subject:(elementary school)

University of Georgia

1. Davis, Elvis Bernard. A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia.

Degree: EdD, Educational Leadership, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/davis_elvis_b_200912_edd

► The purpose of this study was to examine the perspectives of an elementary school principal whose school did not make adequate yearly progress for three… (more)

Subjects/Keywords: Elementary School Principals

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APA (6^th Edition):

Davis, E. B. (2009). A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/davis_elvis_b_200912_edd

Chicago Manual of Style (16^th Edition):

Davis, Elvis Bernard. “A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 24, 2020. http://purl.galileo.usg.edu/uga_etd/davis_elvis_b_200912_edd.

MLA Handbook (7^th Edition):

Davis, Elvis Bernard. “A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia.” 2009. Web. 24 Feb 2020.

Vancouver:

Davis EB. A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 24]. Available from: http://purl.galileo.usg.edu/uga_etd/davis_elvis_b_200912_edd.

Council of Science Editors:

Davis EB. A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/davis_elvis_b_200912_edd

University of Georgia

2. Janes, Patricia Kay. Profiles and predictors of math achievement in early elementary school.

Degree: PhD, Educational Psychology, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/janes_patricia_k_200708_phd

► The longitudinal study examined fourth grade children’s profiles of strategy-use and the contributions of children’s second grade behaviors to their fourth grade profiles. The longitudinal… (more)

Subjects/Keywords: elementary school mathematics

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APA (6^th Edition):

Janes, P. K. (2007). Profiles and predictors of math achievement in early elementary school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/janes_patricia_k_200708_phd

Chicago Manual of Style (16^th Edition):

Janes, Patricia Kay. “Profiles and predictors of math achievement in early elementary school.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 24, 2020. http://purl.galileo.usg.edu/uga_etd/janes_patricia_k_200708_phd.

MLA Handbook (7^th Edition):

Janes, Patricia Kay. “Profiles and predictors of math achievement in early elementary school.” 2007. Web. 24 Feb 2020.

Vancouver:

Janes PK. Profiles and predictors of math achievement in early elementary school. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Feb 24]. Available from: http://purl.galileo.usg.edu/uga_etd/janes_patricia_k_200708_phd.

Council of Science Editors:

Janes PK. Profiles and predictors of math achievement in early elementary school. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/janes_patricia_k_200708_phd

3. Thomas, Barbara M. The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program.

Degree: Thesis (D. Ed.), 2010, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/194631

► The purpose of this study was to discover and compare perceptions of three different groups of Indiana elementary educators concerning the importance of areas of… (more)

▼ The purpose of this study was to discover and compare perceptions of three different groups of Indiana elementary educators concerning the importance of areas of the principal’s literacy knowledge base, as well as responsibility for and use of this knowledge by principals to adequately support effective research-based literacy instruction. The educator groups selected to participate in the study included elementary principals, non-permanent teachers, and literacy curriculum specialists from all Indiana public elementary schools containing grades K – 4. Using a survey specifically designed for this study, data on participants’ perceptions connected to the purposes of the study were collected and analyzed. Twelve different areas of literacy knowledge were identified for investigation. The areas included: Literacy Research and Best Practice, Role of Change Agent in Literacy Curriculum and Instruction, Literacy Instructional Components, District Language Arts Curriculum, Language Arts State Standards and Assessments, School-Based Literacy Assessments, Literacy Data Collection and Analysis, Literacy Classroom Environments and Schedule, Literacy Instructional Resources, Quality Children’s Literature, Meeting Struggling Readers Needs, The School Literacy Curriculum Specialist. The study used quantitative methods of statistical analyses. Results showed a large percentage of participants perceived all twelve identified areas as absolutely essential for the principals’ literacy knowledge base. Some areas were statistically more important than others. The results were similar concerning the principals’ ability to use and share the areas of literacy knowledge. Perceptions of who the principal should be able to share areas of literacy knowledge revealed faculty as being most important when compared with parents and children. Sharing literacy knowledge with parents was considered more important than children. While it was perceived as critical for principals to have a broad literacy knowledge base and have the ability to use this knowledge with various school constituent groups, all literacy areas with a few exceptions were seen as the responsibility of both teacher and principal equally. Finally, a comparison between perceptions of participating principals, non-permanent teachers, and literacy curriculum specialists showed more similarities than differences between groups overall. Advisors/Committee Members: Sharp, William L. (advisor).

Subjects/Keywords: Literacy.; Elementary school principals.; Elementary school principals – Attitudes.; Elementary school teachers – Attitudes.

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APA (6^th Edition):

Thomas, B. M. (2010). The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/194631

Chicago Manual of Style (16^th Edition):

Thomas, Barbara M. “The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program.” 2010. Doctoral Dissertation, Ball State University. Accessed February 24, 2020. http://cardinalscholar.bsu.edu/handle/123456789/194631.

MLA Handbook (7^th Edition):

Thomas, Barbara M. “The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program.” 2010. Web. 24 Feb 2020.

Vancouver:

Thomas BM. The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program. [Internet] [Doctoral dissertation]. Ball State University; 2010. [cited 2020 Feb 24]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194631.

Council of Science Editors:

Thomas BM. The literacy instructional leader : perceptions of the importance of areas, responsibility, and use of literacy knowledge elementary principals need to lead an effective literacy program. [Doctoral Dissertation]. Ball State University; 2010. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194631

4. Worthington, Cathy L. Handwriting proficiency| A critical foundation for middle-school success.

Degree: 2011, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3438872

► Writing legibly and writing with adequate speed to keep up with classroom demands are necessary tools to allow middle-school students to perform optimally in… (more)

▼ Writing legibly and writing with adequate speed to keep up with classroom demands are necessary tools to allow middle-school students to perform optimally in school. This qualitative-case study investigated four middle-grade students as they worked to improve handwriting difficulties which hampered their academic success. As a result of weak handwriting skills, students may be viewed as lazy, unmotivated, and at risk of receiving low grades. Middle-grade students who lack handwriting proficiency are often not explicitly taught corrective measures to improve. In this study, students' voices stand in the foreground as four middle-school boys share views about their six-weeks of tutorial-session experiences. Before and after-school tutoring sessions were designed to increase participants' handwriting fluency (i.e., handwriting speed), improve writing legibility (i.e., accuracy of letter formation and formatting), and increase formatting awareness. By hearing the voices of students, the researcher was better able to understand how students improved handwriting skills in a small-group tutorial setting. The findings from this study support the idea that middle-grade students can be helped with handwriting legibility, fluency, and formatting – if explicit and scaffold-strategy instruction is provided in a tutorial setting. It is critical middle-school teachers, school leaders, and curriculum designers are adequately informed on how to identify and assist students with impaired handwriting legibility and proficiency. The purpose of this study is twofold: first, to present detailed portraits of four middle-school students as they strive to improve handwriting; and secondly, to bring awareness to middle-school educators, school leaders, and curriculum makers the importance of early identification of students who lack adequate handwriting proficiency and are in need of instructional guidance for improving handwriting legibility, fluency, and formatting of handwritten work.

