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University of Nevada – Las Vegas
1. Cooper, Deanna. Preserving Nevada's Higher Education Governance Entity: A Case Study.
Degree: PhD, Educational Psychology & Higher Education, 2020, University of Nevada – Las Vegas
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3880
Subjects/Keywords: Education; Education Policy; Public Policy
Record Details
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APA (6th Edition):
Cooper, D. (2020). Preserving Nevada's Higher Education Governance Entity: A Case Study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3880
Chicago Manual of Style (16th Edition):
Cooper, Deanna. “Preserving Nevada's Higher Education Governance Entity: A Case Study.” 2020. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3880.
MLA Handbook (7th Edition):
Cooper, Deanna. “Preserving Nevada's Higher Education Governance Entity: A Case Study.” 2020. Web. 01 Mar 2021.
Vancouver:
Cooper D. Preserving Nevada's Higher Education Governance Entity: A Case Study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2020. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3880.
Council of Science Editors:
Cooper D. Preserving Nevada's Higher Education Governance Entity: A Case Study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2020. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3880
2. Maxwell, Lindsay. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.
Degree: M. Ed., Education, 2011, National Library of Canada
URL: http://scholar.uwindsor.ca/etd/248
Subjects/Keywords: Education Policy.
Record Details
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APA (6th Edition):
Maxwell, L. (2011). Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/248
Chicago Manual of Style (16th Edition):
Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Masters Thesis, National Library of Canada. Accessed March 01, 2021. http://scholar.uwindsor.ca/etd/248.
MLA Handbook (7th Edition):
Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Web. 01 Mar 2021.
Vancouver:
Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Internet] [Masters thesis]. National Library of Canada; 2011. [cited 2021 Mar 01]. Available from: http://scholar.uwindsor.ca/etd/248.
Council of Science Editors:
Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Masters Thesis]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/248
3. Plowman, Jeremy|Willich, Corey|Siebert, Todd. Identifying effective measures for a statewide accountability system.
Degree: 2011, Saint Louis University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3475194
Subjects/Keywords: Education; Policy
Record Details
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APA (6th Edition):
Plowman, Jeremy|Willich, Corey|Siebert, T. (2011). Identifying effective measures for a statewide accountability system. (Thesis). Saint Louis University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3475194
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):
Plowman, Jeremy|Willich, Corey|Siebert, Todd. “Identifying effective measures for a statewide accountability system.” 2011. Thesis, Saint Louis University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3475194.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Plowman, Jeremy|Willich, Corey|Siebert, Todd. “Identifying effective measures for a statewide accountability system.” 2011. Web. 01 Mar 2021.
Vancouver:
Plowman, Jeremy|Willich, Corey|Siebert T. Identifying effective measures for a statewide accountability system. [Internet] [Thesis]. Saint Louis University; 2011. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475194.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Plowman, Jeremy|Willich, Corey|Siebert T. Identifying effective measures for a statewide accountability system. [Thesis]. Saint Louis University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475194
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
4. Siebert, Todd|Plowman, Jeremy|Willich, Corey. Identifying effective measures for a statewide accountability system.
Degree: 2011, Saint Louis University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3475201
Subjects/Keywords: Education; Policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Siebert, Todd|Plowman, Jeremy|Willich, C. (2011). Identifying effective measures for a statewide accountability system. (Thesis). Saint Louis University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3475201
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):
Siebert, Todd|Plowman, Jeremy|Willich, Corey. “Identifying effective measures for a statewide accountability system.” 2011. Thesis, Saint Louis University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3475201.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Siebert, Todd|Plowman, Jeremy|Willich, Corey. “Identifying effective measures for a statewide accountability system.” 2011. Web. 01 Mar 2021.
