing characteristics; Vocación emproista

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APA (6^th Edition):

-0815-6320. (2016). Latino School Superintendents in Large Urban School Districts: A Phenomenological Study. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/64

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

Chicago Manual of Style (16^th Edition):

-0815-6320. “Latino School Superintendents in Large Urban School Districts: A Phenomenological Study.” 2016. Thesis, Sam Houston State University. Accessed March 06, 2021. http://hdl.handle.net/20.500.11875/64.

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

MLA Handbook (7^th Edition):

-0815-6320. “Latino School Superintendents in Large Urban School Districts: A Phenomenological Study.” 2016. Web. 06 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0815-6320. Latino School Superintendents in Large Urban School Districts: A Phenomenological Study. [Internet] [Thesis]. Sam Houston State University; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/20.500.11875/64.

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

Council of Science Editors:

-0815-6320. Latino School Superintendents in Large Urban School Districts: A Phenomenological Study. [Thesis]. Sam Houston State University; 2016. Available from: http://hdl.handle.net/20.500.11875/64

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

University of Georgia

18. Wilson, Brittney N. Outcomes of tech-prep and non tech-prep graduates in postsecondary technical college programs.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/25360

► Major emphasis has been placed on tech-prep programs during the past decade. The most recent national evaluation of tech-prep programs, conducted in 2004, found data… (more)

▼ Major emphasis has been placed on tech-prep programs during the past decade. The most recent national evaluation of tech-prep programs, conducted in 2004, found data on tech-prep student outcomes to be positive. While students are better prepared for both college and the workplace, tech-prep has not been a widely effective strategy for improving student outcomes at the postsecondary level. If tech-prep programs are to maximize the preparation of students for both work and postsecondary education, it is imperative that postsecondary outcomes of high school students graduating from tech-prep programs be examined. Therefore, the purpose of this study was to examine the postsecondary outcomes of tech-prep graduates entering 2-year technical colleges directly from high school after two years of study at the technical college level. Specific measures of student outcomes included indicators of need for mathematics, reading, and writing remediation and successful completion rates from diploma, technical certificate, and Associate of Applied Science Programs. Descriptive statistics were used to describe participants’ gender, minority status, and type of college program pursued. A series of one-way analysis of variance (ANOVA) procedures were used to compare the two groups of students, tech-prep and non tech-prep. A chi-square test was used to measure successful completion rates. The sample for this study was 173 high school graduates from 2002 and 2003 who entered Coosa Valley Technical College in the fall, winter, spring, or summer quarters during 2003. Completion status was determined as of December 2005 to give students sufficient time to complete a diploma, technical certificate, or Associates degree. Of the 173 high school graduates in the study, 73% completed a tech-prep curriculum. Findings of the study suggest that a different high school curriculum does not necessarily better prepare students for entry into postsecondary education. Evidence suggests that tech-prep and non tech-prep students are prepared for technical college programs according to Asset test scores. In terms of successful completion rates, findings suggest that tech-prep and non tech-prep students pursing a diploma, technical certificate, or Associate of Applied Science are equally likely to successfully complete a program of study.

Subjects/Keywords: Tech prep; Technical College; Asset test; Graduation rate; Postsecondary education; Perkins legislation; Career pathways

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APA (6^th Edition):

Wilson, B. N. (2014). Outcomes of tech-prep and non tech-prep graduates in postsecondary technical college programs. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25360

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

Chicago Manual of Style (16^th Edition):

Wilson, Brittney N. “Outcomes of tech-prep and non tech-prep graduates in postsecondary technical college programs.” 2014. Thesis, University of Georgia. Accessed March 06, 2021. http://hdl.handle.net/10724/25360.

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

MLA Handbook (7^th Edition):

Wilson, Brittney N. “Outcomes of tech-prep and non tech-prep graduates in postsecondary technical college programs.” 2014. Web. 06 Mar 2021.

Vancouver:

Wilson BN. Outcomes of tech-prep and non tech-prep graduates in postsecondary technical college programs. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10724/25360.

