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Dept: Educational Leadership

You searched for subject:(equity). Showing records 1 – 30 of 59 total matches.

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University of Georgia

1. Ziegler, Larry L. A review of literature and court decisions concerning school funding equity, 1971-2001 : lessons for Georgia.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 The purpose of this investigation was to identify and delineate relevant literature focusing on school financing equity and from that literature to analyze the current… (more)

Subjects/Keywords: Equity

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APA (6th Edition):

Ziegler, L. L. (2002). A review of literature and court decisions concerning school funding equity, 1971-2001 : lessons for Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ziegler_larry_l_200205_edd

Chicago Manual of Style (16th Edition):

Ziegler, Larry L. “A review of literature and court decisions concerning school funding equity, 1971-2001 : lessons for Georgia.” 2002. Doctoral Dissertation, University of Georgia. Accessed July 07, 2020. http://purl.galileo.usg.edu/uga_etd/ziegler_larry_l_200205_edd.

MLA Handbook (7th Edition):

Ziegler, Larry L. “A review of literature and court decisions concerning school funding equity, 1971-2001 : lessons for Georgia.” 2002. Web. 07 Jul 2020.

Vancouver:

Ziegler LL. A review of literature and court decisions concerning school funding equity, 1971-2001 : lessons for Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2020 Jul 07]. Available from: http://purl.galileo.usg.edu/uga_etd/ziegler_larry_l_200205_edd.

Council of Science Editors:

Ziegler LL. A review of literature and court decisions concerning school funding equity, 1971-2001 : lessons for Georgia. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/ziegler_larry_l_200205_edd


University of California – Berkeley

2. 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 July 07, 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. 07 Jul 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 Jul 07]. 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

3. 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 July 07, 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. 07 Jul 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 Jul 07]. 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

4. 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 July 07, 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. 07 Jul 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 Jul 07]. 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


East Tennessee State University

5. Tilson, Linda Karen. A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  This study examined general education teachers who have taught students with disabilities and their perceived knowledge of special education law, processes, and procedures. Results… (more)

Subjects/Keywords: special education; law; processes; procedures; Disability and Equity in Education; Education

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APA (6th Edition):

Tilson, L. K. (2011). A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1344

Chicago Manual of Style (16th Edition):

Tilson, Linda Karen. “A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed July 07, 2020. https://dc.etsu.edu/etd/1344.

MLA Handbook (7th Edition):

Tilson, Linda Karen. “A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures.” 2011. Web. 07 Jul 2020.

Vancouver:

Tilson LK. A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2020 Jul 07]. Available from: https://dc.etsu.edu/etd/1344.

Council of Science Editors:

Tilson LK. A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1344

6. Larson, Jeremy. A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, University of North Dakota

  "Efforts to improve our school system must start with equity" (Department of Education's Equity and Excellence Commission, 2012). This study is a statistical analysis… (more)

Subjects/Keywords: adequacy; fiscal equity; public school funding; wealth neutrality

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APA (6th Edition):

Larson, J. (2014). A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1676

Chicago Manual of Style (16th Edition):

Larson, Jeremy. “A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula.” 2014. Doctoral Dissertation, University of North Dakota. Accessed July 07, 2020. https://commons.und.edu/theses/1676.

MLA Handbook (7th Edition):

Larson, Jeremy. “A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula.” 2014. Web. 07 Jul 2020.

Vancouver:

Larson J. A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2020 Jul 07]. Available from: https://commons.und.edu/theses/1676.

Council of Science Editors:

Larson J. A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1676


Virginia Commonwealth University

7. 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 July 07, 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. 07 Jul 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 Jul 07]. 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

8. Roberts, Lesley S. Creating A Comprehensive Supportive Policy That Provides Equal Educational Access For The Mentally Ill Student: A Policy Advocacy Document.

Degree: EdD Doctor of Education, Educational Leadership, 2014, National-Louis University

  The purpose of this policy advocacy document is to create a comprehensive policy supporting the education of students with mental illness disorders. Critical issues… (more)

Subjects/Keywords: Mental Illness; Mentally Ill Students; Policy Advocacy; Social Justice; Equity; Advocacy; Mental Disability; Accessibility; Disability and Equity in Education; Education; Educational Leadership

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APA (6th Edition):

Roberts, L. S. (2014). Creating A Comprehensive Supportive Policy That Provides Equal Educational Access For The Mentally Ill Student: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/86

Chicago Manual of Style (16th Edition):

Roberts, Lesley S. “Creating A Comprehensive Supportive Policy That Provides Equal Educational Access For The Mentally Ill Student: A Policy Advocacy Document.” 2014. Doctoral Dissertation, National-Louis University. Accessed July 07, 2020. http://digitalcommons.nl.edu/diss/86.