Vancouver:
Siebert, Todd|Plowman, Jeremy|Willich C. Identifying effective measures for a statewide accountability system. [Internet] [Thesis]. Saint Louis University; 2011. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475201.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Siebert, Todd|Plowman, Jeremy|Willich C. Identifying effective measures for a statewide accountability system. [Thesis]. Saint Louis University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475201
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
5. Trinchero, Beth. Counter Narrating the Media's Master Narrative| A Case Study of Victory High School.
Degree: 2011, Loyola Marymount University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3481773
Subjects/Keywords: Education; Policy
Record Details
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APA (6th Edition):
Trinchero, B. (2011). Counter Narrating the Media's Master Narrative| A Case Study of Victory High School. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3481773
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):
Trinchero, Beth. “Counter Narrating the Media's Master Narrative| A Case Study of Victory High School.” 2011. Thesis, Loyola Marymount University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3481773.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Trinchero, Beth. “Counter Narrating the Media's Master Narrative| A Case Study of Victory High School.” 2011. Web. 01 Mar 2021.
Vancouver:
Trinchero B. Counter Narrating the Media's Master Narrative| A Case Study of Victory High School. [Internet] [Thesis]. Loyola Marymount University; 2011. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481773.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Trinchero B. Counter Narrating the Media's Master Narrative| A Case Study of Victory High School. [Thesis]. Loyola Marymount University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481773
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Pittsburgh
6. Palmiero, James M. A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County.
Degree: 2011, University of Pittsburgh
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3485867
Subjects/Keywords: Education; Policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Palmiero, J. M. (2011). A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County. (Thesis). University of Pittsburgh. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3485867
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):
Palmiero, James M. “A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County.” 2011. Thesis, University of Pittsburgh. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3485867.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Palmiero, James M. “A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County.” 2011. Web. 01 Mar 2021.
Vancouver:
Palmiero JM. A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County. [Internet] [Thesis]. University of Pittsburgh; 2011. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3485867.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Palmiero JM. A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County. [Thesis]. University of Pittsburgh; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3485867
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
7. Durand, Francesca T. P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform.
Degree: 2012, State University of New York at Albany
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3488276
Subjects/Keywords: Education; Policy
Record Details
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APA (6th Edition):
Durand, F. T. (2012). P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3488276
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):
Durand, Francesca T. “P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform.” 2012. Thesis, State University of New York at Albany. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3488276.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Durand, Francesca T. “P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform.” 2012. Web. 01 Mar 2021.
Vancouver:
Durand FT. P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform. [Internet] [Thesis]. State University of New York at Albany; 2012. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488276.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Durand FT. P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform. [Thesis]. State University of New York at Albany; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488276
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
8. Humble, Daniel K. Perceptions of Corporal Punishment in Missouri Public Schools.
Degree: 2014, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3605500
Subjects/Keywords: Education; Policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Humble, D. K. (2014). Perceptions of Corporal Punishment in Missouri Public Schools. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3605500
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):
Humble, Daniel K. “Perceptions of Corporal Punishment in Missouri Public Schools.” 2014. Thesis, Lindenwood University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3605500.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Humble, Daniel K. “Perceptions of Corporal Punishment in Missouri Public Schools.” 2014. Web. 01 Mar 2021.
Vancouver:
Humble DK. Perceptions of Corporal Punishment in Missouri Public Schools. [Internet] [Thesis]. Lindenwood University; 2014. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3605500.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Humble DK. Perceptions of Corporal Punishment in Missouri Public Schools. [Thesis]. Lindenwood University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3605500
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of California – Berkeley
9. Afsar, Khalid A. Learning Islam: Identity, Education, and Empire.
Degree: Education, 2017, University of California – Berkeley
URL: http://www.escholarship.org/uc/item/9rh2t3h2
Subjects/Keywords: Education policy
Record Details
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APA (6th Edition):
Afsar, K. A. (2017). Learning Islam: Identity, Education, and Empire. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9rh2t3h2
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):
Afsar, Khalid A. “Learning Islam: Identity, Education, and Empire.” 2017. Thesis, University of California – Berkeley. Accessed March 01, 2021. http://www.escholarship.org/uc/item/9rh2t3h2.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Afsar, Khalid A. “Learning Islam: Identity, Education, and Empire.” 2017. Web. 01 Mar 2021.
