subject:(education policy)

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

► The purpose of this qualitative case study was to understand the preservation of Nevada’s higher education governance entity through the theoretical framework of punctuated… (more)

Subjects/Keywords: Education; Education Policy; Public Policy

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APA (6^th 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 (16^th 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 (7^th 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

► Youth are traditionally excluded from meaningful participation as decision-makers in educational reform. Over the popular social networking website Facebook, youth demonstrate sustained awareness, engagement and… (more)

Subjects/Keywords: Education Policy.

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APA (6^th 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 (16^th 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 (7^th 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

► This paper is a project report of a policy analysis of state accountability measures used to evaluate public schools. Current state accountability systems use… (more)

▼ This paper is a project report of a policy analysis of state accountability measures used to evaluate public schools. Current state accountability systems use a variety of accountability measures to evaluate their schools. The inconsistent measures can create misrepresentations of how well or how poorly schools are educating their students. Two identical schools in different states can receive entirely different rankings based on the measures applied from their respective state accountability systems. The purpose of this project was to provide recommendations to state policymakers and state department of education officials on what accountability measures should be included in their state accountability systems. The project team conducted a review of literature to create criteria and indicators for effective accountability measures. An expert panel provided feedback to the project team to evaluate and strengthen the criteria and indicators. The four criteria are: (a) status versus growth models of measuring student achievement results; (b) setting content and proficiency standards on high-stakes tests; (c) components of high-stakes tests; and (d) other accountability measures. The team‘s project was a policy analysis comparing 17 selected states‘ current accountability policies to the team-created criteria and indicators. The team reported an overall analysis of its findings by state and by indicator. The project revealed that there were vast differences among the states examined in how they determine the effectiveness of schools in their state accountability systems. The project team offered seven recommendations to state policymakers and department of education officials. The findings of the project are that some states have begun implementing many of the recommendations of the project team. However, it is imperative that states use a growth measure for high-stakes testing results rather than using a status measure exclusively. States must also continue to create valid and reliable assessments that go beyond multiple-choice in math, reading, and science only. Measures other than high-stakes testing are just as important when evaluating schools. Current initiatives, such as Common Core State Standards (CCSS), Race to the Top, and SMARTER Balanced Assessment Consortium (SBAC), are providing incentives to states to adopt many of the accountability measures the team is recommending.

Subjects/Keywords: Education; Policy

Record Details Similar Records Cite « Share

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

APA (6^th 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 (16^th 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 (7^th 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

► This paper is a project report of a policy analysis of state accountability measures used to evaluate public schools. Current state accountability systems use… (more)

▼ This paper is a project report of a policy analysis of state accountability measures used to evaluate public schools. Current state accountability systems use a variety of accountability measures to evaluate their schools. The inconsistent measures can create misrepresentations of how well or how poorly schools are educating their students. Two identical schools in different states can receive entirely different rankings based on the measures applied from their respective state accountability systems. The purpose of this project was to provide recommendations to state policymakers and state department of education officials on what accountability measures should be included in their state accountability systems. The project team conducted a review of literature to create criteria and indicators for effective accountability measures. An expert panel provided feedback to the project team to evaluate and strengthen the criteria and indicators. The four criteria are: (a) status versus growth models of measuring student achievement results; (b) setting content and proficiency standards on high-stakes tests; (c) components of high-stakes tests; and (d) other accountability measures. The team‘s project was a policy analysis comparing 17 selected states‘ current accountability policies to the team-created criteria and indicators. The team reported an overall analysis of its findings by state and by indicator. The project revealed that there were vast differences among the states examined in how they determine the effectiveness of schools in their state accountability systems. The project team offered seven recommendations to state policymakers and department of education officials. The findings of the project are that some states have begun implementing many of the recommendations of the project team. However, it is imperative that states use a growth measure for high-stakes testing results rather than using a status measure exclusively. States must also continue to create valid and reliable assessments that go beyond multiple-choice in math, reading, and science only. Measures other than high-stakes testing are just as important when evaluating schools. Current initiatives, such as Common Core State Standards (CCSS), Race to the Top, and SMARTER Balanced Assessment Consortium (SBAC), are providing incentives to states to adopt many of the accountability measures the team is recommending.