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

Council of Science Editors:

Wilson BN. Outcomes of tech-prep and non tech-prep graduates in postsecondary technical college programs. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25360

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

19. Quinn, Jacqueline. Career paths of female vice-presidents in community colleges.

Degree: PhD, Educational Leadership, 2017, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11222016-001258/ ;

► The purpose of this qualitative study was to investigate the career paths and preparation of female vice-presidents employed in community colleges in the state… (more)

▼ The purpose of this qualitative study was to investigate the career paths and preparation of female vice-presidents employed in community colleges in the state of Mississippi. There is limited qualitative information available that describes the career paths of vice-presidents in the states community colleges. Community colleges are making great strides in promoting women in leadership roles in administration, but research indicates there still seems to be a question as to the leadership ability of women. This study used the qualitative case study research approach, and 4 female community college vice-presidents shared their career experiences through in-depth interviews. The instruments included a brief demographic survey, interview guide and curriculum vita for each participant. Each participant in this study was currently serving in the position of vice-president in 1 of Mississippis community colleges. The conceptual framework of the study illustrates the exploration of female community college administrators in the areas of career paths, professional responsibilities and career aspirations. The participants described their career paths to their current positions by educational levels, diverse professional experiences, sharing their career barriers they faced in their career paths, the strategies that helped them succeed. They described their professional responsibilities which involved association with organizations outside their normal responsibilities. They also described barriers or obstacles faced while accomplishing their professional responsibilities, as well as strategies for overcoming those barriers. The participants described their major accomplishments in their professional career and offered advice to aspiring female community college vice-presidents. The key themes that emerged from the study include professional experience diversity, parental influence, importance of mentor relationships and positive role models, Southern Association of Colleges and Schools (SACS) participation, facing and overcoming professional challenges, and the positive influence of serving others. Of the 4 study participants, 3 indicated they did not set out to become community college vice-presidents. Each participant felt it was her exposure and diverse backgrounds that got her noticed, and all were well prepared when the opportunity to serve in this role presented itself. Advisors/Committee Members: Stephanie B. King (chair), William M. Wiseman (committee member), Arthur D. Stumpf (committee member), James E. Davis (committee member).

Subjects/Keywords: Career pathways; female administrators in community colleges

…Career Pathways are career choices, professional positions, and/or job titles held prior to… …community colleges were asked to share their career pathways to the position of vice-presidency… …Coding Delimitations of the Study The study focused on the career pathways of female vice… …Research Question 3: Career Barriers or Obstacles in Career Path… …42 Secondary Research Question 4: Strategies for Success in Career Paths…

15 more images…

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APA (6^th Edition):

Quinn, J. (2017). Career paths of female vice-presidents in community colleges. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11222016-001258/ ;

Chicago Manual of Style (16^th Edition):

Quinn, Jacqueline. “Career paths of female vice-presidents in community colleges.” 2017. Doctoral Dissertation, Mississippi State University. Accessed March 06, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11222016-001258/ ;.

MLA Handbook (7^th Edition):

Quinn, Jacqueline. “Career paths of female vice-presidents in community colleges.” 2017. Web. 06 Mar 2021.

Vancouver:

Quinn J. Career paths of female vice-presidents in community colleges. [Internet] [Doctoral dissertation]. Mississippi State University; 2017. [cited 2021 Mar 06]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11222016-001258/ ;.

Council of Science Editors:

Quinn J. Career paths of female vice-presidents in community colleges. [Doctoral Dissertation]. Mississippi State University; 2017. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11222016-001258/ ;

UCLA

20. Frame, Amy. Assessing the Efficacy of Outdoor Education On Campers’ Perceptions of Environmental Stewardship, Civic Engagement, and College and Career Pathways.

