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You searched for subject:(educational equity). Showing records 1 – 30 of 433 total matches.

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University of Minnesota

1. Jenkin, Ann. Advancing the Ascent into Higher Education: An Exploration of College Access Programming.

Degree: MA, Organizational Leadership, Policy, and Development, 2019, University of Minnesota

 The following case study was conducted as a master’s thesis on Breakthrough Twin Cities, a college access program located in the Minneapolis/St. Paul metropolitan area… (more)

Subjects/Keywords: college access; educational equity

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APA (6th Edition):

Jenkin, A. (2019). Advancing the Ascent into Higher Education: An Exploration of College Access Programming. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206703

Chicago Manual of Style (16th Edition):

Jenkin, Ann. “Advancing the Ascent into Higher Education: An Exploration of College Access Programming.” 2019. Masters Thesis, University of Minnesota. Accessed August 03, 2020. http://hdl.handle.net/11299/206703.

MLA Handbook (7th Edition):

Jenkin, Ann. “Advancing the Ascent into Higher Education: An Exploration of College Access Programming.” 2019. Web. 03 Aug 2020.

Vancouver:

Jenkin A. Advancing the Ascent into Higher Education: An Exploration of College Access Programming. [Internet] [Masters thesis]. University of Minnesota; 2019. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/11299/206703.

Council of Science Editors:

Jenkin A. Advancing the Ascent into Higher Education: An Exploration of College Access Programming. [Masters Thesis]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206703


Queens University

2. al Shaibah, Arig. Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology .

Degree: Education, 2014, Queens University

 Most, if not all, universities across Canada emphasize diversity, inclusivity, and equity in their missions, value statements, and institutional priorities. However, institutions of higher learning… (more)

Subjects/Keywords: higher education ; educational equity

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APA (6th Edition):

al Shaibah, A. (2014). Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12452

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):

al Shaibah, Arig. “Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology .” 2014. Thesis, Queens University. Accessed August 03, 2020. http://hdl.handle.net/1974/12452.

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

MLA Handbook (7th Edition):

al Shaibah, Arig. “Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology .” 2014. Web. 03 Aug 2020.

Vancouver:

al Shaibah A. Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology . [Internet] [Thesis]. Queens University; 2014. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1974/12452.

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

Council of Science Editors:

al Shaibah A. Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12452

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


University of Georgia

3. Eom, Moonyoung. Comparative analysis of educational opportunities in the U.S. and Korean educational systems.

Degree: PhD, Educational Administration and Policy, 2011, University of Georgia

 The purpose of this study is to comprehensively assess the guarantee levels of equal opportunities in the U.S. and Korean educational systems. This study uses… (more)

Subjects/Keywords: Equal Educational Opportunity; Resource Equity; Adequacy; Outcome Equity; Comparative Education

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APA (6th Edition):

Eom, M. (2011). Comparative analysis of educational opportunities in the U.S. and Korean educational systems. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/eom_moonyoung_201108_phd

Chicago Manual of Style (16th Edition):

Eom, Moonyoung. “Comparative analysis of educational opportunities in the U.S. and Korean educational systems.” 2011. Doctoral Dissertation, University of Georgia. Accessed August 03, 2020. http://purl.galileo.usg.edu/uga_etd/eom_moonyoung_201108_phd.

MLA Handbook (7th Edition):

Eom, Moonyoung. “Comparative analysis of educational opportunities in the U.S. and Korean educational systems.” 2011. Web. 03 Aug 2020.

Vancouver:

Eom M. Comparative analysis of educational opportunities in the U.S. and Korean educational systems. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Aug 03]. Available from: http://purl.galileo.usg.edu/uga_etd/eom_moonyoung_201108_phd.

Council of Science Editors:

Eom M. Comparative analysis of educational opportunities in the U.S. and Korean educational systems. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/eom_moonyoung_201108_phd


University of Oregon

4. Kleinfelder, Brenda. Grant Proposal to Conduct a Needs Assessment for Community-Based Partnership Opportunities in Three Oregon High Schools to Adapt the Mobile Mental Health Community Resources.

Degree: D.Ed., Department of Educational Methodology, Policy, and Leadership, 2019, University of Oregon

 This dissertation presents a grant application for the Spencer Foundation Small Research Grants Program to secure funding for the development of a needs assessment for… (more)

Subjects/Keywords: ADOLESCENTS; COMMUNITY PARTNERSHIPS; CULTURAL RELEVANCE; EDUCATIONAL EQUITY; HEALTH EQUITY; MENTAL HEALTH

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APA (6th Edition):

Kleinfelder, B. (2019). Grant Proposal to Conduct a Needs Assessment for Community-Based Partnership Opportunities in Three Oregon High Schools to Adapt the Mobile Mental Health Community Resources. (Doctoral Dissertation). University of Oregon. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24836

Chicago Manual of Style (16th Edition):

Kleinfelder, Brenda. “Grant Proposal to Conduct a Needs Assessment for Community-Based Partnership Opportunities in Three Oregon High Schools to Adapt the Mobile Mental Health Community Resources.” 2019. Doctoral Dissertation, University of Oregon. Accessed August 03, 2020. https://scholarsbank.uoregon.edu/xmlui/handle/1794/24836.