Subjects/Keywords: Education, Middle School; Education, Elementary

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APA (6^th Edition):

Worthington, C. L. (2011). Handwriting proficiency| A critical foundation for middle-school success. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3438872

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):

Worthington, Cathy L. “Handwriting proficiency| A critical foundation for middle-school success.” 2011. Thesis, Capella University. Accessed February 24, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3438872.

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

MLA Handbook (7^th Edition):

Worthington, Cathy L. “Handwriting proficiency| A critical foundation for middle-school success.” 2011. Web. 24 Feb 2020.

Vancouver:

Worthington CL. Handwriting proficiency| A critical foundation for middle-school success. [Internet] [Thesis]. Capella University; 2011. [cited 2020 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3438872.

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

Council of Science Editors:

Worthington CL. Handwriting proficiency| A critical foundation for middle-school success. [Thesis]. Capella University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3438872

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

University of Georgia

5. Moura, Eduarda. An analysis of social interaction in the context of a radical constructivist teaching experiment.

Degree: PhD, Mathematics Education, 2004, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/moura_eduarda_b_200405_phd

► The mathematical interactions among two fourth grade children and their teacherresearcher were analysed. The children were paired with respect to their conceptual number sequences at… (more)

Subjects/Keywords: Elementary school

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APA (6^th Edition):

Moura, E. (2004). An analysis of social interaction in the context of a radical constructivist teaching experiment. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/moura_eduarda_b_200405_phd

Chicago Manual of Style (16^th Edition):

Moura, Eduarda. “An analysis of social interaction in the context of a radical constructivist teaching experiment.” 2004. Doctoral Dissertation, University of Georgia. Accessed February 24, 2020. http://purl.galileo.usg.edu/uga_etd/moura_eduarda_b_200405_phd.

MLA Handbook (7^th Edition):

Moura, Eduarda. “An analysis of social interaction in the context of a radical constructivist teaching experiment.” 2004. Web. 24 Feb 2020.

Vancouver:

Moura E. An analysis of social interaction in the context of a radical constructivist teaching experiment. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 Feb 24]. Available from: http://purl.galileo.usg.edu/uga_etd/moura_eduarda_b_200405_phd.

Council of Science Editors:

Moura E. An analysis of social interaction in the context of a radical constructivist teaching experiment. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/moura_eduarda_b_200405_phd

North Carolina State University

6. Burns, Melissa Bryant. Balancing Act: The Professional and Personal Lives of Female Elementary School Principals.

Degree: EdD, Educational Administration and Supervision, 2009, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/5525

► BURNS, MELISSA BRYANT. The Balance of Professional and Personal Lives of Female Elementary School Principals. (Under the direction of Dr. Lance Fusarelli). The purpose of… (more)

▼ BURNS, MELISSA BRYANT. The Balance of Professional and Personal Lives of Female Elementary School Principals. (Under the direction of Dr. Lance Fusarelli). The purpose of this research was to understand what female elementary school principals perceive as a balance between their personal and professional lives. The role of the elementary school principal has changed significantly over the past several decades. The demands of time, effort, relationships, and high-stakes accountability have all increased tremendously. These factors have a significant impact on the work-home balance for female elementary school principals as they attempt to achieve balance in their professional and personal lives. This research describes how fifteen elementary school principals, who are mothers, attempt to maintain a balance between work and home. It is a phenomenological study of their lives and how they manage their responsibilities as a principal and mother. Data was collected through five one-on-one interviews including a follow-up interview with four of the five subjects and a focus group of ten principals. Findings affirm how the role of the elementary school principal has changed during the years as leader of instruction versus school manager. The principals describe their role as demanding and overwhelming at times, while being rewarding and satisfying. However, they stated that time and family responsibilities were consistent challenges to creating a balance in their lives. Setting priorities, making schedules, coordinating calendars, and taking time for yourself and your family seemed to be the repeating themes during the interviews as the greatest strategies for seeking a balance. Planning ahead, modeling for staff members, and communicating values were other helpful strategies and tools pointed out by the participants. Future research is suggested in the development of district wellness plans to examine both the sources and processes of helping principals to create balance in their lives which are necessary to sustain a positive, healthy principal. There is a need for well and healthy instructional leaders for our schools to fulfill the rapid succession of many principals leaving the principalship. School districts would be wise to consider the modest investment necessary to implement a wellness program for all principals. Advisors/Committee Members: Dr. Kenneth H. Brinson, Jnr., Committee Member (advisor), Dr. Lance Fusarelli, Committee Chair (advisor), Dr. Bonnie Fusarelli, Committee Member (advisor), Dr. Steven Bingham, Committee Member (advisor).

Subjects/Keywords: Education Administration; elementary school principals

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APA (6^th Edition):

Burns, M. B. (2009). Balancing Act: The Professional and Personal Lives of Female Elementary School Principals. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5525

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):

Burns, Melissa Bryant. “Balancing Act: The Professional and Personal Lives of Female Elementary School Principals.” 2009. Thesis, North Carolina State University. Accessed February 24, 2020. http://www.lib.ncsu.edu/resolver/1840.16/5525.

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

MLA Handbook (7^th Edition):

Burns, Melissa Bryant. “Balancing Act: The Professional and Personal Lives of Female Elementary School Principals.” 2009. Web. 24 Feb 2020.

Vancouver:

Burns MB. Balancing Act: The Professional and Personal Lives of Female Elementary School Principals. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2020 Feb 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5525.