Degree: Education, 2017, UCLA

URL: http://www.escholarship.org/uc/item/8cd3q81g

► Given global threats to the continued functioning of ecosystem services that sustain us all, educators would be wise to embrace the task of redefining our… (more)

▼ Given global threats to the continued functioning of ecosystem services that sustain us all, educators would be wise to embrace the task of redefining our individual and collective orientations to the natural world. Since the inception of the modern environmental education movement in the 1970’s, outdoor education at residential camps has distinguished itself as one of the most promising pedagogies for inspiring environmental stewardship behaviors (American Institutes for Research, 2005; Hattie, Marsh, Neill, & Richards, 1997; Larson, Castleberry, & Green, 2010). Specific outdoor education program components have been shown to lead to immediate feelings of connectedness with nature, social connectedness, and self-efficacy (Garst, Browne, & Bialeschki, 2011a; McKenzie, 2003; Priest & Gass, 2005). This empirical study explored the relationships among campers’ demographics, attitudes related to their camp experiences, and self-reported behavioral intentions toward environmental stewardship, civic engagement, and academic motivation. This study provides data that can be used by educators to improve programs and expand opportunities for meaningful outdoor education to all school-aged children.The mixed-method design consisted of two phases of data collection (Creswell, 2014). First, I administered pre- and post-camp surveys of 795 campers aged 8-17 who attend week-long sessions at two camps in California. Next, I conducted 44 retrospective interviews of camp alumni. By interviewing alumni who attended camp as children and are now in their 20’s, 30’s and 40’s, I gained insight into the relationships among campers’ characteristics, camp programming, and eventual adult behaviors and into how memories of camp change over time. Data from both camps showed continuity between camper surveys and alumni interviews in the program components offered and their possible relationships to proximal and distal outcomes. At both sites, pre to post surveys showed statistically significant increases in connectedness with nature and social connectedness, despite the different curricular emphases at each camp. At one site, critical dialogue by trained counselors increased social connectedness. Such conversations revealed systemic issues such as poverty and racism, which often inspired college-aged volunteer counselors to pursue careers working with children or otherwise addressing inequities. Camp’s ability to increase empathy among diverse participants may be useful in helping people see the protection of nature as an integral part of improving peoples’ well-being. Although surveys indicated increases in environmental stewardship intentions, interviews showed that these were often minor personal acts of reduced consumption rather than the systemic participation or leadership in systems-level work required to overcome environmental injustices that keep us all from our true, biophilic natures as human beings.

Subjects/Keywords: Education; Environmental education; Environmental justice; career pathways; civic engagement; connectedness with nature; outdoor education; self efficacy; social connectedness

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APA (6^th Edition):

Frame, A. (2017). Assessing the Efficacy of Outdoor Education On Campers’ Perceptions of Environmental Stewardship, Civic Engagement, and College and Career Pathways. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/8cd3q81g

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

Chicago Manual of Style (16^th Edition):

Frame, Amy. “Assessing the Efficacy of Outdoor Education On Campers’ Perceptions of Environmental Stewardship, Civic Engagement, and College and Career Pathways.” 2017. Thesis, UCLA. Accessed March 06, 2021. http://www.escholarship.org/uc/item/8cd3q81g.

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

MLA Handbook (7^th Edition):

Frame, Amy. “Assessing the Efficacy of Outdoor Education On Campers’ Perceptions of Environmental Stewardship, Civic Engagement, and College and Career Pathways.” 2017. Web. 06 Mar 2021.

Vancouver:

Frame A. Assessing the Efficacy of Outdoor Education On Campers’ Perceptions of Environmental Stewardship, Civic Engagement, and College and Career Pathways. [Internet] [Thesis]. UCLA; 2017. [cited 2021 Mar 06]. Available from: http://www.escholarship.org/uc/item/8cd3q81g.

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

Council of Science Editors:

Frame A. Assessing the Efficacy of Outdoor Education On Campers’ Perceptions of Environmental Stewardship, Civic Engagement, and College and Career Pathways. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/8cd3q81g

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

Western Michigan University

21. Barthelemy, Ramón S. The Experiences of Women in Post Graduate Physics and Astronomy Programs: the Roles of Support, Career Goals, and Gendered Experiences.