MLA Handbook (7th Edition):

Kleinfelder, Brenda. “Grant Proposal to Conduct a Needs Assessment for Community-Based Partnership Opportunities in Three Oregon High Schools to Adapt the Mobile Mental Health Community Resources.” 2019. Web. 03 Aug 2020.

Vancouver:

Kleinfelder B. Grant Proposal to Conduct a Needs Assessment for Community-Based Partnership Opportunities in Three Oregon High Schools to Adapt the Mobile Mental Health Community Resources. [Internet] [Doctoral dissertation]. University of Oregon; 2019. [cited 2020 Aug 03]. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/24836.

Council of Science Editors:

Kleinfelder B. Grant Proposal to Conduct a Needs Assessment for Community-Based Partnership Opportunities in Three Oregon High Schools to Adapt the Mobile Mental Health Community Resources. [Doctoral Dissertation]. University of Oregon; 2019. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/24836


University of Illinois – Urbana-Champaign

5. Peoples, Leah Q. Critically measuring equity in high schools and its impact on African American students.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 The challenge to serve the educational needs of marginalized and underserved communities in a system that historically oppresses them through the protection and maintenance of… (more)

Subjects/Keywords: Equity; Critical quantitative inquiry; High School Longitudinal Study (HSLS); Educational equity

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APA (6th Edition):

Peoples, L. Q. (2017). Critically measuring equity in high schools and its impact on African American students. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99477

Chicago Manual of Style (16th Edition):

Peoples, Leah Q. “Critically measuring equity in high schools and its impact on African American students.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 03, 2020. http://hdl.handle.net/2142/99477.

MLA Handbook (7th Edition):

Peoples, Leah Q. “Critically measuring equity in high schools and its impact on African American students.” 2017. Web. 03 Aug 2020.

Vancouver:

Peoples LQ. Critically measuring equity in high schools and its impact on African American students. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/2142/99477.

Council of Science Editors:

Peoples LQ. Critically measuring equity in high schools and its impact on African American students. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99477


University of California – Berkeley

6. Boynton, Christine Mary. Learning Spaces in School: Comparing Math Instruction and Learning in School Gardens and Classrooms.

Degree: Educational Leadership, 2010, University of California – Berkeley

 This study examined the differences and similarities of school gardens as learning spaces by exploring a fifth grade school standards-based mathematics lesson in both a… (more)

Subjects/Keywords: Educational leadership; Educational evaluation; Elementary Education; equity; mathematics; place; school gardens

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APA (6th Edition):

Boynton, C. M. (2010). Learning Spaces in School: Comparing Math Instruction and Learning in School Gardens and Classrooms. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3zg7b9m0

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):

Boynton, Christine Mary. “Learning Spaces in School: Comparing Math Instruction and Learning in School Gardens and Classrooms.” 2010. Thesis, University of California – Berkeley. Accessed August 03, 2020. http://www.escholarship.org/uc/item/3zg7b9m0.

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

MLA Handbook (7th Edition):

Boynton, Christine Mary. “Learning Spaces in School: Comparing Math Instruction and Learning in School Gardens and Classrooms.” 2010. Web. 03 Aug 2020.

Vancouver:

Boynton CM. Learning Spaces in School: Comparing Math Instruction and Learning in School Gardens and Classrooms. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2020 Aug 03]. Available from: http://www.escholarship.org/uc/item/3zg7b9m0.

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

Council of Science Editors:

Boynton CM. Learning Spaces in School: Comparing Math Instruction and Learning in School Gardens and Classrooms. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/3zg7b9m0

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


University of California – Berkeley

7. Livingston, Matthew Merritt. The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District.

Degree: Educational Leadership, 2011, University of California – Berkeley

 ABSTRACTThe Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School DistrictByMatthew Merritt LivingstonDoctor of EducationUniversity of California,… (more)

Subjects/Keywords: Educational leadership; Educational Administration; Education, General; Equity; Leadership; Politics; Social Justice

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APA (6th Edition):

Livingston, M. M. (2011). The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3614s924

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):

Livingston, Matthew Merritt. “The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District.” 2011. Thesis, University of California – Berkeley. Accessed August 03, 2020. http://www.escholarship.org/uc/item/3614s924.

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

MLA Handbook (7th Edition):

Livingston, Matthew Merritt. “The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District.” 2011. Web. 03 Aug 2020.

Vancouver:

Livingston MM. The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Aug 03]. Available from: http://www.escholarship.org/uc/item/3614s924.