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

Council of Science Editors:

Burns MB. Balancing Act: The Professional and Personal Lives of Female Elementary School Principals. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5525

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

California State University – Sacramento

7. Ball, Lynn Jubencio. Tiles forever! a student tile project to foster school pride.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/547

► This project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education.… (more)

Subjects/Keywords: Tile project; Elementary school

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APA (6^th Edition):

Ball, L. J. (2010). Tiles forever! a student tile project to foster school pride. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/547

Chicago Manual of Style (16^th Edition):

Ball, Lynn Jubencio. “Tiles forever! a student tile project to foster school pride.” 2010. Masters Thesis, California State University – Sacramento. Accessed February 24, 2020. http://hdl.handle.net/10211.9/547.

MLA Handbook (7^th Edition):

Ball, Lynn Jubencio. “Tiles forever! a student tile project to foster school pride.” 2010. Web. 24 Feb 2020.

Vancouver:

Ball LJ. Tiles forever! a student tile project to foster school pride. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10211.9/547.

Council of Science Editors:

Ball LJ. Tiles forever! a student tile project to foster school pride. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/547

California State University – Sacramento

8. Huang, Helen. Utilizing multicultural children's literature to increase cultural understanding.

Degree: MA, Education (Curriculum and Instruction, 2011, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1269

► The purpose of this project is to bring multiculturalism into the classroom to help students create a better understanding of other cultures as well as… (more)

Subjects/Keywords: Diversity; Elementary school; Supplementary lessons

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APA (6^th Edition):

Huang, H. (2011). Utilizing multicultural children's literature to increase cultural understanding. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1269

Chicago Manual of Style (16^th Edition):

Huang, Helen. “Utilizing multicultural children's literature to increase cultural understanding.” 2011. Masters Thesis, California State University – Sacramento. Accessed February 24, 2020. http://hdl.handle.net/10211.9/1269.

MLA Handbook (7^th Edition):

Huang, Helen. “Utilizing multicultural children's literature to increase cultural understanding.” 2011. Web. 24 Feb 2020.

Vancouver:

Huang H. Utilizing multicultural children's literature to increase cultural understanding. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10211.9/1269.

Council of Science Editors:

Huang H. Utilizing multicultural children's literature to increase cultural understanding. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1269

California State University – Sacramento

9. Popham, Keith Michael. Student perceptions regarding the importance of homework.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/211

► Homework is, has been, and will be for the foreseeable future a common practice of most schools. Most teachers assign homework on a nightly basis… (more)

▼ Homework is, has been, and will be for the foreseeable future a common practice of most schools. Most teachers assign homework on a nightly basis with the expectation that students will perform the tasks independently outside of the classroom setting. Is this practice important to students? Do students within varying achievement levels perceive homework???s importance differently? In order to understand how students perceive homework, research needs to be conducted to examine student perception. This research categorizes the effects of homework on students and researches how these effects may or may not influence student perceptions. Sources of Data Data for this thesis was first collected through a review of the current literature on the issue. Harris Cooper (1989), in a ???Synthesis of Research on Homework,??? defined the practice and examined the history of research on homework. Theodore D. Reinhardt, Theodore, Bray, and Kehle (2004), in ???Improving Homework Accuracy: Interdependent Group Contingencies and Randomized Components,??? explored the idea of the effectiveness of specific homework practices on student performance. The Metropolitan Life Insurance Company (2007), in the ???MetLife Survey of the American Teacher: The Homework Experience. A Survey of Students, Teachers and Parents,??? discussed student perceptions of homework. A survey was also conducted of fifth-grade student perceptions to explore their perception of whether or not they felt homework was important. Ninety-nine surveys were collected and analyzed. Conclusions Reached The survey results validated much of the existing research regarding students??? perceptions of the importance of homework. Most students, regardless of achievement level, had an opinion. Of those students with opinions about homework???s importance, most felt it was important to them, made them a better student, and was a good extension of what was taking place in the classroom. Advisors/Committee Members: Davis, Zephaniah.

Subjects/Keywords: elementary school; opinions; teachers

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APA (6^th Edition):

Popham, K. M. (2010). Student perceptions regarding the importance of homework. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/211

Chicago Manual of Style (16^th Edition):

Popham, Keith Michael. “Student perceptions regarding the importance of homework.” 2010. Masters Thesis, California State University – Sacramento. Accessed February 24, 2020. http://hdl.handle.net/10211.9/211.

MLA Handbook (7^th Edition):

Popham, Keith Michael. “Student perceptions regarding the importance of homework.” 2010. Web. 24 Feb 2020.

Vancouver:

Popham KM. Student perceptions regarding the importance of homework. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10211.9/211.

Council of Science Editors:

Popham KM. Student perceptions regarding the importance of homework. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/211

Penn State University

10. Chopade, Smita Nilkanth. Healthy Whole Wheat Elementary Education Project.

Degree: MS, Nutrition, 2009, Penn State University

URL: https://etda.libraries.psu.edu/catalog/9315

► Increasing whole grain intake is associated with various health benefits. Numerous governmental and non-governmental organizations have collectively recommended an increased daily intake of whole-grains. In… (more)

▼ Increasing whole grain intake is associated with various health benefits. Numerous governmental and non-governmental organizations have collectively recommended an increased daily intake of whole-grains. In spite of these recommendations, however, recent dietary intake data show that children and adolescents consume only 0.8 to 1.0 mean servings of whole grains on a daily basis, which represent less than the recommended intakes. With over 30 million children participating in the National School Lunch Program (NSLP), schools provide an excellent venue for carrying out nutrition education interventions. Previous whole grain school interventions based on the Social Cognitive Theory comprised of intensive curriculum designs that required an increased implementation time and assistance from external professionals. These studies were successful in increasing the whole grain intake among school children. Hence, there was a need to develop a streamlined educational and promotional whole wheat campaign which would be more likely to be adapted in schools. The objective of the Healthy Whole Wheat project was to determine the relative effectiveness of two interventions of varying intensity, involving classroom education and cafeteria promotion of whole wheat products, in increasing 4th and 5th grade student’s selections of whole wheat products in the school cafeteria. A total of two hundred and three (n=203) students from two elementary schools of the same school district participated in the study. One of the elementary schools served as the intervention site, while the other elementary school served as the control group. At the intervention site, classroom teachers volunteered their classrooms to be in either the whole wheat classroom education group (n=67) or the cafeteria promotion group (n=67). The classroom education component included in-class education on whole wheat and in-class taste tests of lunch items. The cafeteria promotions consisted of whole wheat poster displays in the cafeteria. During the course of the study, the school food service personnel substituted whole wheat products in the school lunch menu. The students in the control school (n=69) were not given whole wheat classroom education nor were they exposed to cafeteria promotions but were offered the same whole wheat choice in the cafeteria. The cafeteria data, consisting of the number of whole wheat items selected by students, was collected by trained school food service personnel. In the present study, we observed that students, who received classroom education, increased their whole wheat item selections in the cafeteria from as low as 5% at baseline to a statistically significant 82% during intervention, as compared to students in the cafeteria promotions group and the control group. The students in the cafeteria promotions groups increased their whole wheat item selections in the cafeteria but did not reach statistical significance as compared to the control group. Our study showed that a school-based intervention of minimum intensity successfully…