Degree: PhD, Science Education, Mallinson Institute, 2014, Western Michigan University

URL: https://scholarworks.wmich.edu/dissertations/298

► In physics and astronomy the low representation of women is obvious at every stage of the educational pathway from undergraduate students to full professors.… (more)

Subjects/Keywords: Gender; women in physics; mentoring; physics education; sexism; career pathways; Astrophysics and Astronomy; Physics; Science and Mathematics Education

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APA (6^th Edition):

Barthelemy, R. S. (2014). The Experiences of Women in Post Graduate Physics and Astronomy Programs: the Roles of Support, Career Goals, and Gendered Experiences. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/298

Chicago Manual of Style (16^th Edition):

Barthelemy, Ramón S. “The Experiences of Women in Post Graduate Physics and Astronomy Programs: the Roles of Support, Career Goals, and Gendered Experiences.” 2014. Doctoral Dissertation, Western Michigan University. Accessed March 06, 2021. https://scholarworks.wmich.edu/dissertations/298.

MLA Handbook (7^th Edition):

Barthelemy, Ramón S. “The Experiences of Women in Post Graduate Physics and Astronomy Programs: the Roles of Support, Career Goals, and Gendered Experiences.” 2014. Web. 06 Mar 2021.

Vancouver:

Barthelemy RS. The Experiences of Women in Post Graduate Physics and Astronomy Programs: the Roles of Support, Career Goals, and Gendered Experiences. [Internet] [Doctoral dissertation]. Western Michigan University; 2014. [cited 2021 Mar 06]. Available from: https://scholarworks.wmich.edu/dissertations/298.

Council of Science Editors:

Barthelemy RS. The Experiences of Women in Post Graduate Physics and Astronomy Programs: the Roles of Support, Career Goals, and Gendered Experiences. [Doctoral Dissertation]. Western Michigan University; 2014. Available from: https://scholarworks.wmich.edu/dissertations/298

University of Houston

22. Barrett, Chad Dwight 1968-. CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP.

Degree: EdD, Professional Leadership, 2013, University of Houston

URL: http://hdl.handle.net/10657/963

► A myriad of studies have associated effective, high-quality Career Technical Education (CTE) programs with college and career readiness, needs of the workplace, and the demands… (more)

Subjects/Keywords: CTE; Career pathways; Professional leadership; School leadership; Graduation rates; Dropout rates; State assessment; TAKS; Professional leadership

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APA (6^th Edition):

Barrett, C. D. 1. (2013). CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/963

Chicago Manual of Style (16^th Edition):

Barrett, Chad Dwight 1968-. “CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP.” 2013. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/963.

MLA Handbook (7^th Edition):

Barrett, Chad Dwight 1968-. “CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP.” 2013. Web. 06 Mar 2021.

Vancouver:

Barrett CD1. CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/963.

Council of Science Editors:

Barrett CD1. CAREER PATHWAYS’ IMPACT ON STATE ASSESSMENT, GRADUATION RATES AND SCHOOL LEADERSHIP. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/963

George Mason University

23. Barna, Eric G. A Comparative Analysis of High School Students’ Perceptions of Classroom Quality in Traditional Pathway and Second Career Teachers’ Classrooms .

Degree: 2008, George Mason University

URL: http://hdl.handle.net/1920/3354

► The purpose of this study was to determine if the students of teachers who are career switchers perceive a difference in classroom quality when compared… (more)

Subjects/Keywords: Career Switchers; Classroom Quality; Traditional Preparation; Alternate Pathways

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APA (6^th Edition):

Barna, E. G. (2008). A Comparative Analysis of High School Students’ Perceptions of Classroom Quality in Traditional Pathway and Second Career Teachers’ Classrooms . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/3354

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

Chicago Manual of Style (16^th Edition):

Barna, Eric G. “A Comparative Analysis of High School Students’ Perceptions of Classroom Quality in Traditional Pathway and Second Career Teachers’ Classrooms .” 2008. Thesis, George Mason University. Accessed March 06, 2021. http://hdl.handle.net/1920/3354.

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

MLA Handbook (7^th Edition):

Barna, Eric G. “A Comparative Analysis of High School Students’ Perceptions of Classroom Quality in Traditional Pathway and Second Career Teachers’ Classrooms .” 2008. Web. 06 Mar 2021.

Vancouver:

Barna EG. A Comparative Analysis of High School Students’ Perceptions of Classroom Quality in Traditional Pathway and Second Career Teachers’ Classrooms . [Internet] [Thesis]. George Mason University; 2008. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1920/3354.