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

Council of Science Editors:

Livingston MM. The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/3614s924

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

8. Shevlin-Woodcock, Cindy N. Leadership for Educational Equity: Seek Understanding beyond the Words and Beneath the Practices.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

  Current literature has identified multiple underlying causes for disproportionate and widespread underachievement between student groups: the history of inequities in American education (Noguera, 2012;… (more)

Subjects/Keywords: educational equity; leadership; systemic inequities; racism; Educational Leadership

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APA (6th Edition):

Shevlin-Woodcock, C. N. (2017). Leadership for Educational Equity: Seek Understanding beyond the Words and Beneath the Practices. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/29

Chicago Manual of Style (16th Edition):

Shevlin-Woodcock, Cindy N. “Leadership for Educational Equity: Seek Understanding beyond the Words and Beneath the Practices.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed August 03, 2020. https://repository.stcloudstate.edu/edad_etds/29.

MLA Handbook (7th Edition):

Shevlin-Woodcock, Cindy N. “Leadership for Educational Equity: Seek Understanding beyond the Words and Beneath the Practices.” 2017. Web. 03 Aug 2020.

Vancouver:

Shevlin-Woodcock CN. Leadership for Educational Equity: Seek Understanding beyond the Words and Beneath the Practices. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2020 Aug 03]. Available from: https://repository.stcloudstate.edu/edad_etds/29.

Council of Science Editors:

Shevlin-Woodcock CN. Leadership for Educational Equity: Seek Understanding beyond the Words and Beneath the Practices. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/29

9. Litchmore, Lucy Nevins. Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates.

Degree: PhD, Educ Foundations & Leadership, 2016, Old Dominion University

  Throughout the history of education, there have been changes in funding, organization, governance, and curriculum. As a result of these changes, education reform and… (more)

Subjects/Keywords: Educational leadership; Equity and social justice; Urban reform; Education; Educational Leadership

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APA (6th Edition):

Litchmore, L. N. (2016). Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20

Chicago Manual of Style (16th Edition):

Litchmore, Lucy Nevins. “Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates.” 2016. Doctoral Dissertation, Old Dominion University. Accessed August 03, 2020. 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20.

MLA Handbook (7th Edition):

Litchmore, Lucy Nevins. “Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates.” 2016. Web. 03 Aug 2020.

Vancouver:

Litchmore LN. Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates. [Internet] [Doctoral dissertation]. Old Dominion University; 2016. [cited 2020 Aug 03]. Available from: 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20.

Council of Science Editors:

Litchmore LN. Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates. [Doctoral Dissertation]. Old Dominion University; 2016. Available from: 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20


University of Arizona

10. Convertino, Christina. Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age .

Degree: 2011, University of Arizona

 In this educational ethnography, I focused on how parents and students enrolled in a public charter high school in Sundale City (pseudonym), Arizona made the… (more)

Subjects/Keywords: Community; Educational Equity; Educational Reform; Family; Identity; Youth

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APA (6th Edition):

Convertino, C. (2011). Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145122

Chicago Manual of Style (16th Edition):

Convertino, Christina. “Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age .” 2011. Doctoral Dissertation, University of Arizona. Accessed August 03, 2020. http://hdl.handle.net/10150/145122.

MLA Handbook (7th Edition):

Convertino, Christina. “Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age .” 2011. Web. 03 Aug 2020.

Vancouver:

Convertino C. Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10150/145122.

Council of Science Editors:

Convertino C. Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145122


University of Pretoria

11. Tshabalala, Phillip Masibi. Numeracy performance of Grade 3 learners in rural and urban primary schools.

Degree: Curriculum Studies, 2009, University of Pretoria

 The aim of this study was to undertake a comparative analysis of numeracy performance of Grade 3 learners in the urban and rural primary schools.… (more)

Subjects/Keywords: Mathematics achievement; National assessments; Educational indicators; Numeracy; Equity indicators; Equity factors; UCTD

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APA (6th Edition):

Tshabalala, P. (2009). Numeracy performance of Grade 3 learners in rural and urban primary schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25953

Chicago Manual of Style (16th Edition):

Tshabalala, Phillip. “Numeracy performance of Grade 3 learners in rural and urban primary schools.” 2009. Masters Thesis, University of Pretoria. Accessed August 03, 2020. http://hdl.handle.net/2263/25953.

MLA Handbook (7th Edition):

Tshabalala, Phillip. “Numeracy performance of Grade 3 learners in rural and urban primary schools.” 2009. Web. 03 Aug 2020.

Vancouver:

Tshabalala P. Numeracy performance of Grade 3 learners in rural and urban primary schools. [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/2263/25953.

Council of Science Editors:

Tshabalala P. Numeracy performance of Grade 3 learners in rural and urban primary schools. [Masters Thesis]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/25953


University of Pretoria

12. [No author]. Numeracy performance of Grade 3 learners in rural and urban primary schools .

Degree: 2009, University of Pretoria

 The aim of this study was to undertake a comparative analysis of numeracy performance of Grade 3 learners in the urban and rural primary schools.… (more)

Subjects/Keywords: Mathematics achievement; National assessments; Educational indicators; Numeracy; Equity indicators; Equity factors; UCTD

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APA (6th Edition):

author], [. (2009). Numeracy performance of Grade 3 learners in rural and urban primary schools . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06302009-171742/

Chicago Manual of Style (16th Edition):

author], [No. “Numeracy performance of Grade 3 learners in rural and urban primary schools .” 2009. Masters Thesis, University of Pretoria. Accessed August 03, 2020. http://upetd.up.ac.za/thesis/available/etd-06302009-171742/.