MLA Handbook (7th Edition):

Roberts, Lesley S. “Creating A Comprehensive Supportive Policy That Provides Equal Educational Access For The Mentally Ill Student: A Policy Advocacy Document.” 2014. Web. 07 Jul 2020.

Vancouver:

Roberts LS. Creating A Comprehensive Supportive Policy That Provides Equal Educational Access For The Mentally Ill Student: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2020 Jul 07]. Available from: http://digitalcommons.nl.edu/diss/86.

Council of Science Editors:

Roberts LS. Creating A Comprehensive Supportive Policy That Provides Equal Educational Access For The Mentally Ill Student: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/86


East Tennessee State University

9. Hurt, James Matthew. A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities.

Degree: EdD (Doctor of Education), Educational Leadership, 2012, East Tennessee State University

  Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws… (more)

Subjects/Keywords: inclusion; special education placement; special education; student achievement; Disability and Equity in Education; Education

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APA (6th Edition):

Hurt, J. M. (2012). A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1487

Chicago Manual of Style (16th Edition):

Hurt, James Matthew. “A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities.” 2012. Doctoral Dissertation, East Tennessee State University. Accessed July 07, 2020. https://dc.etsu.edu/etd/1487.

MLA Handbook (7th Edition):

Hurt, James Matthew. “A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities.” 2012. Web. 07 Jul 2020.

Vancouver:

Hurt JM. A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2012. [cited 2020 Jul 07]. Available from: https://dc.etsu.edu/etd/1487.

Council of Science Editors:

Hurt JM. A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities. [Doctoral Dissertation]. East Tennessee State University; 2012. Available from: https://dc.etsu.edu/etd/1487


East Tennessee State University

10. Murray, Martha Hughes. Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The purpose of this study was to determine how Individuals with Disabilities Education Act (IDEA) Part B funds in the American Recovery and Reinvestment… (more)

Subjects/Keywords: ARRA funds; special education; stimulus funds; Disability and Equity in Education; Education

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APA (6th Edition):

Murray, M. H. (2011). Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1343

Chicago Manual of Style (16th Edition):

Murray, Martha Hughes. “Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed July 07, 2020. https://dc.etsu.edu/etd/1343.

MLA Handbook (7th Edition):

Murray, Martha Hughes. “Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee.” 2011. Web. 07 Jul 2020.

Vancouver:

Murray MH. Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2020 Jul 07]. Available from: https://dc.etsu.edu/etd/1343.

Council of Science Editors:

Murray MH. Initially Budgeted Stimulus Funds for Special Education by Local Education Agencies in East Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1343


East Tennessee State University

11. Fussell, Elizabeth. Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices.

Degree: EdD (Doctor of Education), Educational Leadership, 2010, East Tennessee State University

  This study investigated the capacity of a self-advocacy curriculum implemented in Tennessee suggested components that make up the conceptual framework of self-determination curriculum, (2)… (more)

Subjects/Keywords: evidence-based curriculum; self-advocacy; Self-determination; Disability and Equity in Education; Education

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APA (6th Edition):

Fussell, E. (2010). Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1757

Chicago Manual of Style (16th Edition):

Fussell, Elizabeth. “Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed July 07, 2020. https://dc.etsu.edu/etd/1757.

MLA Handbook (7th Edition):

Fussell, Elizabeth. “Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices.” 2010. Web. 07 Jul 2020.

Vancouver:

Fussell E. Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2020 Jul 07]. Available from: https://dc.etsu.edu/etd/1757.

Council of Science Editors:

Fussell E. Self-Determination and Career Planning Model for Students with Disabilities: An Analysis of Evidence-Based Practices. [Doctoral Dissertation]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1757


East Tennessee State University

12. Canedo, Francis. Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology.

Degree: EdD (Doctor of Education), Educational Leadership, 2019, East Tennessee State University

  This qualitative study examined the lived experiences of Queer students at ABC Community College. Using phenomenology as its guiding framework, transcribed interviews were analyzed… (more)

Subjects/Keywords: Queer; LGBTQ; inclusion; campus climate; Community College Leadership; Gender Equity in Education; Higher Education

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APA (6th Edition):

Canedo, F. (2019). Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3667

Chicago Manual of Style (16th Edition):

Canedo, Francis. “Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology.” 2019. Doctoral Dissertation, East Tennessee State University. Accessed July 07, 2020. https://dc.etsu.edu/etd/3667.