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

Council of Science Editors:

Barna EG. A Comparative Analysis of High School Students’ Perceptions of Classroom Quality in Traditional Pathway and Second Career Teachers’ Classrooms . [Thesis]. George Mason University; 2008. Available from: http://hdl.handle.net/1920/3354

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

University of Southern California

24. Saunders, Richard W. Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century.

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

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/481664/rec/7984

► The purpose of this study is to review and follow up on a community, school, and university partnership that is in its third year of… (more)

Subjects/Keywords: partnership; transition; post-secondary; career pathways; co-construction; dialogic process; 21st century skills; problem based learning; small learning communities

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APA (6^th Edition):

Saunders, R. W. (2011). Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/481664/rec/7984

Chicago Manual of Style (16^th Edition):

Saunders, Richard W. “Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century.” 2011. Doctoral Dissertation, University of Southern California. Accessed March 06, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/481664/rec/7984.

MLA Handbook (7^th Edition):

Saunders, Richard W. “Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century.” 2011. Web. 06 Mar 2021.

Vancouver:

Saunders RW. Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2021 Mar 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/481664/rec/7984.

Council of Science Editors:

Saunders RW. Year two study of a community, school, and university partnership for urban school transformation in providing pathways to post secondary opportunities for urban youth in the 21st century. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/481664/rec/7984

University of Arkansas

25. St.Marthe, Tamara Marcelle. Female Academic Department Chairs at a Public, Very High Research Activity University: Exploring Their Career Pathways to Success.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2012, University of Arkansas

URL: https://scholarworks.uark.edu/etd/658

► The advancement of women into academic leadership remains a problem facing public, high-research activity universities. While there are more women who are qualified to… (more)

▼ The advancement of women into academic leadership remains a problem facing public, high-research activity universities. While there are more women who are qualified to assume the position of department chair in research institutions today than there were 30 years ago, women still lag behind their male counterparts in holding these academic leadership roles. The purpose of this study was to examine the personal and professional career experiences of women department chairs in a public, very high research activity institution, and to provide advice to women faculty seeking to become a department chair in the future. The department chair is among the most important academic administrators within any higher education institution, and the effectiveness of this leader is paramount to the overall success of their department. Historically males have occupied the majority of chair positions in research universities. Little is known about how women prepare for the position, why they are selected, and the challenges they face in becoming a department chair. The research design involved using a qualitative case study, which employed purposeful sampling methods. Eight current female department chairs, four college deans who were familiar with the chairs' appointment, and one provost from State University, a public, very high research activity university were selected to participate in the study. Face-to-face, open-ended interviews were employed as the primary source of data; however, additional documents were analyzed to corroborate the interview data and enrich the study. The research questions in this inquiry focused on four specific areas, which included: (a) knowledge, training, experience, and skills required to become a department chair in a public, four-year institution; (b) strategies used to obtain the position; (c) gender-based challenges faced by the women chairs; and (d) advice for aspiring female academic department chairs. The study's findings indicated that the women chairs possessed important academic and administrative leadership experience and interpersonal skills, and encountered unique challenges in their advancement to the position. The study's participants also offered advice for future women department chairs with regard to understanding the roles, responsibilities, and challenges related to the position of department chair, as well as professional preparation for the position. Advisors/Committee Members: John Murry, Jr., Christopher J. Lucas, Ketevan Mamiseishvili.

Subjects/Keywords: Education; Career pathways; Female department chairs; High research activity; Success; Universities; Higher Education Administration; Women's Studies

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APA (6^th Edition):

St.Marthe, T. M. (2012). Female Academic Department Chairs at a Public, Very High Research Activity University: Exploring Their Career Pathways to Success. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/658

Chicago Manual of Style (16^th Edition):

St.Marthe, Tamara Marcelle. “Female Academic Department Chairs at a Public, Very High Research Activity University: Exploring Their Career Pathways to Success.” 2012. Doctoral Dissertation, University of Arkansas. Accessed March 06, 2021. https://scholarworks.uark.edu/etd/658.

MLA Handbook (7^th Edition):

St.Marthe, Tamara Marcelle. “Female Academic Department Chairs at a Public, Very High Research Activity University: Exploring Their Career Pathways to Success.” 2012. Web. 06 Mar 2021.