MLA Handbook (7th Edition):

author], [No. “Numeracy performance of Grade 3 learners in rural and urban primary schools .” 2009. Web. 03 Aug 2020.

Vancouver:

author] [. Numeracy performance of Grade 3 learners in rural and urban primary schools . [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2020 Aug 03]. Available from: http://upetd.up.ac.za/thesis/available/etd-06302009-171742/.

Council of Science Editors:

author] [. Numeracy performance of Grade 3 learners in rural and urban primary schools . [Masters Thesis]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-06302009-171742/


University of Iowa

13. He, Yi. Evaluating equating properties for mixed-format tests.

Degree: PhD, Psychological and Quantitative Foundations, 2011, University of Iowa

  Mixed-format tests containing both multiple-choice (MC) items and constructed-response (CR) items are used in many testing programs. The use of multiple formats presents a… (more)

Subjects/Keywords: equating; first-order equity; mixed-format tests; same distributions property; second-order equity; Educational Psychology

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APA (6th Edition):

He, Y. (2011). Evaluating equating properties for mixed-format tests. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/981

Chicago Manual of Style (16th Edition):

He, Yi. “Evaluating equating properties for mixed-format tests.” 2011. Doctoral Dissertation, University of Iowa. Accessed August 03, 2020. https://ir.uiowa.edu/etd/981.

MLA Handbook (7th Edition):

He, Yi. “Evaluating equating properties for mixed-format tests.” 2011. Web. 03 Aug 2020.

Vancouver:

He Y. Evaluating equating properties for mixed-format tests. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2020 Aug 03]. Available from: https://ir.uiowa.edu/etd/981.

Council of Science Editors:

He Y. Evaluating equating properties for mixed-format tests. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/981


University of Washington

14. Forman, Stephanie Reed. Leading for Equity: How Education Leaders Navigate Conflicts to Implement Dual Language Immersion Policies.

Degree: PhD, 2018, University of Washington

 Dual language immersion is an instructional model increasingly adopted by school and district leaders to improve educational opportunities for traditionally marginalized emergent bilingual or bilingual… (more)

Subjects/Keywords: Bilingual Education; Equity; Equity Policy; Leadership; Micro-politics; Policy Implementation; Education policy; Educational leadership; Education

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APA (6th Edition):

Forman, S. R. (2018). Leading for Equity: How Education Leaders Navigate Conflicts to Implement Dual Language Immersion Policies. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/42911

Chicago Manual of Style (16th Edition):

Forman, Stephanie Reed. “Leading for Equity: How Education Leaders Navigate Conflicts to Implement Dual Language Immersion Policies.” 2018. Doctoral Dissertation, University of Washington. Accessed August 03, 2020. http://hdl.handle.net/1773/42911.

MLA Handbook (7th Edition):

Forman, Stephanie Reed. “Leading for Equity: How Education Leaders Navigate Conflicts to Implement Dual Language Immersion Policies.” 2018. Web. 03 Aug 2020.

Vancouver:

Forman SR. Leading for Equity: How Education Leaders Navigate Conflicts to Implement Dual Language Immersion Policies. [Internet] [Doctoral dissertation]. University of Washington; 2018. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1773/42911.

Council of Science Editors:

Forman SR. Leading for Equity: How Education Leaders Navigate Conflicts to Implement Dual Language Immersion Policies. [Doctoral Dissertation]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/42911

15. Awwad, Yousef. Reforming School Finance Systems to Achieve Equity in Funding Education.

Degree: Education, EdD, Education, 2018, University of Portland

  Taxpayers in Oregon provoked change in school finance policy by passing Measure 5, which cemented the ground for legislators to reform school finance. Measure… (more)

Subjects/Keywords: Measure 5; horizontal equity; vertical equity; equality in educational opportunity; equity measures; school finance system; foundation program formula; Education; Educational Administration and Supervision

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APA (6th Edition):

Awwad, Y. (2018). Reforming School Finance Systems to Achieve Equity in Funding Education. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/50

Chicago Manual of Style (16th Edition):

Awwad, Yousef. “Reforming School Finance Systems to Achieve Equity in Funding Education.” 2018. Doctoral Dissertation, University of Portland. Accessed August 03, 2020. https://pilotscholars.up.edu/etd/50.

MLA Handbook (7th Edition):

Awwad, Yousef. “Reforming School Finance Systems to Achieve Equity in Funding Education.” 2018. Web. 03 Aug 2020.

Vancouver:

Awwad Y. Reforming School Finance Systems to Achieve Equity in Funding Education. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2020 Aug 03]. Available from: https://pilotscholars.up.edu/etd/50.