Subjects/Keywords: Education; Policy

Record Details Similar Records Cite « Share

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

APA (6^th 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 (16^th 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 (7^th 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

► Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), Berliner and Biddle (1995) have argued media have assisted… (more)

Subjects/Keywords: Education; Policy

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APA (6^th 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 (16^th 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 (7^th 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

► The purpose of this study was to identify views held by local school board members in Pennsylvania's Allegheny County regarding affiliations with private charitable… (more)

▼ The purpose of this study was to identify views held by local school board members in Pennsylvania's Allegheny County regarding affiliations with private charitable foundations supporting public education. The researcher conducted semi-structured interviews with a sampling of school board members from Pennsylvania's Allegheny County. The semi-structured interview questions addressed the subjects' perceptions and beliefs concerning the practices, problems and prospects of affiliations with foundations. A purposive sampling was used to identify nine school board members as study subjects. The results of the study demonstrate that the subjects perceived that private charitable foundations hold a responsibility to support general social welfare in their communities of interest. Moreover, the subjects also believed that the type of supports provided by the third sector should include investments in public schools that are of both financial and non-financial natures. The subjects held that charitable foundations should approach affiliations with public schools as a partner in cross sector work, which includes shared decision making and mutual benefits for all parties. The subjects identified four themes in relation to practices affecting affiliations: disclosure, expectations, organizational culture and capacity. The subjects held that cross sector partners need to disclose their aims, assets and assumptions of shared work prior to entering into engagements; engage in frank discussion concerning their shared work; consider the social, political and/or economic context in which shared work is taking place; and ensure that sufficient assets are secured and that personnel with expertise are sufficiently poised to address shared work. The subjects identified four themes in relation to problems with affiliations: disclosure, expectations, capacity and continuous learning. The subjects suggested that risks exist when foundations withhold disclosure of ideological agendas underlying their interests; expectations of shared work are not clearly defined; insufficient assets are provisioned for sustainability upon the exit of donor funding; and project outcomes unmask failings of public schools. The subjects identified one theme in relation to prospects for affiliations: expectations. The subjects held that schools and foundations need to clarify their assumptions of shared work and that verbal and written agreements should be used as a means to codify such expectations.

Subjects/Keywords: Education; Policy

Record Details Similar Records Cite « Share

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

APA (6^th 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 (16^th 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 (7^th 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

► This study articulates and maps the changes found in the historical discourses of P-16 national policy advocacy and state-level policy formation. The relationship between… (more)

Subjects/Keywords: Education; Policy

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APA (6^th 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 (16^th 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 (7^th 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

► The use of corporal punishment as a form of student discipline has long been a controversial form of student discipline used in schools throughout… (more)

Subjects/Keywords: Education; Policy

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APA (6^th 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 (16^th 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 (7^th 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

► Situating education within world-systems analysis and in the longue durée of capitalist history affords a critical view of public schooling and Islamic education in the… (more)

Subjects/Keywords: Education policy

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

APA (6^th 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 (16^th 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 (7^th 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

► Overwhelming evidence indicates the unsatisfactory English literacy attainment of Deaf learners around the world, and this issue is especially pertinent in countries with few dedicated… (more)

▼ Overwhelming evidence indicates the unsatisfactory English literacy attainment of Deaf learners around the world, and this issue is especially pertinent in countries with few dedicated resources such as India. The interaction approach in Second Language Acquisition and the participatory approach for adults' literacy attainment urge practitioners to increase learners' interaction and participation as well as to place learners at the centre of learning. The increasing use of technologies in India and the shift from the Web 1.0 era to the Web 2.0 era in the global context afford new opportunities for Deaf learners. Using a developmental perspective, this study investigates the primary outcomes of an innovative project, an e-learning platform entitled "Sign Language to English by the Deaf" (abbreviated as SLEND) and its context of delivery, attuned to Deaf young adult learners' English literacy attainment in India. The study uncovers how an e-learning ecosystem in a low-resource context is conceptualised and constructed to foster interaction and participation, by looking into the design concept, learner experience and learning outcomes of the SLEND. A thematic analysis is used to discover factors that emerged as the key characteristics of the SLEND and its context. These key characteristics and their sub-characteristics fall into three main components of an e-learning ecosystem: stakeholders, pedagogy 2.0 and Web 2.0 technology. Positive overall learner experience highlights the significance of the key characteristics of the SLEND and its context including catalysing power of real life English, comfortable and confident experience of using Indian Sign Language, peer-to-peer interaction and Web 2.0 social tool. Unsure learner experience indicates several areas ripe for further development, including SLEND access, multimedia materials and emergent syllabus mapped to the CEFR. Prompt responsive actions are taken such as using short in-class videos with English subtitles to facilitate learners' understanding, dispersion of diversified topics with sufficient opportunities for output, and provision of instant support to Deaf learners for understanding Indian Sign Language varieties. It is revealed that learners' English literacy improves after the intervention, and long-term retention of learning testifies to the efficiency of the SLEND and its context of delivery. Further examination of differences in outcomes between the five learning centres used in the project suggests the professionalism of peer tutors and the provision of a relatively supportive technological environment. The findings emerging from each sub research question stimulate and inform the evolution of the SLEND, and ultimately forge a guiding framework for an interactive and participatory e-learning ecosystem for Deaf young adult learners' English literacy attainment in India. Some key characteristics of this e-learning ecosystem enable comprehensible input, interaction and output fundamental to language acquisition, while some facilitate a learner-centric…