Subjects/Keywords: Elementary School; Whole Wheat

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APA (6^th Edition):

Chopade, S. N. (2009). Healthy Whole Wheat Elementary Education Project. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9315

Chicago Manual of Style (16^th Edition):

Chopade, Smita Nilkanth. “Healthy Whole Wheat Elementary Education Project.” 2009. Masters Thesis, Penn State University. Accessed February 24, 2020. https://etda.libraries.psu.edu/catalog/9315.

MLA Handbook (7^th Edition):

Chopade, Smita Nilkanth. “Healthy Whole Wheat Elementary Education Project.” 2009. Web. 24 Feb 2020.

Vancouver:

Chopade SN. Healthy Whole Wheat Elementary Education Project. [Internet] [Masters thesis]. Penn State University; 2009. [cited 2020 Feb 24]. Available from: https://etda.libraries.psu.edu/catalog/9315.

Council of Science Editors:

Chopade SN. Healthy Whole Wheat Elementary Education Project. [Masters Thesis]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9315

University of Southern California

11. Doll, Michele Taney. A case study: one successful elementary school that reduced the achievement gap.

Degree: EdD, Education (Leadership), 2009, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/214672/rec/94

► Schools are focused on raising test scores for ALL students. There is a sense of urgency to ensure that scores for ALL students: especially, minority,… (more)

Subjects/Keywords: achievement gap; elementary school

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APA (6^th Edition):

Doll, M. T. (2009). A case study: one successful elementary school that reduced the achievement gap. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/214672/rec/94

Chicago Manual of Style (16^th Edition):

Doll, Michele Taney. “A case study: one successful elementary school that reduced the achievement gap.” 2009. Doctoral Dissertation, University of Southern California. Accessed February 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/214672/rec/94.

MLA Handbook (7^th Edition):

Doll, Michele Taney. “A case study: one successful elementary school that reduced the achievement gap.” 2009. Web. 24 Feb 2020.

Vancouver:

Doll MT. A case study: one successful elementary school that reduced the achievement gap. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Feb 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/214672/rec/94.

Council of Science Editors:

Doll MT. A case study: one successful elementary school that reduced the achievement gap. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/214672/rec/94

Virginia Tech

12. Houck, Christopher A. Hide and Seek: An Architecture of Layers.

Degree: M. Arch., Architecture, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/51791

► This project is an elementary school located in a suburban area outside of Williamsburg, Virginia. The building is sited on an eight acre plot of… (more)

Subjects/Keywords: architecture; elementary school; layers; playground

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APA (6^th Edition):

Houck, C. A. (2013). Hide and Seek: An Architecture of Layers. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51791

Chicago Manual of Style (16^th Edition):

Houck, Christopher A. “Hide and Seek: An Architecture of Layers.” 2013. Masters Thesis, Virginia Tech. Accessed February 24, 2020. http://hdl.handle.net/10919/51791.

MLA Handbook (7^th Edition):

Houck, Christopher A. “Hide and Seek: An Architecture of Layers.” 2013. Web. 24 Feb 2020.

Vancouver:

Houck CA. Hide and Seek: An Architecture of Layers. [Internet] [Masters thesis]. Virginia Tech; 2013. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10919/51791.

Council of Science Editors:

Houck CA. Hide and Seek: An Architecture of Layers. [Masters Thesis]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/51791

Eastern Illinois University

13. Kirk, Bryce. The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children.

Degree: Specialist in School Psychology, Psychology, 2019, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/4441

► The present study investigated the relationship between Academic Enablers (AEs) instruction and student achievement. Specifically, whether such behaviors and attitudes explicitly taught in a… (more)

Subjects/Keywords: Elementary Education; School Psychology

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APA (6^th Edition):

Kirk, B. (2019). The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4441

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):

Kirk, Bryce. “The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children.” 2019. Thesis, Eastern Illinois University. Accessed February 24, 2020. https://thekeep.eiu.edu/theses/4441.

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

MLA Handbook (7^th Edition):

Kirk, Bryce. “The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children.” 2019. Web. 24 Feb 2020.

Vancouver:

Kirk B. The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children. [Internet] [Thesis]. Eastern Illinois University; 2019. [cited 2020 Feb 24]. Available from: https://thekeep.eiu.edu/theses/4441.

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

Council of Science Editors:

Kirk B. The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children. [Thesis]. Eastern Illinois University; 2019. Available from: https://thekeep.eiu.edu/theses/4441

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

University of Oklahoma

14. Singleton, Patrina. THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS.

Degree: EdD, 2012, University of Oklahoma

URL: http://hdl.handle.net/11244/318917

► The purpose of this study was to describe the engagement of reflective practice among school leaders utilizing a qualitative case study methodology. While there have… (more)

Subjects/Keywords: Reflective teaching; Elementary school administration

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APA (6^th Edition):

Singleton, P. (2012). THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318917

Chicago Manual of Style (16^th Edition):

Singleton, Patrina. “THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed February 24, 2020. http://hdl.handle.net/11244/318917.

MLA Handbook (7^th Edition):

Singleton, Patrina. “THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS.” 2012. Web. 24 Feb 2020.

Vancouver:

Singleton P. THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/11244/318917.

Council of Science Editors:

Singleton P. THE ENGAGEMENT OF REFLECTIVE PRACTICE AMONG INSTRUCTIONAL LEADERS. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318917

Washington State University

15. [No author]. Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation .

Degree: 2012, Washington State University

URL: http://hdl.handle.net/2376/4308

► Response to Intervention (RTI) models used to identify specific learning disabilities are rapidly emerging in the schools (Reynolds & Shaywitz, 2009). RTI implementation has altered… (more)

Subjects/Keywords: Educational leadership; elementary; principals; school

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APA (6^th Edition):

author], [. (2012). Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4308

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):

author], [No. “Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation .” 2012. Thesis, Washington State University. Accessed February 24, 2020. http://hdl.handle.net/2376/4308.

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

MLA Handbook (7^th Edition):

author], [No. “Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation .” 2012. Web. 24 Feb 2020.

Vancouver:

author] [. Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation . [Internet] [Thesis]. Washington State University; 2012. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/2376/4308.

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

Council of Science Editors:

author] [. Response to Intervention (RTI): A Phenomenological Study of Elementary School Principals' Attitudes Toward A Complex Innovation . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4308

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

University of Southern California

16. Dixon, Danny C. Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement.

Degree: EdD, Education (Leadership), 2015, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533966/rec/3803

► The main purpose of this mixed-methods study was to identify leadership practices that selected Title I principals attribute to student achievement and to discover which… (more)

Subjects/Keywords: elementary school principals; school leadership; student achievement

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APA (6^th Edition):

Dixon, D. C. (2015). Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533966/rec/3803

Chicago Manual of Style (16^th Edition):

Dixon, Danny C. “Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 24, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533966/rec/3803.

MLA Handbook (7^th Edition):

Dixon, Danny C. “Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement.” 2015. Web. 24 Feb 2020.

Vancouver:

Dixon DC. Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533966/rec/3803.

Council of Science Editors:

Dixon DC. Let's hear it from the principals: a study of four Title One elementary school principals' leadership practices on student achievement. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533966/rec/3803

North-West University

17. Molefe, Patricia K. Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe .

Degree: 2011, North-West University

URL: http://hdl.handle.net/10394/15772

► This study was underpinned by the view of the researcher that classroom discipline is gradually collapsing in South African schools. Learners seem to be uncontrollable… (more)

▼ This study was underpinned by the view of the researcher that classroom discipline is gradually collapsing in South African schools. Learners seem to be uncontrollable thus affecting the quality of teaching and learning. Educators worldwide have many responsibilities in managing classroom discipline and shaping the behaviour of learners in schools. For educators to undertake these many responsibilities there is need for them to carryout effective teaching and learning through maintaining a disciplined classroom without enforcing corporal punishment. This might seem difficult from the view of certain attitudes learners display in classroom, but it is possible if educators are groomed with contemporary classroom discipline strategies which conform to the demands of the Department of Education. The study investigated the phenomenon of managing classroom discipline in Ngaka Modiri Molema District to determine the extent to which educators are conversant with the legal framework for managing classroom discipline and to determine strategies currently employed by educators to establish discipline in the classroom. The study also state and describe disciplinary challenges currently faced by educators in the classroom and make recommendations and guidelines on the findings with regard to managing classroom discipline. A literature review was done on conceptual literature relating to issues on managing classroom discipline. Learner's misconduct in class, causes of disciplinary problems and how to prevent and manage classroom discipline by applying the legal framework in class was also reviewed. The research approach was qualitative. Purposively selected participants included experienced teachers and student members of school student governments (prefects) of two purposefully selected schools. Views and experience of participants to this study were captured and explained through interviews, observations and document analysis. Results are discussed in relation to relevant literature, allowing the flow of an open coding process in inductive qualitative analysis. Findings from the research indicated that participants are experiencing varying forms of continued ill discipline in their classrooms. Some of which are; learners not doing their school and homework, absenteeism, disruption of classes by noise making, learners bullying fellow learners and even educators. Literature review revealed that there are nationwide guidelines and legal framework for managing discipline in schools as embedded in SASA. Participants know the guidelines and a legal framework for managing discipline in classrooms that has been used to design a school code of conduct and classroom rules. Most educators are not very conversant with the legal framework for managing classroom discipline except for the fact that they know they are not allowed to use corporal punishment. The findings of this study suggested that educators, through the help of the Department of Education, should familiarise themselves with legal documents on…

Subjects/Keywords: Classroom management; Elementary school teaching; School discipline

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APA (6^th Edition):

Molefe, P. K. (2011). Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15772

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):

Molefe, Patricia K. “Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe .” 2011. Thesis, North-West University. Accessed February 24, 2020. http://hdl.handle.net/10394/15772.

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

MLA Handbook (7^th Edition):

Molefe, Patricia K. “Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe .” 2011. Web. 24 Feb 2020.

Vancouver:

Molefe PK. Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe . [Internet] [Thesis]. North-West University; 2011. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10394/15772.

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

Council of Science Editors:

Molefe PK. Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/15772

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

East Carolina University

18. Wiles, Heather T. Trade Books in Elementary Education : Misconceptions in Science.

Degree: 2011, East Carolina University

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803

► Elementary pre-service teachers are required to take only a few science courses and are not likely to have the pedagogical content knowledge necessary to choose… (more)

Subjects/Keywords: Science – Study and teaching (Elementary); Elementary school teachers; Education, Elementary

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APA (6^th Edition):

Wiles, H. T. (2011). Trade Books in Elementary Education : Misconceptions in Science. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803

Chicago Manual of Style (16^th Edition):

Wiles, Heather T. “Trade Books in Elementary Education : Misconceptions in Science.” 2011. Masters Thesis, East Carolina University. Accessed February 24, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803.

MLA Handbook (7^th Edition):

Wiles, Heather T. “Trade Books in Elementary Education : Misconceptions in Science.” 2011. Web. 24 Feb 2020.

Vancouver:

Wiles HT. Trade Books in Elementary Education : Misconceptions in Science. [Internet] [Masters thesis]. East Carolina University; 2011. [cited 2020 Feb 24]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803.

Council of Science Editors:

Wiles HT. Trade Books in Elementary Education : Misconceptions in Science. [Masters Thesis]. East Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803

19. NC DOCKS at East Carolina University; Wiles, Heather T. Trade Books in Elementary Education : Misconceptions in Science.