Council of Science Editors:

Awwad Y. Reforming School Finance Systems to Achieve Equity in Funding Education. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/50


Seton Hall University

16. Wilson, Edward E. Perceptions: A Comparative Case Study of the Lived Experiences of Urban and Suburban African American Administrators.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2019, Seton Hall University

  Despite the research conducted on this group, African Americans continue to be underrepresented in educational leadership, particularly in districts with growing minority populations. This… (more)

Subjects/Keywords: Critical Race Theory; African American principals; equity in school leadership; urban educational leadership; suburban educational leadership; racial equity in education; Educational Administration and Supervision; Educational Leadership; Urban Education

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

APA (6th Edition):

Wilson, E. E. (2019). Perceptions: A Comparative Case Study of the Lived Experiences of Urban and Suburban African American Administrators. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2742

Chicago Manual of Style (16th Edition):

Wilson, Edward E. “Perceptions: A Comparative Case Study of the Lived Experiences of Urban and Suburban African American Administrators.” 2019. Doctoral Dissertation, Seton Hall University. Accessed August 03, 2020. https://scholarship.shu.edu/dissertations/2742.

MLA Handbook (7th Edition):

Wilson, Edward E. “Perceptions: A Comparative Case Study of the Lived Experiences of Urban and Suburban African American Administrators.” 2019. Web. 03 Aug 2020.

Vancouver:

Wilson EE. Perceptions: A Comparative Case Study of the Lived Experiences of Urban and Suburban African American Administrators. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2020 Aug 03]. Available from: https://scholarship.shu.edu/dissertations/2742.

Council of Science Editors:

Wilson EE. Perceptions: A Comparative Case Study of the Lived Experiences of Urban and Suburban African American Administrators. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2742


Louisiana State University

17. Jones, Laura Elizabeth. Minding the gap : a rhetorical history of the achievement gap.

Degree: PhD, English Language and Literature, 2013, Louisiana State University

 Minding the Gap: A Rhetorical History of the Achievement Gap arose as an inquiry into the rhetorical congestion around the phrase achievement gap in public… (more)

Subjects/Keywords: rhetoric; education policy; achievement gap; educational equity; education reform

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

APA (6th Edition):

Jones, L. E. (2013). Minding the gap : a rhetorical history of the achievement gap. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-05312013-084246 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3633

Chicago Manual of Style (16th Edition):

Jones, Laura Elizabeth. “Minding the gap : a rhetorical history of the achievement gap.” 2013. Doctoral Dissertation, Louisiana State University. Accessed August 03, 2020. etd-05312013-084246 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3633.

MLA Handbook (7th Edition):

Jones, Laura Elizabeth. “Minding the gap : a rhetorical history of the achievement gap.” 2013. Web. 03 Aug 2020.

Vancouver:

Jones LE. Minding the gap : a rhetorical history of the achievement gap. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2020 Aug 03]. Available from: etd-05312013-084246 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3633.

Council of Science Editors:

Jones LE. Minding the gap : a rhetorical history of the achievement gap. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-05312013-084246 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3633


University of California – Berkeley

18. Griffin, Jerlena Denise. Expanding Merit Through Communitarianism: Racial and Ethnic Implications.

Degree: Education, 2016, University of California – Berkeley

 AbstractExpanding Merit Through Communitarianism: Racial and Ethnic Implications by Jerlena Denise Griffin Doctor of Philosophy in Education University of California, Berkeley Professor David Stern, ChairLow-income… (more)

Subjects/Keywords: Education policy; African American; Communitarianism; Educational Equity; Merit; Race; University Admissions

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

APA (6th Edition):

Griffin, J. D. (2016). Expanding Merit Through Communitarianism: Racial and Ethnic Implications. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9dg0t0ds

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):

Griffin, Jerlena Denise. “Expanding Merit Through Communitarianism: Racial and Ethnic Implications.” 2016. Thesis, University of California – Berkeley. Accessed August 03, 2020. http://www.escholarship.org/uc/item/9dg0t0ds.

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

MLA Handbook (7th Edition):

Griffin, Jerlena Denise. “Expanding Merit Through Communitarianism: Racial and Ethnic Implications.” 2016. Web. 03 Aug 2020.

Vancouver:

Griffin JD. Expanding Merit Through Communitarianism: Racial and Ethnic Implications. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Aug 03]. Available from: http://www.escholarship.org/uc/item/9dg0t0ds.

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

Council of Science Editors:

Griffin JD. Expanding Merit Through Communitarianism: Racial and Ethnic Implications. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/9dg0t0ds

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

19. Hayes, Timothy. Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  This three-part dissertation examines efforts to address racial equity at a predominantly white, suburban school. The first part is a program evaluation of Pacific… (more)

Subjects/Keywords: race; equity; professional development; suburban schools; diversity; Educational Leadership

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APA (6th Edition):

Hayes, T. (2017). Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/255

Chicago Manual of Style (16th Edition):

Hayes, Timothy. “Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School.” 2017. Doctoral Dissertation, National-Louis University. Accessed August 03, 2020. https://digitalcommons.nl.edu/diss/255.