Subjects/Keywords: Education policy

Record Details Similar Records Cite « Share

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

APA (6^th 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 (16^th 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 (7^th 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

► What does it mean for a government to invest in education? Is it just spending money on schools and teachers, or does it include family… (more)

▼ What does it mean for a government to invest in education? Is it just spending money on schools and teachers, or does it include family benefits spending that specifically targets parents and their children who will be going to school? This dissertation expands the definition of education spending so that in addition to expenditures allocated to schools (supply-side expenditures), it includes benefits that enable all children to participate in the education system (demand-side expenditures). The simultaneous funding of both schools and family benefits, I argue, contributes both directly and indirectly to the development of a country???s level of human capital, or students??? level of marketable skills and knowledge. This dissertation presents evidence that both types of expenditures do make a difference for students ??? especially those coming from the most disadvantaged circumstances. To evaluate how spending matters for human capital development, I develop an Education Policy Index (EPI) capturing each country???s policy choices. The EPI features supply-side spending or expenditures allocated to schools for teachers and staff compensation, curriculum, and capital expenditures, as well as demand-side spending or expenditures allocated to families in the form of cash benefits, benefits in kind, and student financial aid. The political and economic factors that impact countries??? spending choices, namely proportionally representative electoral systems, left-leaning leadership ideology and the strength of organized labor, are evaluated and are strongly correlated with increases in spending on families relative to schools. How education-spending policies affect students??? commitment to school as measured by enrollment rates, and how schools impact student performance as measured by cross-national assessments of skills and knowledge in 33 countries is also explored; family spending helps enrollment rates and investment in schools strongly correlate positively with student performance. Lastly, the dissertation examines how spending impacts students??? individual academic and professional expectations. Case studies of three schools in a rural municipality in Mexico show that when governments invest in families, it has an impact on students??? commitment to their education and their professional expectations, their social capital. This effect is especially apparent for girls. Thus, spending can have a direct and indirect effect on human capital development. Advisors/Committee Members: Taylor-Robinson, Michelle (advisor).

Subjects/Keywords: education policy

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APA (6^th 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 (16^th 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 (7^th 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

► Throughout his presidential campaign, President Donald Trump took a combative and hardline approach toward undocumented immigrants and immigration. His campaign was a platform that… (more)

Subjects/Keywords: Education policy

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APA (6^th 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 (16^th 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 (7^th 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

► While K-12 schools have been making efforts to integrate culturally responsive curriculum and instruction, the voice and representation of Black female students has been largely… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

► Public support for market-based education reforms persists despite evidence that these reforms exacerbate the educational marginalization of Black and Brown students. Even among Democrats and… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

► In an attempt to maintain on-time graduation rates and reduce dropout rates, school districts, such as the one in this study, implement credit recovery programs.… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

► Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has grown… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

► Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has grown… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

► Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

► Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

► Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

► The Every Student Succeeds Act of 2015 authorizes a pilot program that allows up to seven states to develop innovative assessment and accountability systems.… (more)