MLA Handbook (7th Edition):

Canedo, Francis. “Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology.” 2019. Web. 07 Jul 2020.

Vancouver:

Canedo F. Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology. [Internet] [Doctoral dissertation]. East Tennessee State University; 2019. [cited 2020 Jul 07]. Available from: https://dc.etsu.edu/etd/3667.

Council of Science Editors:

Canedo F. Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology. [Doctoral Dissertation]. East Tennessee State University; 2019. Available from: https://dc.etsu.edu/etd/3667

13. Carter-Guyette, Melodee. Place-Based Learning As An Effective Methodology For Developing Self-Efficacy Skills In Students With Learning Disabilities.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, University of New England

  Research shows that place-based learning is a proven methodology in supporting students in achievement of their academic and social needs. There are inconsistencies related… (more)

Subjects/Keywords: Disability and Equity in Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary Education

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APA (6th Edition):

Carter-Guyette, M. (2019). Place-Based Learning As An Effective Methodology For Developing Self-Efficacy Skills In Students With Learning Disabilities. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/244

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):

Carter-Guyette, Melodee. “Place-Based Learning As An Effective Methodology For Developing Self-Efficacy Skills In Students With Learning Disabilities.” 2019. Thesis, University of New England. Accessed July 07, 2020. https://dune.une.edu/theses/244.

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

MLA Handbook (7th Edition):

Carter-Guyette, Melodee. “Place-Based Learning As An Effective Methodology For Developing Self-Efficacy Skills In Students With Learning Disabilities.” 2019. Web. 07 Jul 2020.

Vancouver:

Carter-Guyette M. Place-Based Learning As An Effective Methodology For Developing Self-Efficacy Skills In Students With Learning Disabilities. [Internet] [Thesis]. University of New England; 2019. [cited 2020 Jul 07]. Available from: https://dune.une.edu/theses/244.

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

Council of Science Editors:

Carter-Guyette M. Place-Based Learning As An Effective Methodology For Developing Self-Efficacy Skills In Students With Learning Disabilities. [Thesis]. University of New England; 2019. Available from: https://dune.une.edu/theses/244

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

14. Pueyo, Limaris. NARROWING ATTAINMENT AND ACHIEVEMENT GAPS OF HIGH SCHOOL AFRICAN AMERICAN AND HISPANIC STUDENTS: POLICY ADVOCACY DOCUMENT.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  School districts have focused reform efforts on increasing the participation of African American, Hispanic, and low-income students in advanced courses to narrow achievement and… (more)

Subjects/Keywords: Expanding Gifted Education; Advanced Placement Access; Minority Students; Equity and Access; Secondary Education

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APA (6th Edition):

Pueyo, L. (2019). NARROWING ATTAINMENT AND ACHIEVEMENT GAPS OF HIGH SCHOOL AFRICAN AMERICAN AND HISPANIC STUDENTS: POLICY ADVOCACY DOCUMENT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/394

Chicago Manual of Style (16th Edition):

Pueyo, Limaris. “NARROWING ATTAINMENT AND ACHIEVEMENT GAPS OF HIGH SCHOOL AFRICAN AMERICAN AND HISPANIC STUDENTS: POLICY ADVOCACY DOCUMENT.” 2019. Doctoral Dissertation, National-Louis University. Accessed July 07, 2020. https://digitalcommons.nl.edu/diss/394.

MLA Handbook (7th Edition):

Pueyo, Limaris. “NARROWING ATTAINMENT AND ACHIEVEMENT GAPS OF HIGH SCHOOL AFRICAN AMERICAN AND HISPANIC STUDENTS: POLICY ADVOCACY DOCUMENT.” 2019. Web. 07 Jul 2020.

Vancouver:

Pueyo L. NARROWING ATTAINMENT AND ACHIEVEMENT GAPS OF HIGH SCHOOL AFRICAN AMERICAN AND HISPANIC STUDENTS: POLICY ADVOCACY DOCUMENT. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Jul 07]. Available from: https://digitalcommons.nl.edu/diss/394.