Vancouver:

St.Marthe TM. Female Academic Department Chairs at a Public, Very High Research Activity University: Exploring Their Career Pathways to Success. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2021 Mar 06]. Available from: https://scholarworks.uark.edu/etd/658.

Council of Science Editors:

St.Marthe TM. Female Academic Department Chairs at a Public, Very High Research Activity University: Exploring Their Career Pathways to Success. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/658

Oklahoma State University

26. Snider, Carley Sue. Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University.

Degree: Agricultural Education, 2019, Oklahoma State University

URL: http://hdl.handle.net/11244/321613

► This exploratory, pilot study explored the implied knowledge, perceived competence, and perceived levels of importance of student teachers in Oklahoma State University's teacher preparation program… (more)

Subjects/Keywords: agricultural education; national agriculture; food and natural resources career pathways; teacher competence; teacher knowledge; teacher preparation

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APA (6^th Edition):

Snider, C. S. (2019). Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/321613

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

Chicago Manual of Style (16^th Edition):

Snider, Carley Sue. “Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University.” 2019. Thesis, Oklahoma State University. Accessed March 06, 2021. http://hdl.handle.net/11244/321613.

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

MLA Handbook (7^th Edition):

Snider, Carley Sue. “Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University.” 2019. Web. 06 Mar 2021.

Vancouver:

Snider CS. Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/11244/321613.

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

Council of Science Editors:

Snider CS. Perceived Competence of Agricultural Education Student Teachers to Teach Across the National Agriculture, Food, and Natural Resources Career Pathways: A Needs Assessment at Oklahoma State University. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/321613

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

27. Hanson, Liann M. Career Pathway Experiences of Three Female School Superintendents: A Phenomenology.

Degree: PhD, Educational Administration and Policy Studies, 2011, U of Denver

URL: https://digitalcommons.du.edu/etd/267

► Women represent 75 to 80 percent of the teachers across the U.S. (Glass, 1992), and the percentage of female superintendents is not in alignment… (more)

Subjects/Keywords: Career pathways; Female superintendents; Labyrinth; Education; Educational Leadership

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APA (6^th Edition):

Hanson, L. M. (2011). Career Pathway Experiences of Three Female School Superintendents: A Phenomenology. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/267

Chicago Manual of Style (16^th Edition):

Hanson, Liann M. “Career Pathway Experiences of Three Female School Superintendents: A Phenomenology.” 2011. Doctoral Dissertation, U of Denver. Accessed March 06, 2021. https://digitalcommons.du.edu/etd/267.

MLA Handbook (7^th Edition):

Hanson, Liann M. “Career Pathway Experiences of Three Female School Superintendents: A Phenomenology.” 2011. Web. 06 Mar 2021.

Vancouver:

Hanson LM. Career Pathway Experiences of Three Female School Superintendents: A Phenomenology. [Internet] [Doctoral dissertation]. U of Denver; 2011. [cited 2021 Mar 06]. Available from: https://digitalcommons.du.edu/etd/267.

Council of Science Editors:

Hanson LM. Career Pathway Experiences of Three Female School Superintendents: A Phenomenology. [Doctoral Dissertation]. U of Denver; 2011. Available from: https://digitalcommons.du.edu/etd/267

Liberty University

28. Thomas, Katherine. The Effects of Teacher Experience on the Workplace Readiness of High School Students.

Degree: 2014, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/805

► Over the last decade attention has been placed on the emergent gap between education and the workplace. In response, school systems have provided instructional opportunities… (more)

Subjects/Keywords: business and industry; career and technical education; career pathways; completers; teacher experience; workplace readiness; Educational Assessment, Evaluation, and Research; Educational Methods; Secondary Education and Teaching

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APA (6^th Edition):

Thomas, K. (2014). The Effects of Teacher Experience on the Workplace Readiness of High School Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/805

Chicago Manual of Style (16^th Edition):

Thomas, Katherine. “The Effects of Teacher Experience on the Workplace Readiness of High School Students.” 2014. Doctoral Dissertation, Liberty University. Accessed March 06, 2021. http://digitalcommons.liberty.edu/doctoral/805.