MLA Handbook (7th Edition):

Hayes, Timothy. “Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School.” 2017. Web. 03 Aug 2020.

Vancouver:

Hayes T. Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2020 Aug 03]. Available from: https://digitalcommons.nl.edu/diss/255.

Council of Science Editors:

Hayes T. Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/255


University of Kansas

20. Arbuckle, Jonathan Lance. An Examination of Vertical Equity Funding Policies in Urban Districts Within Elementary Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2011, University of Kansas

 No Child Left Behind has brought with it political pressure on school and district personnel to increase student performance. This legislation has made individual school… (more)

Subjects/Keywords: Education finance; Education policy; Educational administration; Equity; Funding; Regression; Vertical; Weighted

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

APA (6th Edition):

Arbuckle, J. L. (2011). An Examination of Vertical Equity Funding Policies in Urban Districts Within Elementary Schools. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/7914

Chicago Manual of Style (16th Edition):

Arbuckle, Jonathan Lance. “An Examination of Vertical Equity Funding Policies in Urban Districts Within Elementary Schools.” 2011. Doctoral Dissertation, University of Kansas. Accessed August 03, 2020. http://hdl.handle.net/1808/7914.

MLA Handbook (7th Edition):

Arbuckle, Jonathan Lance. “An Examination of Vertical Equity Funding Policies in Urban Districts Within Elementary Schools.” 2011. Web. 03 Aug 2020.

Vancouver:

Arbuckle JL. An Examination of Vertical Equity Funding Policies in Urban Districts Within Elementary Schools. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1808/7914.

Council of Science Editors:

Arbuckle JL. An Examination of Vertical Equity Funding Policies in Urban Districts Within Elementary Schools. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/7914


University of California – Berkeley

21. Ayers, Richard James. Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center.

Degree: Education, 2011, University of California – Berkeley

 The communication skills of teachers, their repertoire of discourses and rhetorical tools, are central to successful educational projects. This dissertation analyzes discourses as complex social… (more)

Subjects/Keywords: Education; Educational evaluation; Discourse; Equity; Literacy; Media; Youth Development

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APA (6th Edition):

Ayers, R. J. (2011). Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9nz44415

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):

Ayers, Richard James. “Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center.” 2011. Thesis, University of California – Berkeley. Accessed August 03, 2020. http://www.escholarship.org/uc/item/9nz44415.

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

MLA Handbook (7th Edition):

Ayers, Richard James. “Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center.” 2011. Web. 03 Aug 2020.

Vancouver:

Ayers RJ. Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Aug 03]. Available from: http://www.escholarship.org/uc/item/9nz44415.

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

Council of Science Editors:

Ayers RJ. Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/9nz44415

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


Virginia Commonwealth University

22. Lewis, Benjamin. An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District.

Degree: PhD, Educational Leadership, 2013, Virginia Commonwealth University

 Student achievement gaps between Black and White students, and socioeconomically disadvantaged and advantaged students, have been observed and formally documented since the National Assessment of… (more)

Subjects/Keywords: Achievement Gap; Math; Equity; Disparities; Education; Educational Leadership

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APA (6th Edition):

Lewis, B. (2013). An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/DS28-EC68 ; https://scholarscompass.vcu.edu/etd/2981

Chicago Manual of Style (16th Edition):

Lewis, Benjamin. “An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District.” 2013. Doctoral Dissertation, Virginia Commonwealth University. Accessed August 03, 2020. https://doi.org/10.25772/DS28-EC68 ; https://scholarscompass.vcu.edu/etd/2981.

MLA Handbook (7th Edition):

Lewis, Benjamin. “An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District.” 2013. Web. 03 Aug 2020.

Vancouver:

Lewis B. An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2013. [cited 2020 Aug 03]. Available from: https://doi.org/10.25772/DS28-EC68 ; https://scholarscompass.vcu.edu/etd/2981.

Council of Science Editors:

Lewis B. An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District. [Doctoral Dissertation]. Virginia Commonwealth University; 2013. Available from: https://doi.org/10.25772/DS28-EC68 ; https://scholarscompass.vcu.edu/etd/2981


Loyola University Chicago

23. Wood, Steve. Student Access to Advanced Placement (AP) Coursework: Principals' Beliefs and Practices.

Degree: PhD, School of Education, 2010, Loyola University Chicago

  Advanced Placement® (AP®) courses provide high school students an opportunity to be exposed to the rigors of college while they are still in high… (more)

Subjects/Keywords: access; Advanced Placement; equity; rigor; tracking; Educational Administration and Supervision

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

APA (6th Edition):

Wood, S. (2010). Student Access to Advanced Placement (AP) Coursework: Principals' Beliefs and Practices. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/111

Chicago Manual of Style (16th Edition):

Wood, Steve. “Student Access to Advanced Placement (AP) Coursework: Principals' Beliefs and Practices.” 2010. Doctoral Dissertation, Loyola University Chicago. Accessed August 03, 2020. https://ecommons.luc.edu/luc_diss/111.