Council of Science Editors:

Pueyo L. NARROWING ATTAINMENT AND ACHIEVEMENT GAPS OF HIGH SCHOOL AFRICAN AMERICAN AND HISPANIC STUDENTS: POLICY ADVOCACY DOCUMENT. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/394

15. Flacke, Julia "Sandy". Improving Kindergarten Transition Practices For Students With Special Needs.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, University of New England

  The transition to kindergarten is a magical milestone for children and families. For students identified with special needs, there are additional worries and celebrations… (more)

Subjects/Keywords: Disability and Equity in Education; Early Childhood Education; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Flacke, J. ". (2019). Improving Kindergarten Transition Practices For Students With Special Needs. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/225

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):

Flacke, Julia "Sandy". “Improving Kindergarten Transition Practices For Students With Special Needs.” 2019. Thesis, University of New England. Accessed July 07, 2020. https://dune.une.edu/theses/225.

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

MLA Handbook (7th Edition):

Flacke, Julia "Sandy". “Improving Kindergarten Transition Practices For Students With Special Needs.” 2019. Web. 07 Jul 2020.

Vancouver:

Flacke J". Improving Kindergarten Transition Practices For Students With Special Needs. [Internet] [Thesis]. University of New England; 2019. [cited 2020 Jul 07]. Available from: https://dune.une.edu/theses/225.

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

Council of Science Editors:

Flacke J". Improving Kindergarten Transition Practices For Students With Special Needs. [Thesis]. University of New England; 2019. Available from: https://dune.une.edu/theses/225

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


Eastern Illinois University

16. Gordon, Elizabeth R. Effects of the Attitudes of the White People upon Negro Education.

Degree: MSEd, Educational Leadership, 1956, Eastern Illinois University

Subjects/Keywords: Disability and Equity in Education; Education

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APA (6th Edition):

Gordon, E. R. (1956). Effects of the Attitudes of the White People upon Negro Education. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4513

Chicago Manual of Style (16th Edition):

Gordon, Elizabeth R. “Effects of the Attitudes of the White People upon Negro Education.” 1956. Masters Thesis, Eastern Illinois University. Accessed July 07, 2020. https://thekeep.eiu.edu/theses/4513.

MLA Handbook (7th Edition):

Gordon, Elizabeth R. “Effects of the Attitudes of the White People upon Negro Education.” 1956. Web. 07 Jul 2020.

Vancouver:

Gordon ER. Effects of the Attitudes of the White People upon Negro Education. [Internet] [Masters thesis]. Eastern Illinois University; 1956. [cited 2020 Jul 07]. Available from: https://thekeep.eiu.edu/theses/4513.

Council of Science Editors:

Gordon ER. Effects of the Attitudes of the White People upon Negro Education. [Masters Thesis]. Eastern Illinois University; 1956. Available from: https://thekeep.eiu.edu/theses/4513


Penn State University

17. Dady, Jr., Kenneth James. MEASURES OF WEALTH IN PENNSYLVANIA.

Degree: PhD, Educational Leadership, 2010, Penn State University

 The measure of district wealth used by a state is a critical factor in reducing the potential extremes in available resources that may occur across… (more)

Subjects/Keywords: wealth measures; funding education; aid ratios; funding formulas; equity in funding schools; adequacy in funding schools

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

APA (6th Edition):

Dady, Jr., K. J. (2010). MEASURES OF WEALTH IN PENNSYLVANIA. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11073

Chicago Manual of Style (16th Edition):

Dady, Jr., Kenneth James. “MEASURES OF WEALTH IN PENNSYLVANIA.” 2010. Doctoral Dissertation, Penn State University. Accessed July 07, 2020. https://etda.libraries.psu.edu/catalog/11073.

MLA Handbook (7th Edition):

Dady, Jr., Kenneth James. “MEASURES OF WEALTH IN PENNSYLVANIA.” 2010. Web. 07 Jul 2020.

Vancouver:

Dady, Jr. KJ. MEASURES OF WEALTH IN PENNSYLVANIA. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2020 Jul 07]. Available from: https://etda.libraries.psu.edu/catalog/11073.

Council of Science Editors:

Dady, Jr. KJ. MEASURES OF WEALTH IN PENNSYLVANIA. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11073

18. O'Connor, Deborah A. UNDERGRADUATE ELEMENTARY TEACHER EDUCATION PROGRAM AND CULTURALLY RESPONSIVE PEDAGOGY.

Degree: Doctor of Education (EdD), Educational Leadership, 2011, National-Louis University

  This study examined an undergraduate elementary teacher education program that had been redesigned based on outcomes of a Teacher Quality Education grant and research… (more)

Subjects/Keywords: culturally responsive pedagogy; elementary teacher education; undergraduate; equity; inquiry; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

O'Connor, D. A. (2011). UNDERGRADUATE ELEMENTARY TEACHER EDUCATION PROGRAM AND CULTURALLY RESPONSIVE PEDAGOGY. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/48

Chicago Manual of Style (16th Edition):

O'Connor, Deborah A. “UNDERGRADUATE ELEMENTARY TEACHER EDUCATION PROGRAM AND CULTURALLY RESPONSIVE PEDAGOGY.” 2011. Doctoral Dissertation, National-Louis University. Accessed July 07, 2020. http://digitalcommons.nl.edu/diss/48.