▼ The Every Student Succeeds Act of 2015 authorizes a pilot program that allows up to seven states to develop innovative assessment and accountability systems. Prior to the official pilot program launch, the U.S. Department of Education approved one pilot program—New Hampshire’s Performance Assessment of Competency Education (PACE). To implement the PACE pilot, the New Hampshire Department of Education received a 2-year waiver (2014-2016) from federal statutory requirements related to state annual achievement testing and was granted additional waivers for the 2016-2017 and 2017-2018 school years. The purpose of this study is to investigate the average effect of the PACE pilot on 8th grade student achievement outcomes in mathematics and English language arts during the first two years of implementation. This study also examines the extent to which those average treatment effects vary according to student characteristics and among PACE schools. PACE students are compared to non-PACE students with similar probabilities of being selected into treatment using propensity score methods. Multi-level modeling is then used to estimate the average treatment effect for students receiving either one or two years of treatment. Findings from this study provide preliminary evidence that the PACE pilot is having a positive effect on 8^th grade student achievement outcomes in mathematics for some students starting in the second year of implementation and no effect in English language arts. Findings also suggest that students with disabilities that attend PACE schools tend to exhibit positive differential effects in comparison to students with disabilities in the non-PACE comparison group in both subject areas, although these findings should be considered exploratory due to the small number of PACE IEP students in the sample. Findings also suggest that male students that attend PACE schools tend to exhibit negative differential effects in comparison to female students in the non-PACE comparison group in both subject areas. Results are descriptive not causal, however, findings could be used to provide assurance to key stakeholders that PACE students are provided an equitable opportunity to learn the content standards. Also, because the focus of PACE pilot is on performance assessments used throughout the year, this study provides initial evidence that the learning gains on performance assessments may carry over to the more traditional state standardized tests. Implications for research, policy, and practice are also discussed.

Subjects/Keywords: Education policy

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APA (6^th 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 (16^th 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 (7^th 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

► This qualitative study examined the implementation of the Every Student Succeeds Act (ESSA) in Virginia and how this implementation impacts student achievement. Three research questions… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

► ABSTRACT Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership Abigail Gray There is a need for unified theory… (more)

▼ ABSTRACT Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership Abigail Gray There is a need for unified theory as to how and why principals' engagement with instructional initiatives does or does not develop, and how that engagement manifests, both in specific leadership behaviors and in changes in teacher practice. Such theory could inform policy decision-making by shedding light on the mechanisms that may facilitate principals' engagement with reform initiatives, and by clarifying what that engagement might ultimately produce. This study seeks to advance a new theoretical perspective on principal behavior in the context of instructional reform by examining the implementation of a literacy intervention through the lens of principal ownership. Using structural equation modeling and targeted qualitative inquiry, the study tests a hypothesized conceptual framework for principal ownership which posits that three antecedents (control, knowledge, and self-investment) contribute to principals' engagement in ownership behavior relative to an instructional initiative. The framework further posits that this ownership behavior – specifically, change promotion relative to the initiative – leads to changes in teacher collaboration around the reform, and ultimately influences classroom practice. This framework builds upon extant theory regarding school leadership, the processes around school change, and psychological ownership. While further research is needed to confirm these findings, the results of this exploratory study suggest that the hypothesized relationships are plausible. Significant pathways are found between the antecedents and the ownership behavior, and between the behavior and teacher collaboration. Mediational analysis of the pathways between principals' ownership behavior and the reform's reported influence on classroom instruction reveals that both the direct pathway and the indirect pathway (mediated by teacher collaboration) are significant. The findings of case-study research focused on three schools largely support the SEM study's conclusions and the hypothesized relationships. Viewed together, the quantitative and qualitative findings highlight lingering questions and directions for future research.

Subjects/Keywords: Education Policy

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

APA (6^th 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 (16^th 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 (7^th 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

► Using data from the 2010 Indiana public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences… (more)

Subjects/Keywords: Policy; Education

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APA (6^th 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 (16^th 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 (7^th 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

► Youth are traditionally excluded from meaningful participation as decision-makers in educational reform. Over the popular social networking website Facebook, youth demonstrate sustained awareness, engagement and… (more)

Subjects/Keywords: Education Policy.

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APA (6^th 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 (16^th 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 (7^th 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

► Contracting out public schools to private institutions is an instrument for reforming public education as it may facilitate academic innovation and improve student academic performance… (more)