Degree: 2011, NC Docks

URL: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

► Elementary pre-service teachers are required to take only a few science courses and are not likely to have the pedagogical content knowledge necessary to choose… (more)

Subjects/Keywords: Science – Study and teaching (Elementary); Elementary school teachers; Education, Elementary

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APA (6^th Edition):

NC DOCKS at East Carolina University; Wiles, H. T. (2011). Trade Books in Elementary Education : Misconceptions in Science. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

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):

NC DOCKS at East Carolina University; Wiles, Heather T. “Trade Books in Elementary Education : Misconceptions in Science.” 2011. Thesis, NC Docks. Accessed February 24, 2020. http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt.

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

MLA Handbook (7^th Edition):

NC DOCKS at East Carolina University; Wiles, Heather T. “Trade Books in Elementary Education : Misconceptions in Science.” 2011. Web. 24 Feb 2020.

Vancouver:

NC DOCKS at East Carolina University; Wiles HT. Trade Books in Elementary Education : Misconceptions in Science. [Internet] [Thesis]. NC Docks; 2011. [cited 2020 Feb 24]. Available from: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt.

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

Council of Science Editors:

NC DOCKS at East Carolina University; Wiles HT. Trade Books in Elementary Education : Misconceptions in Science. [Thesis]. NC Docks; 2011. Available from: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

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

University of Western Ontario

20. Jorgensen, Sarah J. An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment.

Degree: 2016, University of Western Ontario

URL: https://ir.lib.uwo.ca/etd/3704

► For young people, concussion can be a significant injury impacting all aspects of life including attendance and participation at school. As of January 30, 2015,… (more)

Subjects/Keywords: concussion; elementary school; children; adolescent; concussion policy; Ontario elementary school

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APA (6^th Edition):

Jorgensen, S. J. (2016). An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3704

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):

Jorgensen, Sarah J. “An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment.” 2016. Thesis, University of Western Ontario. Accessed February 24, 2020. https://ir.lib.uwo.ca/etd/3704.

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

MLA Handbook (7^th Edition):

Jorgensen, Sarah J. “An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment.” 2016. Web. 24 Feb 2020.

Vancouver:

Jorgensen SJ. An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2020 Feb 24]. Available from: https://ir.lib.uwo.ca/etd/3704.

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

Council of Science Editors:

Jorgensen SJ. An Exploration of the Knowledge, Skills, and Attitudes of Ontario Elementary School Teachers Regarding Concussion within the School Environment. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3704

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

Central Connecticut State University

21. Austen, Pamela, 1960-. Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom.

Degree: Department of Educational Leadership, 2010, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1318

► The research endeavors to understand how principals can encourage and support teacher leaders, and how those teacher leaders can impart their expertise to their peer… (more)

Subjects/Keywords: Educational leadership – Connecticut; Elementary school teachers – Connecticut; Elementary school principals|zConnecticut

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APA (6^th Edition):

Austen, Pamela, 1. (2010). Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1318

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):

Austen, Pamela, 1960-. “Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom.” 2010. Thesis, Central Connecticut State University. Accessed February 24, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1318.

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

MLA Handbook (7^th Edition):

Austen, Pamela, 1960-. “Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom.” 2010. Web. 24 Feb 2020.

Vancouver:

Austen, Pamela 1. Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2020 Feb 24]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1318.

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

Council of Science Editors:

Austen, Pamela 1. Informal instructional teacher leaders : how principals can support them and their effect on instructional reform in the elementary classroom. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1318

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

University of Johannesburg

22. Du Plessis, Leon Jan. Die skoolhoof as indiensopleier in die primêre skool.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/10078

►

M.Ed.

In-service training and staff development of the personnel in the primary school are of great importance. The principal of a school has an acthe… (more)

▼

M.Ed.

In-service training and staff development of the personnel in the primary school are of great importance. The principal of a school has an acthe and important role to play in this regard. This study will subsequently focus on the different categories or various types of teachers found in the primary school, because each and every member of the personnel is equally involved in in-service training and the development of the staff programme. A brief look is taken at the influence the curr'iculum,the pupils and the community have on the teacher regarding his or her in-service training. Evaluation of the teachers remains one of the principal's main tasks. The different types of school climates will also be studied, since the nature of the climate of a school to a great extent detel'lllines the effectiveness of the education offered there. If a healthy climate is created, greater productivity will ensue, which in its tum will result in better-equipped and well-adjusted teachers, frolll whose teachings the pupils will benefit greatly. Attention is also paid to the matter of class visits, one of the most general and obvious forms of in-service training. Class visits provide the principal with the opportunity to keep his finger on the pulse of the whole organisation. the five facets comprising the class visit will also be discussed at length, as each of these facets is of great importance to the realisatfon of in-servfce training. For this purpose, formal as well as informal class visits will be dealt with. The important part played by communicatfon is explained and stressed, especially in respect of the primary school. A facet of communication, namely the delegation of tasks, will also be looked into, because of its relevance for the teacher's in-service training. While executfng some of the tasks which the principal cannot possibly find time for, every teacher is being trained and prepared for promotfon. The professfonal growth of teachers has also become a focal point where trainfng for managerial positions is concerned. The deputy headmasters are dependent on guidance by the headmaster. Principals have the responsibility of discreetly and meaningfully stimulating the deputy as well as the other teachers on the staff. The principal who is sincerely concerned with the professional development of his staff contributes successfully towards an in-service guidance programme by including class visits. various types of staff meetings and delegation in his programme • Attention will be given to ways and means by which the principal can apply each of these skill s in order to purposefully stimulate the professional development of his staff. To enable the principal to give meaningful help and guidance in these matters. he should ensure that an open climate prevails at his school. The principal should also have a clear understanding of what can reasonably be expected of a new. as well as an experienced teacher. and he must also clearly formulate his own responsibilities in the training of both. In-service training of the…

Subjects/Keywords: Elementary school principals; Elementary school teachers - In-service training; Elementary schools - Personnel management

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APA (6^th Edition):

Du Plessis, L. J. (2014). Die skoolhoof as indiensopleier in die primêre skool. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10078

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):

Du Plessis, Leon Jan. “Die skoolhoof as indiensopleier in die primêre skool.” 2014. Thesis, University of Johannesburg. Accessed February 24, 2020. http://hdl.handle.net/10210/10078.

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

MLA Handbook (7^th Edition):

Du Plessis, Leon Jan. “Die skoolhoof as indiensopleier in die primêre skool.” 2014. Web. 24 Feb 2020.