MLA Handbook (7th Edition):

O'Connor, Deborah A. “UNDERGRADUATE ELEMENTARY TEACHER EDUCATION PROGRAM AND CULTURALLY RESPONSIVE PEDAGOGY.” 2011. Web. 07 Jul 2020.

Vancouver:

O'Connor DA. UNDERGRADUATE ELEMENTARY TEACHER EDUCATION PROGRAM AND CULTURALLY RESPONSIVE PEDAGOGY. [Internet] [Doctoral dissertation]. National-Louis University; 2011. [cited 2020 Jul 07]. Available from: http://digitalcommons.nl.edu/diss/48.

Council of Science Editors:

O'Connor DA. UNDERGRADUATE ELEMENTARY TEACHER EDUCATION PROGRAM AND CULTURALLY RESPONSIVE PEDAGOGY. [Doctoral Dissertation]. National-Louis University; 2011. Available from: http://digitalcommons.nl.edu/diss/48

19. Morley, Kim M. Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, National-Louis University

  In February 2013, the Illinois State Board of Education (ISBE) informed school districts that they were considering changing the rules related to special education… (more)

Subjects/Keywords: special education; staffing assignments; educational leadership; Disability and Equity in Education; Education; Educational Administration and Supervision; Educational Leadership; Special Education Administration

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

APA (6th Edition):

Morley, K. M. (2014). Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/82

Chicago Manual of Style (16th Edition):

Morley, Kim M. “Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document.” 2014. Doctoral Dissertation, National-Louis University. Accessed July 07, 2020. http://digitalcommons.nl.edu/diss/82.

MLA Handbook (7th Edition):

Morley, Kim M. “Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document.” 2014. Web. 07 Jul 2020.

Vancouver:

Morley KM. Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2020 Jul 07]. Available from: http://digitalcommons.nl.edu/diss/82.

Council of Science Editors:

Morley KM. Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/82


East Tennessee State University

20. Hudson, Diana Joy. Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  This qualitative study examined high school counselors' perceptions of postsecondary transition services to students with specific learning disabilities. Seven high school counselors in the… (more)

Subjects/Keywords: learning disabilities; students; transition; high school counselors; post-secondary; Disability and Equity in Education; Education; Student Counseling and Personnel Services

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

APA (6th Edition):

Hudson, D. J. (2011). Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1271

Chicago Manual of Style (16th Edition):

Hudson, Diana Joy. “Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed July 07, 2020. https://dc.etsu.edu/etd/1271.

MLA Handbook (7th Edition):

Hudson, Diana Joy. “Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities.” 2011. Web. 07 Jul 2020.

Vancouver:

Hudson DJ. Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2020 Jul 07]. Available from: https://dc.etsu.edu/etd/1271.

Council of Science Editors:

Hudson DJ. Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1271


East Tennessee State University

21. Myers, James R., Jr. Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  Transition services at the high school level can make a positive difference in the postsecondary outcomes of students with disabilities by providing them a… (more)

Subjects/Keywords: Indicator 14; Postsecondary; Special Education; Transition Services; Disability and Equity in Education; Education; Student Counseling and Personnel Services

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

APA (6th Edition):

Myers, James R., J. (2011). Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1276

Chicago Manual of Style (16th Edition):

Myers, James R., Jr. “Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed July 07, 2020. https://dc.etsu.edu/etd/1276.

MLA Handbook (7th Edition):

Myers, James R., Jr. “Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study.” 2011. Web. 07 Jul 2020.

Vancouver:

Myers, James R. J. Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2020 Jul 07]. Available from: https://dc.etsu.edu/etd/1276.

Council of Science Editors:

Myers, James R. J. Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1276

22. Matari, Hanan. PROMOTION AND RETENTION OF ENGLISH LEARNERS (ELLs) IN A LARGE URBAN SCHOOL DISTRICT: A POLICY ADVOCACY DOCUMENT.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  This policy advocacy document argues for a fair and equitable retention and promotion policy for English language learners (ELLs) in elementary grades of a… (more)

Subjects/Keywords: ELL; Promotion; Retention; Change Leadership; Phases of Change; Educational Equity; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Matari, H. (2019). PROMOTION AND RETENTION OF ENGLISH LEARNERS (ELLs) IN A LARGE URBAN SCHOOL DISTRICT: A POLICY ADVOCACY DOCUMENT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/364

Chicago Manual of Style (16th Edition):

Matari, Hanan. “PROMOTION AND RETENTION OF ENGLISH LEARNERS (ELLs) IN A LARGE URBAN SCHOOL DISTRICT: A POLICY ADVOCACY DOCUMENT.” 2019. Doctoral Dissertation, National-Louis University. Accessed July 07, 2020. https://digitalcommons.nl.edu/diss/364.