Vancouver:
Afsar KA. Learning Islam: Identity, Education, and Empire. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2021 Mar 01]. Available from: http://www.escholarship.org/uc/item/9rh2t3h2.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Afsar KA. Learning Islam: Identity, Education, and Empire. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/9rh2t3h2
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Central Lancashire
10. Fan, Huhua. An e-learning ecosystem for deaf young adult learners' English literacy attainment in India.
Degree: PhD, 2019, University of Central Lancashire
URL: http://clok.uclan.ac.uk/30742/
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797877
Subjects/Keywords: Education policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Fan, H. (2019). An e-learning ecosystem for deaf young adult learners' English literacy attainment in India. (Doctoral Dissertation). University of Central Lancashire. Retrieved from http://clok.uclan.ac.uk/30742/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797877
Chicago Manual of Style (16th Edition):
Fan, Huhua. “An e-learning ecosystem for deaf young adult learners' English literacy attainment in India.” 2019. Doctoral Dissertation, University of Central Lancashire. Accessed March 01, 2021. http://clok.uclan.ac.uk/30742/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797877.
MLA Handbook (7th Edition):
Fan, Huhua. “An e-learning ecosystem for deaf young adult learners' English literacy attainment in India.” 2019. Web. 01 Mar 2021.
Vancouver:
Fan H. An e-learning ecosystem for deaf young adult learners' English literacy attainment in India. [Internet] [Doctoral dissertation]. University of Central Lancashire; 2019. [cited 2021 Mar 01]. Available from: http://clok.uclan.ac.uk/30742/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797877.
Council of Science Editors:
Fan H. An e-learning ecosystem for deaf young adult learners' English literacy attainment in India. [Doctoral Dissertation]. University of Central Lancashire; 2019. Available from: http://clok.uclan.ac.uk/30742/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797877
11. Struminger, Rhonda. Education Spending: Impacts on Human Capital Development.
Degree: 2013, Texas Digital Library
URL: http://hdl.handle.net/1969;
http://hdl.handle.net/2249.1/66533
Subjects/Keywords: education policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Struminger, R. (2013). Education Spending: Impacts on Human Capital Development. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533
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):
Struminger, Rhonda. “Education Spending: Impacts on Human Capital Development.” 2013. Thesis, Texas Digital Library. Accessed March 01, 2021. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Struminger, Rhonda. “Education Spending: Impacts on Human Capital Development.” 2013. Web. 01 Mar 2021.
Vancouver:
Struminger R. Education Spending: Impacts on Human Capital Development. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Struminger R. Education Spending: Impacts on Human Capital Development. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12. Gomez, Valerie A. La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses.
Degree: 2017, California State University, Long Beach
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10264609
Subjects/Keywords: Education policy
Record Details
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APA (6th Edition):
Gomez, V. A. (2017). La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10264609
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):
Gomez, Valerie A. “La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses.” 2017. Thesis, California State University, Long Beach. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10264609.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gomez, Valerie A. “La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses.” 2017. Web. 01 Mar 2021.
Vancouver:
Gomez VA. La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses. [Internet] [Thesis]. California State University, Long Beach; 2017. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264609.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gomez VA. La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses. [Thesis]. California State University, Long Beach; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264609
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
College of William and Mary
13.
Hockaday, Marquita Sherie.
Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis.
Degree: PhD, Education, 2017, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1516639494
Subjects/Keywords: Education Policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Hockaday, M. S. (2017). Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1516639494
Chicago Manual of Style (16th Edition):
Hockaday, Marquita Sherie. “Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis.” 2017. Doctoral Dissertation, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1516639494.
MLA Handbook (7th Edition):
Hockaday, Marquita Sherie. “Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis.” 2017. Web. 01 Mar 2021.
Vancouver:
Hockaday MS. Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis. [Internet] [Doctoral dissertation]. College of William and Mary; 2017. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1516639494.
Council of Science Editors:
Hockaday MS. Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis. [Doctoral Dissertation]. College of William and Mary; 2017. Available from: https://scholarworks.wm.edu/etd/1516639494
College of William and Mary
14.
Clement, Davis.
Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District.