MLA Handbook (7th Edition):

Wood, Steve. “Student Access to Advanced Placement (AP) Coursework: Principals' Beliefs and Practices.” 2010. Web. 03 Aug 2020.

Vancouver:

Wood S. Student Access to Advanced Placement (AP) Coursework: Principals' Beliefs and Practices. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2010. [cited 2020 Aug 03]. Available from: https://ecommons.luc.edu/luc_diss/111.

Council of Science Editors:

Wood S. Student Access to Advanced Placement (AP) Coursework: Principals' Beliefs and Practices. [Doctoral Dissertation]. Loyola University Chicago; 2010. Available from: https://ecommons.luc.edu/luc_diss/111


Boston College

24. McLaughlin, Zachary J. The Role of District Leaders in Improving Achievement and Equity: How Leaders Reshape District Culture.

Degree: EdD, Educational Leadership and Higher Education, 2016, Boston College

 Rorrer, Skrla, and Scheurich (2008) proposed a theory that district leaders enact several essential roles when engaging in systemic reform that both improves achievement and… (more)

Subjects/Keywords: achievement gap; district culture; district leaders; educational equity; organizational culture

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APA (6th Edition):

McLaughlin, Z. J. (2016). The Role of District Leaders in Improving Achievement and Equity: How Leaders Reshape District Culture. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106934

Chicago Manual of Style (16th Edition):

McLaughlin, Zachary J. “The Role of District Leaders in Improving Achievement and Equity: How Leaders Reshape District Culture.” 2016. Doctoral Dissertation, Boston College. Accessed August 03, 2020. http://dlib.bc.edu/islandora/object/bc-ir:106934.

MLA Handbook (7th Edition):

McLaughlin, Zachary J. “The Role of District Leaders in Improving Achievement and Equity: How Leaders Reshape District Culture.” 2016. Web. 03 Aug 2020.

Vancouver:

McLaughlin ZJ. The Role of District Leaders in Improving Achievement and Equity: How Leaders Reshape District Culture. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2020 Aug 03]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106934.

Council of Science Editors:

McLaughlin ZJ. The Role of District Leaders in Improving Achievement and Equity: How Leaders Reshape District Culture. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106934


Eastern Michigan University

25. Nichols, Cristal. Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives.

Degree: PhD, Teacher Education, 2016, Eastern Michigan University

  This qualitative dissertation study explored the construct of academic optimism and its manifestation in the schooling lives of low-income, African American females who have… (more)

Subjects/Keywords: Disability and Equity in Education; Education; Educational Leadership

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APA (6th Edition):

Nichols, C. (2016). Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/681

Chicago Manual of Style (16th Edition):

Nichols, Cristal. “Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives.” 2016. Doctoral Dissertation, Eastern Michigan University. Accessed August 03, 2020. https://commons.emich.edu/theses/681.

MLA Handbook (7th Edition):

Nichols, Cristal. “Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives.” 2016. Web. 03 Aug 2020.

Vancouver:

Nichols C. Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2016. [cited 2020 Aug 03]. Available from: https://commons.emich.edu/theses/681.

Council of Science Editors:

Nichols C. Crossing Jordan: An exploration of academic optimism in the schooling experiences of low-income African American female students and their perceptions of their academic lives. [Doctoral Dissertation]. Eastern Michigan University; 2016. Available from: https://commons.emich.edu/theses/681


University of Texas – Austin

26. -3690-8427. Issues in equitable education for culturally and linguistically diverse students : process, placement, and advocacy.

Degree: MA, Foreign Language Education, 2015, University of Texas – Austin

 Abstract: Disproportionate representation of culturally and linguistically diverse students in special education is a threat to equality in education. Review of literature reveals that there… (more)

Subjects/Keywords: Culturally and linguistically diverse students; Special education; Disproportionate representation; Educational equity

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APA (6th Edition):

-3690-8427. (2015). Issues in equitable education for culturally and linguistically diverse students : process, placement, and advocacy. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32276

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

Chicago Manual of Style (16th Edition):

-3690-8427. “Issues in equitable education for culturally and linguistically diverse students : process, placement, and advocacy.” 2015. Masters Thesis, University of Texas – Austin. Accessed August 03, 2020. http://hdl.handle.net/2152/32276.

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

MLA Handbook (7th Edition):

-3690-8427. “Issues in equitable education for culturally and linguistically diverse students : process, placement, and advocacy.” 2015. Web. 03 Aug 2020.

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

Vancouver:

-3690-8427. Issues in equitable education for culturally and linguistically diverse students : process, placement, and advocacy. [Internet] [Masters thesis]. University of Texas – Austin; 2015. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/2152/32276.