Vancouver:

Du Plessis LJ. Die skoolhoof as indiensopleier in die primêre skool. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10210/10078.

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

Council of Science Editors:

Du Plessis LJ. Die skoolhoof as indiensopleier in die primêre skool. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10078

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

Penn State University

23. Johnson, Catherine G. Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative.

Degree: MA, Educational Theory and Policy, 2016, Penn State University

URL: https://etda.libraries.psu.edu/catalog/28845

► This study explores the redesign plans of three schools that are a part of Cohort One for the Philadelphia School Districts School Redesign Initiative. This… (more)

Subjects/Keywords: school reform; redesign; elementary school; middle school; Philadelphia; school autonomy

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APA (6^th Edition):

Johnson, C. G. (2016). Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/28845

Chicago Manual of Style (16^th Edition):

Johnson, Catherine G. “Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative.” 2016. Masters Thesis, Penn State University. Accessed February 24, 2020. https://etda.libraries.psu.edu/catalog/28845.

MLA Handbook (7^th Edition):

Johnson, Catherine G. “Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative.” 2016. Web. 24 Feb 2020.

Vancouver:

Johnson CG. Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative. [Internet] [Masters thesis]. Penn State University; 2016. [cited 2020 Feb 24]. Available from: https://etda.libraries.psu.edu/catalog/28845.

Council of Science Editors:

Johnson CG. Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative. [Masters Thesis]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/28845

Penn State University

24. Spanjers, Kelsey Evelyn. Development and Structural Analysis of the Student-School Connectedness Scale (SSCS).

Degree: EdD, School Psychology, 2016, Penn State University

URL: https://etda.libraries.psu.edu/catalog/29591

► School connectedness is associated with a variety of academic, social, and emotional student outcomes, but there are limitations with existing measures of this construct. As… (more)

Subjects/Keywords: school connectedness; school connectedness scale; elementary; middle school; junior high

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APA (6^th Edition):

Spanjers, K. E. (2016). Development and Structural Analysis of the Student-School Connectedness Scale (SSCS). (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/29591

Chicago Manual of Style (16^th Edition):

Spanjers, Kelsey Evelyn. “Development and Structural Analysis of the Student-School Connectedness Scale (SSCS).” 2016. Doctoral Dissertation, Penn State University. Accessed February 24, 2020. https://etda.libraries.psu.edu/catalog/29591.

MLA Handbook (7^th Edition):

Spanjers, Kelsey Evelyn. “Development and Structural Analysis of the Student-School Connectedness Scale (SSCS).” 2016. Web. 24 Feb 2020.

Vancouver:

Spanjers KE. Development and Structural Analysis of the Student-School Connectedness Scale (SSCS). [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2020 Feb 24]. Available from: https://etda.libraries.psu.edu/catalog/29591.

Council of Science Editors:

Spanjers KE. Development and Structural Analysis of the Student-School Connectedness Scale (SSCS). [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/29591

25. Spies, Erin. Exploring Student Perspectives On Elementary To Middle School Transition Practices.

Degree: PhD, Educational Leadership, 2018, University of North Dakota

URL: https://commons.und.edu/theses/2430

► ABSTRACT Characteristics of effective transition programs include (a) providing realistic experiences of middle school expectations for incoming students, (b) frequent communication with students, parents,… (more)

Subjects/Keywords: Elementary School; Middle School; Phenomenology; School Transitions; Student Perspectives; Transition Programming

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APA (6^th Edition):

Spies, E. (2018). Exploring Student Perspectives On Elementary To Middle School Transition Practices. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2430

Chicago Manual of Style (16^th Edition):

Spies, Erin. “Exploring Student Perspectives On Elementary To Middle School Transition Practices.” 2018. Doctoral Dissertation, University of North Dakota. Accessed February 24, 2020. https://commons.und.edu/theses/2430.

MLA Handbook (7^th Edition):

Spies, Erin. “Exploring Student Perspectives On Elementary To Middle School Transition Practices.” 2018. Web. 24 Feb 2020.

Vancouver:

Spies E. Exploring Student Perspectives On Elementary To Middle School Transition Practices. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2020 Feb 24]. Available from: https://commons.und.edu/theses/2430.

Council of Science Editors:

Spies E. Exploring Student Perspectives On Elementary To Middle School Transition Practices. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2430

University of Minnesota

26. Webb, Chloe. Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms.

Degree: PhD, Educational Psychology, 2019, University of Minnesota

URL: http://hdl.handle.net/11299/206328

► There has been an increased interest among researchers, policymakers, and educators in climate as an indicator of the health and functioning of a school. Climate… (more)

Subjects/Keywords: classroom climate; classroom environment; early elementary school; primary school; school climate

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APA (6^th Edition):

Webb, C. (2019). Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206328

Chicago Manual of Style (16^th Edition):

Webb, Chloe. “Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms.” 2019. Doctoral Dissertation, University of Minnesota. Accessed February 24, 2020. http://hdl.handle.net/11299/206328.

MLA Handbook (7^th Edition):

Webb, Chloe. “Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms.” 2019. Web. 24 Feb 2020.

Vancouver:

Webb C. Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/11299/206328.

Council of Science Editors:

Webb C. Examining the Structural Validity of the My Class Inventory – Short Form for Teachers (TMCI-SF) in Early Elementary School Classrooms. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206328

27. Niemeyer, Barbara J. Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency .

Degree: 2013, Drake U

URL: http://hdl.handle.net/2092/2019

► Prior research indicates a relationship between chronic student absenteeism and chronic teacher absenteeism with regard to student achievement. However, those two potential predictors are rarely… (more)

Subjects/Keywords: School attendance – Education (Elementary); Student attendance – Education (Elementary); Classroom management; Reading (Elementary)

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APA (6^th Edition):

Niemeyer, B. J. (2013). Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/2019

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):

Niemeyer, Barbara J. “Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency .” 2013. Thesis, Drake U. Accessed February 24, 2020. http://hdl.handle.net/2092/2019.

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

MLA Handbook (7^th Edition):

Niemeyer, Barbara J. “Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency .” 2013. Web. 24 Feb 2020.

Vancouver:

Niemeyer BJ. Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency . [Internet] [Thesis]. Drake U; 2013. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/2092/2019.