MLA Handbook (7th Edition):

Matari, Hanan. “PROMOTION AND RETENTION OF ENGLISH LEARNERS (ELLs) IN A LARGE URBAN SCHOOL DISTRICT: A POLICY ADVOCACY DOCUMENT.” 2019. Web. 07 Jul 2020.

Vancouver:

Matari H. PROMOTION AND RETENTION OF ENGLISH LEARNERS (ELLs) IN A LARGE URBAN SCHOOL DISTRICT: A POLICY ADVOCACY DOCUMENT. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Jul 07]. Available from: https://digitalcommons.nl.edu/diss/364.

Council of Science Editors:

Matari H. PROMOTION AND RETENTION OF ENGLISH LEARNERS (ELLs) IN A LARGE URBAN SCHOOL DISTRICT: A POLICY ADVOCACY DOCUMENT. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/364


University of Houston

23. Hinojosa, Lupita. IMPLICATIONS FOR SCHOOL LEADERS OF THE IMPACT OF MATH, SCIENCE, AND TECHNOLOGY MAGNET PROGRAMS ON MIDDLE.

Degree: PhD, Educational Leadership, 2012, University of Houston

 Although many national studies have been conducted on the effectiveness of magnet programs, there is limited research involving math, science, and technology magnet schools and… (more)

Subjects/Keywords: Middle schools; Middle school students; Student achievement; Mathematics; Science; Technology magnet programs; Equity in access to quality programs; Educational leadership

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APA (6th Edition):

Hinojosa, L. (2012). IMPLICATIONS FOR SCHOOL LEADERS OF THE IMPACT OF MATH, SCIENCE, AND TECHNOLOGY MAGNET PROGRAMS ON MIDDLE. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/657

Chicago Manual of Style (16th Edition):

Hinojosa, Lupita. “IMPLICATIONS FOR SCHOOL LEADERS OF THE IMPACT OF MATH, SCIENCE, AND TECHNOLOGY MAGNET PROGRAMS ON MIDDLE.” 2012. Doctoral Dissertation, University of Houston. Accessed July 07, 2020. http://hdl.handle.net/10657/657.

MLA Handbook (7th Edition):

Hinojosa, Lupita. “IMPLICATIONS FOR SCHOOL LEADERS OF THE IMPACT OF MATH, SCIENCE, AND TECHNOLOGY MAGNET PROGRAMS ON MIDDLE.” 2012. Web. 07 Jul 2020.

Vancouver:

Hinojosa L. IMPLICATIONS FOR SCHOOL LEADERS OF THE IMPACT OF MATH, SCIENCE, AND TECHNOLOGY MAGNET PROGRAMS ON MIDDLE. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10657/657.

Council of Science Editors:

Hinojosa L. IMPLICATIONS FOR SCHOOL LEADERS OF THE IMPACT OF MATH, SCIENCE, AND TECHNOLOGY MAGNET PROGRAMS ON MIDDLE. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/657


University of Florida

24. Harrison, James Harrell. Examination of revenues from state and local capital outlay on the equity of school capital outlay funding in the state of Florida.

Degree: Ed. D, Educational Leadership, 2005, University of Florida

Subjects/Keywords: Capital distributions; Equity; Equity capital; Finance; Funding; Public schools; School districts; Schools; Taxes; Wealth; City of Tallahassee ( local )

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APA (6th Edition):

Harrison, J. H. (2005). Examination of revenues from state and local capital outlay on the equity of school capital outlay funding in the state of Florida. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/AA00040045

Chicago Manual of Style (16th Edition):

Harrison, James Harrell. “Examination of revenues from state and local capital outlay on the equity of school capital outlay funding in the state of Florida.” 2005. Doctoral Dissertation, University of Florida. Accessed July 07, 2020. https://ufdc.ufl.edu/AA00040045.

MLA Handbook (7th Edition):

Harrison, James Harrell. “Examination of revenues from state and local capital outlay on the equity of school capital outlay funding in the state of Florida.” 2005. Web. 07 Jul 2020.