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

Council of Science Editors:

-3690-8427. Issues in equitable education for culturally and linguistically diverse students : process, placement, and advocacy. [Masters Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32276

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


University of Washington

27. Banks, Amber Joy. Cross-Cultural Trust Networks and Advancing Education Equity in Place-Based Partnerships.

Degree: PhD, 2017, University of Washington

 Research suggests that trust can be a foundational element for the success and sustainability of multi-organizational partnerships focused on advancing education equity in a particular… (more)

Subjects/Keywords: Collaboration; Education; Equity; Power; Race; Trust; Educational leadership; To Be Assigned

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APA (6th Edition):

Banks, A. J. (2017). Cross-Cultural Trust Networks and Advancing Education Equity in Place-Based Partnerships. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/39856

Chicago Manual of Style (16th Edition):

Banks, Amber Joy. “Cross-Cultural Trust Networks and Advancing Education Equity in Place-Based Partnerships.” 2017. Doctoral Dissertation, University of Washington. Accessed August 03, 2020. http://hdl.handle.net/1773/39856.

MLA Handbook (7th Edition):

Banks, Amber Joy. “Cross-Cultural Trust Networks and Advancing Education Equity in Place-Based Partnerships.” 2017. Web. 03 Aug 2020.

Vancouver:

Banks AJ. Cross-Cultural Trust Networks and Advancing Education Equity in Place-Based Partnerships. [Internet] [Doctoral dissertation]. University of Washington; 2017. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1773/39856.

Council of Science Editors:

Banks AJ. Cross-Cultural Trust Networks and Advancing Education Equity in Place-Based Partnerships. [Doctoral Dissertation]. University of Washington; 2017. Available from: http://hdl.handle.net/1773/39856


University of Western Ontario

28. Segeren, Allison L. How Schools Enact Equity Policies: A Case Study of Social Justice Leadership.

Degree: 2016, University of Western Ontario

 In 2009, the Ontario Ministry of Education mandated that all school boards in Ontario develop and implement equity education policies, as specified in Policy/Program Memorandum… (more)

Subjects/Keywords: equity; education policy; enactment; Ontario; leadership; social justice; Education; Educational Leadership

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

APA (6th Edition):

Segeren, A. L. (2016). How Schools Enact Equity Policies: A Case Study of Social Justice Leadership. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4137

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):

Segeren, Allison L. “How Schools Enact Equity Policies: A Case Study of Social Justice Leadership.” 2016. Thesis, University of Western Ontario. Accessed August 03, 2020. https://ir.lib.uwo.ca/etd/4137.

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

MLA Handbook (7th Edition):

Segeren, Allison L. “How Schools Enact Equity Policies: A Case Study of Social Justice Leadership.” 2016. Web. 03 Aug 2020.

Vancouver:

Segeren AL. How Schools Enact Equity Policies: A Case Study of Social Justice Leadership. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2020 Aug 03]. Available from: https://ir.lib.uwo.ca/etd/4137.

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

Council of Science Editors:

Segeren AL. How Schools Enact Equity Policies: A Case Study of Social Justice Leadership. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4137

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


University of Minnesota

29. Mattheis, Allison. Confronting complexities of public school integration: School district leaders of diversity and equity navigating the professional, the personal, and the political.

Degree: Educational Policy and Administration, 2013, University of Minnesota

 This dissertation is an in-depth ethnographic investigation of how local school district equity and diversity coordinators work within policy constraints and respond to particular local… (more)

Subjects/Keywords: Desegregation; Districts; Diversity; Education; Equity; Policy; Educational policy and administration

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APA (6th Edition):

Mattheis, A. (2013). Confronting complexities of public school integration: School district leaders of diversity and equity navigating the professional, the personal, and the political. (Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/167276

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):

Mattheis, Allison. “Confronting complexities of public school integration: School district leaders of diversity and equity navigating the professional, the personal, and the political.” 2013. Thesis, University of Minnesota. Accessed August 03, 2020. http://hdl.handle.net/11299/167276.

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

MLA Handbook (7th Edition):

Mattheis, Allison. “Confronting complexities of public school integration: School district leaders of diversity and equity navigating the professional, the personal, and the political.” 2013. Web. 03 Aug 2020.

Vancouver:

Mattheis A. Confronting complexities of public school integration: School district leaders of diversity and equity navigating the professional, the personal, and the political. [Internet] [Thesis]. University of Minnesota; 2013. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/11299/167276.

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

Council of Science Editors:

Mattheis A. Confronting complexities of public school integration: School district leaders of diversity and equity navigating the professional, the personal, and the political. [Thesis]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/167276

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


University of Southern California

30. Levonisova, Svetlana V. Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This study examined the impact of the use of CUE’s action research processes and tools in a social design experiment undertaken at one field site… (more)

Subjects/Keywords: action research; action inquiry; CHAT; race; equity in educational outcomes

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APA (6th Edition):

Levonisova, S. V. (2012). Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2531

Chicago Manual of Style (16th Edition):

Levonisova, Svetlana V. “Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2531.

MLA Handbook (7th Edition):

Levonisova, Svetlana V. “Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices.” 2012. Web. 03 Aug 2020.

Vancouver:

Levonisova SV. Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2531.

Council of Science Editors:

Levonisova SV. Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2531

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