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

Council of Science Editors:

Niemeyer BJ. Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency . [Thesis]. Drake U; 2013. Available from: http://hdl.handle.net/2092/2019

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

Temple University

28. Manno, Justin F. HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?.

Degree: 2014, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,266120

►

Educational Leadership

Ed.D.

Interactive whiteboards have become an emergent technology in K-12 education in the United States as well as other countries throughout the world… (more)

▼

Educational Leadership

Ed.D.

Interactive whiteboards have become an emergent technology in K-12 education in the United States as well as other countries throughout the world (Johnson & Türel, 2012). There have been studies conducted on the perceived effectiveness of the SMART Board® (Beauchamp & Prakinson, 2005; Brown, 2004; Dolan, 2010; Erduran & Tataroðlu, 2010; Hennessy, Deaney, Ruthven, & Winterbottom, 2007; Johnson & Türel, 2012; Jones, 2004; Manzo, 2010; Marzano & Haystead, 2009; Şad, 2012; Saltan & Arslan, 2009; Schachter, 2011; Smith, Higgins, Wall, & Miller, 2005; Türel, 2011; Wood & Ashfield, 2008). There has also been a study on the correlation between the SMART Board and student achievement (Marzano & Haystead, 2009). The purpose of this qualitative case study was to observe the methods that teachers, who are above proficient with technology, use to integrate the SMART Board® into their daily lessons and interactively engage the students. A descriptive case study was conducted on four different teachers from four different elementary schools in a suburban mid-Atlantic school district in the United States. One teacher from grades second through fifth was observed. The use of multiple-cases helped strengthen the conclusions of the study (Yin, 2009). The data was collected through pre-observation and post-observation interviews with the teachers, a triple-journal written by the researcher, a parent questionnaire, and a student questionnaire. All of this data contributed to the conclusion that these teachers were in fact above proficient users of the SMART Board®, who would fall into Rogers (2003) adopter categories of innovator and early adopter. They also adopted at an appropriation level where they have successfully integrated a new technology into all daily activities (Whitehead, Jensen, & Boschee, 2003). The study found that the SMART Board® was perceived to be effective by the parents, teachers, and students from these schools in this one school district. 92% of the parents who responded to the parent questionnaire noted using a SMART Board® is beneficial to their child's education. All four teachers reflected in the post conference that the SMART Board® helped the students understand the concept of each observed lesson better than had they not used a SMART Board®. 81% of the students responded that they would remember these lessons better because the SMART Board® was used. These four teachers demonstrated skillful pedagogy with integrating the SMART Board® into their daily lessons. They used many different media and many different methods to interactively engage their students with the content. A major question that arose from the research was the definition of interactive. Is physical interaction with the SMART Board® required to cognitively interact with the content of the lesson?

Temple University – Theses

Advisors/Committee Members: Schifter, Catherine;, Shapiro, Joan Poliner, Gross, Steven Jay, Partlow, Michelle Chaplin, Caldwell, Corrinne A.;.

Subjects/Keywords: Education; Elementary education;

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APA (6^th Edition):

Manno, J. F. (2014). HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,266120

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):

Manno, Justin F. “HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?.” 2014. Thesis, Temple University. Accessed February 24, 2020. http://digital.library.temple.edu/u?/p245801coll10,266120.

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

MLA Handbook (7^th Edition):

Manno, Justin F. “HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?.” 2014. Web. 24 Feb 2020.

Vancouver:

Manno JF. HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?. [Internet] [Thesis]. Temple University; 2014. [cited 2020 Feb 24]. Available from: http://digital.library.temple.edu/u?/p245801coll10,266120.

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

Council of Science Editors:

Manno JF. HOW DO TEACHERS IN A MID-ATLANTIC SUBURBAN SCHOOL DISTRICT USE TECHNOLOGY TO INTERACTIVELY ENGAGE THEIR STUDENTS?. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,266120

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

29. Alrouqi, Fawaz. The impact of “Clickers” on student achievement in second grade math class.

Degree: 2015, SUNY College at Fredonia

URL: http://hdl.handle.net/1951/65690

► This thesis sought to answer the question: Does using personal response systems, or "clickers", improve the achievement of second grade students in addition and subtraction… (more)

Subjects/Keywords: Student response systems.; Mathematics – Study and teaching (Elementary).; Elementary school teachers.

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APA (6^th Edition):

Alrouqi, F. (2015). The impact of “Clickers” on student achievement in second grade math class. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65690

Chicago Manual of Style (16^th Edition):

Alrouqi, Fawaz. “The impact of “Clickers” on student achievement in second grade math class. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed February 24, 2020. http://hdl.handle.net/1951/65690.

MLA Handbook (7^th Edition):

Alrouqi, Fawaz. “The impact of “Clickers” on student achievement in second grade math class. ” 2015. Web. 24 Feb 2020.

Vancouver:

Alrouqi F. The impact of “Clickers” on student achievement in second grade math class. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/1951/65690.

Council of Science Editors:

Alrouqi F. The impact of “Clickers” on student achievement in second grade math class. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65690

30. Nash-Chrabascz, Bridget. Introducing the past to the future : a continuation of the PALS project.

Degree: MA, 2009, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/193500

► The purpose of this thesis is to determine how to make archaeology more accessible to teachers and students as well as how best to relay… (more)

Subjects/Keywords: Archaeology – Study and teaching (Elementary); Archaeologists – Attitudes; Elementary school teachers – Attitudes

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APA (6^th Edition):

Nash-Chrabascz, B. (2009). Introducing the past to the future : a continuation of the PALS project. (Masters Thesis). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193500

Chicago Manual of Style (16^th Edition):

Nash-Chrabascz, Bridget. “Introducing the past to the future : a continuation of the PALS project.” 2009. Masters Thesis, Ball State University. Accessed February 24, 2020. http://cardinalscholar.bsu.edu/handle/123456789/193500.

MLA Handbook (7^th Edition):

Nash-Chrabascz, Bridget. “Introducing the past to the future : a continuation of the PALS project.” 2009. Web. 24 Feb 2020.

Vancouver:

Nash-Chrabascz B. Introducing the past to the future : a continuation of the PALS project. [Internet] [Masters thesis]. Ball State University; 2009. [cited 2020 Feb 24]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193500.

Council of Science Editors:

Nash-Chrabascz B. Introducing the past to the future : a continuation of the PALS project. [Masters Thesis]. Ball State University; 2009. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193500

Open Access Theses and Dissertations