Vancouver:

Harrison JH. Examination of revenues from state and local capital outlay on the equity of school capital outlay funding in the state of Florida. [Internet] [Doctoral dissertation]. University of Florida; 2005. [cited 2020 Jul 07]. Available from: https://ufdc.ufl.edu/AA00040045.

Council of Science Editors:

Harrison JH. Examination of revenues from state and local capital outlay on the equity of school capital outlay funding in the state of Florida. [Doctoral Dissertation]. University of Florida; 2005. Available from: https://ufdc.ufl.edu/AA00040045


University of Florida

25. Chambers, Mary Louise McManis. The effects of additional revenues from capital outlay transfers on the equity of a state school finance system.

Degree: Ed. D, Educational Leadership, 1996, University of Florida

Subjects/Keywords: Education; Educational opportunities; Equity; Equity capital; Finance; Funding; Gini coefficient; Legislature; School districts; Schools; City of Tallahassee ( local )

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APA (6th Edition):

Chambers, M. L. M. (1996). The effects of additional revenues from capital outlay transfers on the equity of a state school finance system. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/AA00052365

Chicago Manual of Style (16th Edition):

Chambers, Mary Louise McManis. “The effects of additional revenues from capital outlay transfers on the equity of a state school finance system.” 1996. Doctoral Dissertation, University of Florida. Accessed July 07, 2020. https://ufdc.ufl.edu/AA00052365.

MLA Handbook (7th Edition):

Chambers, Mary Louise McManis. “The effects of additional revenues from capital outlay transfers on the equity of a state school finance system.” 1996. Web. 07 Jul 2020.

Vancouver:

Chambers MLM. The effects of additional revenues from capital outlay transfers on the equity of a state school finance system. [Internet] [Doctoral dissertation]. University of Florida; 1996. [cited 2020 Jul 07]. Available from: https://ufdc.ufl.edu/AA00052365.

Council of Science Editors:

Chambers MLM. The effects of additional revenues from capital outlay transfers on the equity of a state school finance system. [Doctoral Dissertation]. University of Florida; 1996. Available from: https://ufdc.ufl.edu/AA00052365


Miami University

26. Ocran, Kweku Siripi. An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District.

Degree: PhD, Educational Leadership, 2010, Miami University

  This dissertation examines female students schooling experiences within the Accra – Tema district of Ghana. The case study centers and privileges the stories and experiences… (more)

Subjects/Keywords: Education; Gender; Education Reforms in Ghana; Girls Schooling Experiences; Gender Equity Education; Free Compulsory Universal Basic Education; Policy Contradictions; Critical Feminist Policy Analysis

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APA (6th Edition):

Ocran, K. S. (2010). An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1272391557

Chicago Manual of Style (16th Edition):

Ocran, Kweku Siripi. “An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District.” 2010. Doctoral Dissertation, Miami University. Accessed July 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272391557.

MLA Handbook (7th Edition):

Ocran, Kweku Siripi. “An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District.” 2010. Web. 07 Jul 2020.

Vancouver:

Ocran KS. An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District. [Internet] [Doctoral dissertation]. Miami University; 2010. [cited 2020 Jul 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1272391557.

Council of Science Editors:

Ocran KS. An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District. [Doctoral Dissertation]. Miami University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1272391557

27. Dixon, Myriah L. Technology-Based Family Education In ASL/English Bilingual Schools For The Deaf.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  More research on how ASL/English bilingual schools for the deaf educate hearing families to apply bilingual education methodology at home is warranted. Given the… (more)

Subjects/Keywords: Disability and Equity in Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Instructional Media Design; Other Education; Special Education Administration

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APA (6th Edition):

Dixon, M. L. (2016). Technology-Based Family Education In ASL/English Bilingual Schools For The Deaf. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/78

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):

Dixon, Myriah L. “Technology-Based Family Education In ASL/English Bilingual Schools For The Deaf.” 2016. Thesis, University of New England. Accessed July 07, 2020. https://dune.une.edu/theses/78.

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

MLA Handbook (7th Edition):

Dixon, Myriah L. “Technology-Based Family Education In ASL/English Bilingual Schools For The Deaf.” 2016. Web. 07 Jul 2020.

Vancouver:

Dixon ML. Technology-Based Family Education In ASL/English Bilingual Schools For The Deaf. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Jul 07]. Available from: https://dune.une.edu/theses/78.

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

Council of Science Editors:

Dixon ML. Technology-Based Family Education In ASL/English Bilingual Schools For The Deaf. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/78

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


East Tennessee State University

28. Byrd, Terre D.M. East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities.

Degree: EdD (Doctor of Education), Educational Leadership, 2010, East Tennessee State University

  The purpose of this study was to determine ETSU faculty attitudes and student perceptions in providing academic accommodations to students with disabilities. Participants of… (more)

Subjects/Keywords: Students with Disabilities; Higher Education; Disability Services; Accommodations; Faculty Attitudes; Disability and Equity in Education; Education; Educational Sociology; Social and Behavioral Sciences; Sociology

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

APA (6th Edition):

Byrd, T. D. M. (2010). East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1721

Chicago Manual of Style (16th Edition):

Byrd, Terre D M. “East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed July 07, 2020. https://dc.etsu.edu/etd/1721.

MLA Handbook (7th Edition):

Byrd, Terre D M. “East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities.” 2010. Web. 07 Jul 2020.

Vancouver:

Byrd TDM. East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2020 Jul 07]. Available from: https://dc.etsu.edu/etd/1721.

Council of Science Editors:

Byrd TDM. East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities. [Doctoral Dissertation]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1721

29. Manola, Dominic M. Barriers To Student Connectedness and Engagement: How Socioeconomic Status Affects Student Involvement.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  Today, as students prepare for post-secondary opportunities, a greater and greater emphasis is placed on the importance of engaging learners both in and out… (more)

Subjects/Keywords: socioeconomic status; involvement; engagement; connectedness; Curriculum and Social Inquiry; Disability and Equity in Education; Educational Leadership; Educational Methods; Social and Philosophical Foundations of Education

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APA (6th Edition):

Manola, D. M. (2019). Barriers To Student Connectedness and Engagement: How Socioeconomic Status Affects Student Involvement. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/413

Chicago Manual of Style (16th Edition):

Manola, Dominic M. “Barriers To Student Connectedness and Engagement: How Socioeconomic Status Affects Student Involvement.” 2019. Doctoral Dissertation, National-Louis University. Accessed July 07, 2020. https://digitalcommons.nl.edu/diss/413.

MLA Handbook (7th Edition):

Manola, Dominic M. “Barriers To Student Connectedness and Engagement: How Socioeconomic Status Affects Student Involvement.” 2019. Web. 07 Jul 2020.

Vancouver:

Manola DM. Barriers To Student Connectedness and Engagement: How Socioeconomic Status Affects Student Involvement. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Jul 07]. Available from: https://digitalcommons.nl.edu/diss/413.

Council of Science Editors:

Manola DM. Barriers To Student Connectedness and Engagement: How Socioeconomic Status Affects Student Involvement. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/413

30. Pueyo, Limaris. EXPANDING AP ENROLLMENT FOR HISPANIC AND AFRICAN AMERICAN STUDENTS: CHANGE LEADERSHIP PLAN.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  American education has historically failed to provide Hispanic and African American students with equal opportunities, evidenced by the long-standing underachievement of these students when… (more)

Subjects/Keywords: Minority Access to Advanced Placement; Advanced Placement and Minorities; Advanced Placement; Advanced Placement Barriers and Issues of Equity; Advanced Placement Achievement and Enrollment Gaps; Secondary Education

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APA (6th Edition):

Pueyo, L. (2019). EXPANDING AP ENROLLMENT FOR HISPANIC AND AFRICAN AMERICAN STUDENTS: CHANGE LEADERSHIP PLAN. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/393

Chicago Manual of Style (16th Edition):

Pueyo, Limaris. “EXPANDING AP ENROLLMENT FOR HISPANIC AND AFRICAN AMERICAN STUDENTS: CHANGE LEADERSHIP PLAN.” 2019. Doctoral Dissertation, National-Louis University. Accessed July 07, 2020. https://digitalcommons.nl.edu/diss/393.

MLA Handbook (7th Edition):

Pueyo, Limaris. “EXPANDING AP ENROLLMENT FOR HISPANIC AND AFRICAN AMERICAN STUDENTS: CHANGE LEADERSHIP PLAN.” 2019. Web. 07 Jul 2020.

Vancouver:

Pueyo L. EXPANDING AP ENROLLMENT FOR HISPANIC AND AFRICAN AMERICAN STUDENTS: CHANGE LEADERSHIP PLAN. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Jul 07]. Available from: https://digitalcommons.nl.edu/diss/393.

Council of Science Editors:

Pueyo L. EXPANDING AP ENROLLMENT FOR HISPANIC AND AFRICAN AMERICAN STUDENTS: CHANGE LEADERSHIP PLAN. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/393

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