MLA Handbook (7^th Edition):

Thomas, Katherine. “The Effects of Teacher Experience on the Workplace Readiness of High School Students.” 2014. Web. 06 Mar 2021.

Vancouver:

Thomas K. The Effects of Teacher Experience on the Workplace Readiness of High School Students. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2021 Mar 06]. Available from: http://digitalcommons.liberty.edu/doctoral/805.

Council of Science Editors:

Thomas K. The Effects of Teacher Experience on the Workplace Readiness of High School Students. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/805

University of Kentucky

29. Adams, Randy J. IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL.

Degree: 2013, University of Kentucky

URL: https://uknowledge.uky.edu/cld_etds/6

► Today there is an increased demand for secondary agriculture education programs to prepare students to be college and career ready through a program of study.… (more)

Subjects/Keywords: Career and Technical Education; Resiliency; Programs of Study; Career Pathways; Risk; Educational Leadership; Secondary Education and Teaching; Teacher Education and Professional Development

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

APA (6^th Edition):

Adams, R. J. (2013). IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/cld_etds/6

Chicago Manual of Style (16^th Edition):

Adams, Randy J. “IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL.” 2013. Masters Thesis, University of Kentucky. Accessed March 06, 2021. https://uknowledge.uky.edu/cld_etds/6.

MLA Handbook (7^th Edition):

Adams, Randy J. “IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL.” 2013. Web. 06 Mar 2021.

Vancouver:

Adams RJ. IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL. [Internet] [Masters thesis]. University of Kentucky; 2013. [cited 2021 Mar 06]. Available from: https://uknowledge.uky.edu/cld_etds/6.

Council of Science Editors:

Adams RJ. IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL. [Masters Thesis]. University of Kentucky; 2013. Available from: https://uknowledge.uky.edu/cld_etds/6

30. Polinchock, Jennifer Anne. Female Elementary Principals' Perceptions About Access to Potential Career Routes to the Superintendency in Pennsylvania.

Degree: EdD, Educational Leadership, 2014, Lehigh University

URL: https://preserve.lehigh.edu/etd/1596

► A variety of factors contribute to women's underrepresentation in educational administration, particularly in positions that traditionally lead to the superintendency. This study examines the career… (more)

Subjects/Keywords: accessing career routes; alternative career pathways; career routes; perceptions; superintendency; Education; Educational Leadership

…56 Career Pathways to the Superintendency… …116 Envisioned career pathways �� . �� …..117 Chapter 5 Implications… …This study examines the career pathways of female superintendent aspirants from the… …career pathways to the superintendency among female elementary principals who are historically… …career pathways. A career pathway is an established, hierarchical sequence of commonly held…

1 more image…

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APA (6^th Edition):

Polinchock, J. A. (2014). Female Elementary Principals' Perceptions About Access to Potential Career Routes to the Superintendency in Pennsylvania. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/1596

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

Chicago Manual of Style (16^th Edition):

Polinchock, Jennifer Anne. “Female Elementary Principals' Perceptions About Access to Potential Career Routes to the Superintendency in Pennsylvania.” 2014. Thesis, Lehigh University. Accessed March 06, 2021. https://preserve.lehigh.edu/etd/1596.

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

MLA Handbook (7^th Edition):

Polinchock, Jennifer Anne. “Female Elementary Principals' Perceptions About Access to Potential Career Routes to the Superintendency in Pennsylvania.” 2014. Web. 06 Mar 2021.

Vancouver:

Polinchock JA. Female Elementary Principals' Perceptions About Access to Potential Career Routes to the Superintendency in Pennsylvania. [Internet] [Thesis]. Lehigh University; 2014. [cited 2021 Mar 06]. Available from: https://preserve.lehigh.edu/etd/1596.

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

Council of Science Editors:

Polinchock JA. Female Elementary Principals' Perceptions About Access to Potential Career Routes to the Superintendency in Pennsylvania. [Thesis]. Lehigh University; 2014. Available from: https://preserve.lehigh.edu/etd/1596

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

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Open Access Theses and Dissertations