Degree: PhD, Education, 2018, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1550153696
Subjects/Keywords: Education Policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Clement, D. (2018). Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1550153696
Chicago Manual of Style (16th Edition):
Clement, Davis. “Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District.” 2018. Doctoral Dissertation, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1550153696.
MLA Handbook (7th Edition):
Clement, Davis. “Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District.” 2018. Web. 01 Mar 2021.
Vancouver:
Clement D. Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District. [Internet] [Doctoral dissertation]. College of William and Mary; 2018. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1550153696.
Council of Science Editors:
Clement D. Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District. [Doctoral Dissertation]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1550153696
College of William and Mary
15.
Bentley, Melissa Luanne.
An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation.
Degree: Doctor of Education (EdD), Education, 2019, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1563898802
Subjects/Keywords: Education Policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bentley, M. L. (2019). An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1563898802
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):
Bentley, Melissa Luanne. “An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation.” 2019. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1563898802.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bentley, Melissa Luanne. “An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation.” 2019. Web. 01 Mar 2021.
Vancouver:
Bentley ML. An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation. [Internet] [Thesis]. College of William and Mary; 2019. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1563898802.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bentley ML. An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation. [Thesis]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1563898802
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
College of William and Mary
16.
Munoz, Guillermo Alejandro.
The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students.
Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1582642214
Subjects/Keywords: Education Policy
Record Details
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APA (6th Edition):
Munoz, G. A. (2020). The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582642214
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):
Munoz, Guillermo Alejandro. “The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1582642214.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Munoz, Guillermo Alejandro. “The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Web. 01 Mar 2021.
Vancouver:
Munoz GA. The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1582642214.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Munoz GA. The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1582642214
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
College of William and Mary
17.
Alvarez, Evonne S.
The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.
Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1582642248
Subjects/Keywords: Education Policy
Record Details
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APA (6th Edition):
Alvarez, E. S. (2020). The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582642248
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):
Alvarez, Evonne S. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1582642248.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Alvarez, Evonne S. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Web. 01 Mar 2021.
Vancouver:
Alvarez ES. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1582642248.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Alvarez ES. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1582642248
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
College of William and Mary
18.
Acosta, Eric.
The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.
Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1582641566
Subjects/Keywords: Education Policy
Record Details
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APA (6th Edition):
Acosta, E. (2020). The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582641566
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):
Acosta, Eric. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1582641566.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Acosta, Eric. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Web. 01 Mar 2021.
Vancouver:
Acosta E. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1582641566.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Acosta E. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1582641566
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
College of William and Mary
19.
Megias, Melanie Eileen.
The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.
Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1582642230
Subjects/Keywords: Education Policy
Record Details
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APA (6th Edition):
Megias, M. E. (2020). The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582642230
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):
Megias, Melanie Eileen. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1582642230.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Megias, Melanie Eileen. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Web. 01 Mar 2021.
Vancouver:
Megias ME. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1582642230.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Megias ME. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1582642230
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
College of William and Mary
20.
Bonce, Gilberto D.
The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students.
Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1582641596
Subjects/Keywords: Education Policy
Record Details
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APA (6th Edition):
Bonce, G. D. (2020). The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582641596
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):
Bonce, Gilberto D. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1582641596.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bonce, Gilberto D. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students.” 2020. Web. 01 Mar 2021.
Vancouver:
Bonce GD. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1582641596.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bonce GD. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1582641596
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
21. Evans, Carla M. Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.
Degree: 2018, University of New Hampshire
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10746294
Subjects/Keywords: Education policy
Record Details
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APA (6th Edition):
Evans, C. M. (2018). Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. (Thesis). University of New Hampshire. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10746294
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):
Evans, Carla M. “Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.” 2018. Thesis, University of New Hampshire. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10746294.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Evans, Carla M. “Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.” 2018. Web. 01 Mar 2021.
Vancouver:
Evans CM. Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. [Internet] [Thesis]. University of New Hampshire; 2018. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10746294.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Evans CM. Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. [Thesis]. University of New Hampshire; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10746294
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
College of William and Mary
22.
Reed, Craig B.
A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia.
Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1593091760
Subjects/Keywords: Education Policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Reed, C. B. (2020). A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1593091760
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):
Reed, Craig B. “A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1593091760.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Reed, Craig B. “A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia.” 2020. Web. 01 Mar 2021.
Vancouver:
Reed CB. A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1593091760.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Reed CB. A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1593091760
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Pennsylvania
23. Gray, Abigail M. Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership.
Degree: 2014, University of Pennsylvania
URL: https://repository.upenn.edu/edissertations/1294
Subjects/Keywords: Education Policy
Record Details
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APA (6th Edition):
Gray, A. M. (2014). Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1294
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):
Gray, Abigail M. “Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership.” 2014. Thesis, University of Pennsylvania. Accessed March 01, 2021. https://repository.upenn.edu/edissertations/1294.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gray, Abigail M. “Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership.” 2014. Web. 01 Mar 2021.
Vancouver:
Gray AM. Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership. [Internet] [Thesis]. University of Pennsylvania; 2014. [cited 2021 Mar 01]. Available from: https://repository.upenn.edu/edissertations/1294.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gray AM. Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership. [Thesis]. University of Pennsylvania; 2014. Available from: https://repository.upenn.edu/edissertations/1294
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Purdue University
24. Sorge, Brandon H. A multilevel analysis of project lead the way implementation in Indiana.
Degree: PhD, Technology, 2014, Purdue University
URL: https://docs.lib.purdue.edu/open_access_dissertations/368
Subjects/Keywords: Policy; Education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Sorge, B. H. (2014). A multilevel analysis of project lead the way implementation in Indiana. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/368
Chicago Manual of Style (16th Edition):
Sorge, Brandon H. “A multilevel analysis of project lead the way implementation in Indiana.” 2014. Doctoral Dissertation, Purdue University. Accessed March 01, 2021. https://docs.lib.purdue.edu/open_access_dissertations/368.
MLA Handbook (7th Edition):
Sorge, Brandon H. “A multilevel analysis of project lead the way implementation in Indiana.” 2014. Web. 01 Mar 2021.
Vancouver:
Sorge BH. A multilevel analysis of project lead the way implementation in Indiana. [Internet] [Doctoral dissertation]. Purdue University; 2014. [cited 2021 Mar 01]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/368.
Council of Science Editors:
Sorge BH. A multilevel analysis of project lead the way implementation in Indiana. [Doctoral Dissertation]. Purdue University; 2014. Available from: https://docs.lib.purdue.edu/open_access_dissertations/368
University of Windsor
25. Maxwell, Lindsay. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.
Degree: M. Ed., Education, 2011, University of Windsor
URL: https://scholar.uwindsor.ca/etd/248
Subjects/Keywords: Education Policy.
Record Details
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APA (6th Edition):
Maxwell, L. (2011). Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/248
Chicago Manual of Style (16th Edition):
Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Masters Thesis, University of Windsor. Accessed March 01, 2021. https://scholar.uwindsor.ca/etd/248.
MLA Handbook (7th Edition):
Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Web. 01 Mar 2021.
Vancouver:
Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Internet] [Masters thesis]. University of Windsor; 2011. [cited 2021 Mar 01]. Available from: https://scholar.uwindsor.ca/etd/248.
Council of Science Editors:
Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Masters Thesis]. University of Windsor; 2011. Available from: https://scholar.uwindsor.ca/etd/248
University of Maryland
26. Bonilla-Angel, Juan Diego. CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA.
Degree: Economics, 2011, University of Maryland
URL: http://hdl.handle.net/1903/11989
Subjects/Keywords: Education policy
Record Details
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APA (6th Edition):
Bonilla-Angel, J. D. (2011). CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/11989
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):
Bonilla-Angel, Juan Diego. “CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA.” 2011. Thesis, University of Maryland. Accessed March 01, 2021. http://hdl.handle.net/1903/11989.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bonilla-Angel, Juan Diego. “CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA.” 2011. Web. 01 Mar 2021.