▼ Contracting out public schools to private institutions is an instrument for reforming public education as it may facilitate academic innovation and improve student academic performance through higher school accountability and autonomy. The degree of autonomy that different providers have may vary substantially depending on the contractual and institutional arrangements they are subject to. In principle, contractual differences should generate different sets of incentives for providers that may ultimately affect student academic performance. One can expect, for example, that programs with limited achievement accountability rules might invest sub-optimally in resources aiming at improving the academic performance of their students. In this dissertation, I evaluate short- and longer-run achievement effects of the \emph{Colegios en Concesi\'on} (CEC) program, a large-scale initiative implemented in 2000 in Bogota, Colombia, which contracted out the administration of some traditional public schools (TPS) to reputed, not-for-profit private schools and universities. This program allows participating schools to operate outside public schools' collective bargaining provisions in return for being accountable, among other things, for the academic performance of their students in the ICFES test, a high-stakes college entry national standardized test. The major empirical challenge in studies of alternative school models is selection bias. Students who attend CEC schools may differ in a number of ways from public school students. To overcome potential selection bias of CEC attendance, I exploit variation in distance from a student's residence to the closest CEC institution as an instrument for CEC attendance. While distance may in theory be correlated with unobservable characteristics of students, I demonstrate using a variety of empirical strategies that this instrument is conditionally exogenous of unobserved determinants of academic achievement. I first evaluate the effects of attending a CEC school on ICFES test scores. Instrumental variables results indicate that CEC students exhibit important and significant gains in test scores on the ICFES test. That is, the two-stage least squares estimates obtained indicate that CEC students score 0.6 and 0.2 standard deviations higher in math and verbal tests, respectively, relative to TPS students. I provide evidence that the positive test score results of CEC attendance are not driven by unintended strategic responses by CEC schools such as excluding low-performing students from the pool of test-takers or via test specialization in the curriculum, or by significant differences in education inputs such as teachers' education, student-teacher ratios, or expenditures per student. I also provide suggestive auxiliary evidence that the estimated results are a consequence of an institutional arrangement that makes CEC schools accountable for the academic performance of their students. I also evaluate whether attending a CEC school translates into longer-run gains in potentially more… Advisors/Committee Members: Hellerstein, Judith K (advisor).

Subjects/Keywords: Education policy

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

APA (6^th 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 (16^th 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 (7^th 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

► Abstract Title of Document: The Bridge Plan for Academic Validation: A Case Study at Central High School Brein Bashore Doctor of Philosophy, 2011 Directed By:Dr.… (more)

▼ Abstract Title of Document: The Bridge Plan for Academic Validation: A Case Study at Central High School Brein Bashore Doctor of Philosophy, 2011 Directed By:Dr. Jing Lin, Department of Education Leadership, Higher Education and International Education University of Maryland, College Park Across the nation, we continue to see an achievement gap between African American and Hispanic students and White and Asian students. This achievement gap is demonstrated by lower test scores among African American and Hispanic students as well as a lower number of these students graduating high school. The No Child Left Behind Act of 2001 (NCLB), as its name suggests, attempts to ensure that all students are able to achieve on standardized tests by 2014. However, under NCLB, what was required of students was left to the discretion of each individual state. Maryland's testing requirements went into effect for students who began high school in 2005 or later. With thousands of students yet to meet these requirements at the start of their senior year (2008-2009 school year), Maryland decided to create an alternate pathway for students to meet these testing requirements. This program, called The Bridge Plan for Academic Validation, allows students who are unable to pass the High School Assessment exams to complete one or more projects in order to meet the state testing requirements. Central High School is currently one of the worst performing high schools in New Town Public Schools in New Town, Maryland and has consistently been one of the schools with the greatest participation in the Bridge Plan in the state of Maryland. Throughout my research, I explored the following three questions. First, I wanted to better understand why The Bridge Plan for Academic Validation was developed as an alternative to statewide testing requirements. Second, I wanted to understand how Bridge was implemented at Central High School. Finally, I wanted to analyze the impact of Bridge on students, particularly at Central High School. I conducted a qualitative case study using document analysis, interview and observation. I used political and symbolic frameworks, as well as a critical perspective to frame my research. The findings from this study support the research on disparity in test scores among students as a result of differences in race, economic status, social capital and cultural capital. Advisors/Committee Members: Lin, Jing (advisor).

Subjects/Keywords: Education policy

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

APA (6^th 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 (16^th 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 (7^th 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

► The existence of gay and lesbian teachers remains for many a dangerous notion. Indeed, education and schooling are terrains in which homosexuality has historically… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

► Teacher attrition is a phenomenon occurring in education systems throughout the world. As education policies alter and add to the demands of teachers, one… (more)

Subjects/Keywords: Education Policy

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

APA (6^th 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 (16^th 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 (7^th 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

► There is an almost symbiotic relationship between the Democratic Party and labor unions. Labor unions emerged as the largest donors and staunchest organizers for… (more)

Subjects/Keywords: Education Policy

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APA (6^th 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 (16^th 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 (7^th 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

Open Access Theses and Dissertations