Vancouver:
Bonilla-Angel JD. CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1903/11989.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bonilla-Angel JD. CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/11989
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Maryland
27. Bashore, Brein. The Bridge Plan for Academic Validation: A Case Study at Central High School.
Degree: Education Policy, and Leadership, 2011, University of Maryland
URL: http://hdl.handle.net/1903/12365
Subjects/Keywords: Education policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bashore, B. (2011). The Bridge Plan for Academic Validation: A Case Study at Central High School. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/12365
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):
Bashore, Brein. “The Bridge Plan for Academic Validation: A Case Study at Central High School.” 2011. Thesis, University of Maryland. Accessed March 01, 2021. http://hdl.handle.net/1903/12365.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bashore, Brein. “The Bridge Plan for Academic Validation: A Case Study at Central High School.” 2011. Web. 01 Mar 2021.
Vancouver:
Bashore B. The Bridge Plan for Academic Validation: A Case Study at Central High School. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1903/12365.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bashore B. The Bridge Plan for Academic Validation: A Case Study at Central High School. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/12365
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Loyola University Chicago
28.
Heffernan, Kevin Vincent.
Legislating the Risk of Light Teachers in 1950s and 1970s
America.
Degree: MA, Education, 2013, Loyola University Chicago
URL: https://ecommons.luc.edu/luc_theses/1458
Subjects/Keywords: Education Policy
Record Details
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APA (6th Edition):
Heffernan, K. V. (2013). Legislating the Risk of Light Teachers in 1950s and 1970s America. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/1458
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):
Heffernan, Kevin Vincent. “Legislating the Risk of Light Teachers in 1950s and 1970s America.” 2013. Thesis, Loyola University Chicago. Accessed March 01, 2021. https://ecommons.luc.edu/luc_theses/1458.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Heffernan, Kevin Vincent. “Legislating the Risk of Light Teachers in 1950s and 1970s America.” 2013. Web. 01 Mar 2021.
Vancouver:
Heffernan KV. Legislating the Risk of Light Teachers in 1950s and 1970s America. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2021 Mar 01]. Available from: https://ecommons.luc.edu/luc_theses/1458.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Heffernan KV. Legislating the Risk of Light Teachers in 1950s and 1970s America. [Thesis]. Loyola University Chicago; 2013. Available from: https://ecommons.luc.edu/luc_theses/1458
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Loyola University Chicago
29.
Wock, Becky.
Teacher Attrition: The Job Choices of
Ex-Teachers.
Degree: MA, Education, 2014, Loyola University Chicago
URL: https://ecommons.luc.edu/luc_theses/2636
Subjects/Keywords: Education Policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Wock, B. (2014). Teacher Attrition: The Job Choices of Ex-Teachers. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/2636
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):
Wock, Becky. “Teacher Attrition: The Job Choices of Ex-Teachers.” 2014. Thesis, Loyola University Chicago. Accessed March 01, 2021. https://ecommons.luc.edu/luc_theses/2636.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wock, Becky. “Teacher Attrition: The Job Choices of Ex-Teachers.” 2014. Web. 01 Mar 2021.
Vancouver:
Wock B. Teacher Attrition: The Job Choices of Ex-Teachers. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2021 Mar 01]. Available from: https://ecommons.luc.edu/luc_theses/2636.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wock B. Teacher Attrition: The Job Choices of Ex-Teachers. [Thesis]. Loyola University Chicago; 2014. Available from: https://ecommons.luc.edu/luc_theses/2636
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Loyola University Chicago
30.
Motley, Roman.
Union Busted: Understanding the Relationship Between
Democrats, Republicans, and Teachers’ Unions.
Degree: MA, Education, 2018, Loyola University Chicago
URL: https://ecommons.luc.edu/luc_theses/3751
Subjects/Keywords: Education Policy
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Motley, R. (2018). Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3751
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):
Motley, Roman. “Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.” 2018. Thesis, Loyola University Chicago. Accessed March 01, 2021. https://ecommons.luc.edu/luc_theses/3751.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Motley, Roman. “Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.” 2018. Web. 01 Mar 2021.
Vancouver:
Motley R. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2021 Mar 01]. Available from: https://ecommons.luc.edu/luc_theses/3751.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Motley R. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3751
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation