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You searched for subject:(high performing). Showing records 1 – 30 of 74 total matches.

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University of Southern California

1. Gates, Jane Yuguchi. Student engagement in a high performing urban high school: a case study.

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

 This study was conducted at a high performing urban high school to determine whether it had higher levels of student engagement and if so, what… (more)

Subjects/Keywords: urban; high performing; high school

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

APA (6th Edition):

Gates, J. Y. (2009). Student engagement in a high performing urban high school: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258007/rec/6135

Chicago Manual of Style (16th Edition):

Gates, Jane Yuguchi. “Student engagement in a high performing urban high school: a case study.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258007/rec/6135.

MLA Handbook (7th Edition):

Gates, Jane Yuguchi. “Student engagement in a high performing urban high school: a case study.” 2009. Web. 22 May 2019.

Vancouver:

Gates JY. Student engagement in a high performing urban high school: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258007/rec/6135.

Council of Science Editors:

Gates JY. Student engagement in a high performing urban high school: a case study. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/258007/rec/6135


University of Southern California

2. Roloff, Vicki Soderman. Closing the achievement gap in a high performing elementary school.

Degree: EdD, Education, 2009, University of Southern California

 For decades, the achievement levels for disadvantaged students, students of color, non-Asian minority students, and English Language Learners fall behind the academic performance levels of… (more)

Subjects/Keywords: achievement gap; high performing; urban

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APA (6th Edition):

Roloff, V. S. (2009). Closing the achievement gap in a high performing elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/225008/rec/1390

Chicago Manual of Style (16th Edition):

Roloff, Vicki Soderman. “Closing the achievement gap in a high performing elementary school.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/225008/rec/1390.

MLA Handbook (7th Edition):

Roloff, Vicki Soderman. “Closing the achievement gap in a high performing elementary school.” 2009. Web. 22 May 2019.

Vancouver:

Roloff VS. Closing the achievement gap in a high performing elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/225008/rec/1390.

Council of Science Editors:

Roloff VS. Closing the achievement gap in a high performing elementary school. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/225008/rec/1390


University of Southern California

3. Wells, Jeanique. A study of academic success with students of color: what really matters? Lessons from high-performing, high-poverty urban schools.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This case study examined what is known and what is not known about academic success among students of color at one high-performing, high-poverty urban school.… (more)

Subjects/Keywords: high-performing; high-poverty; students of color

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APA (6th Edition):

Wells, J. (2010). A study of academic success with students of color: what really matters? Lessons from high-performing, high-poverty urban schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/75257/rec/380

Chicago Manual of Style (16th Edition):

Wells, Jeanique. “A study of academic success with students of color: what really matters? Lessons from high-performing, high-poverty urban schools.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/75257/rec/380.

MLA Handbook (7th Edition):

Wells, Jeanique. “A study of academic success with students of color: what really matters? Lessons from high-performing, high-poverty urban schools.” 2010. Web. 22 May 2019.

Vancouver:

Wells J. A study of academic success with students of color: what really matters? Lessons from high-performing, high-poverty urban schools. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/75257/rec/380.

Council of Science Editors:

Wells J. A study of academic success with students of color: what really matters? Lessons from high-performing, high-poverty urban schools. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/75257/rec/380


University of Southern California

4. Lee, Michael Young. Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban school.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 Too many students of color have not been achieving in schools as well as they could for far too long (Gay, 2000). All African American… (more)

Subjects/Keywords: Lee; high performing

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APA (6th Edition):

Lee, M. Y. (2008). Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/199336/rec/3387

Chicago Manual of Style (16th Edition):

Lee, Michael Young. “Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban school.” 2008. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/199336/rec/3387.

MLA Handbook (7th Edition):

Lee, Michael Young. “Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban school.” 2008. Web. 22 May 2019.

Vancouver:

Lee MY. Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban school. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/199336/rec/3387.

Council of Science Editors:

Lee MY. Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban school. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/199336/rec/3387


University of Southern California

5. Minix, Rachelle Ariadne. Whatever it takes: Systems and structures at a high-performing, high-poverty high school and the implications for special education.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 The primary purpose of this study is to examine the systems and structures identified to promote high student achievement for all student groups, with a… (more)

Subjects/Keywords: high school; high-performing; high-poverty; special education

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APA (6th Edition):

Minix, R. A. (2011). Whatever it takes: Systems and structures at a high-performing, high-poverty high school and the implications for special education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/472918/rec/7901

Chicago Manual of Style (16th Edition):

Minix, Rachelle Ariadne. “Whatever it takes: Systems and structures at a high-performing, high-poverty high school and the implications for special education.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/472918/rec/7901.

MLA Handbook (7th Edition):

Minix, Rachelle Ariadne. “Whatever it takes: Systems and structures at a high-performing, high-poverty high school and the implications for special education.” 2011. Web. 22 May 2019.

Vancouver:

Minix RA. Whatever it takes: Systems and structures at a high-performing, high-poverty high school and the implications for special education. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/472918/rec/7901.

Council of Science Editors:

Minix RA. Whatever it takes: Systems and structures at a high-performing, high-poverty high school and the implications for special education. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/472918/rec/7901


University of Southern California

6. Lopez-Reid, Norma. Student engagement in a high-performing urban high school: a case study.

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

 The purpose of this study was to investigate evidence of a link between high academic achievement and high engagement in high-performing urban schools and, if… (more)

Subjects/Keywords: student engagement; academic achievement; high performing; urban high school

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

APA (6th Edition):

Lopez-Reid, N. (2009). Student engagement in a high-performing urban high school: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252721/rec/6136

Chicago Manual of Style (16th Edition):

Lopez-Reid, Norma. “Student engagement in a high-performing urban high school: a case study.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252721/rec/6136.

MLA Handbook (7th Edition):

Lopez-Reid, Norma. “Student engagement in a high-performing urban high school: a case study.” 2009. Web. 22 May 2019.

Vancouver:

Lopez-Reid N. Student engagement in a high-performing urban high school: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252721/rec/6136.

Council of Science Editors:

Lopez-Reid N. Student engagement in a high-performing urban high school: a case study. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252721/rec/6136

7. Pate, Roberta Simnacher. Perspectives and practices of successful teachers in diverse rural South Texas high-performing high-needs elementary schools .

Degree: 2012, Texas A&M University – Corpus Christi

 Texas rural schools, educating more than half a million students annually, and rural schools across the nation have been under scrutiny for the inability to… (more)

Subjects/Keywords: elementary; high-needs; high-performing; rural; schools; teacher

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APA (6th Edition):

Pate, R. S. (2012). Perspectives and practices of successful teachers in diverse rural South Texas high-performing high-needs elementary schools . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/288

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):

Pate, Roberta Simnacher. “Perspectives and practices of successful teachers in diverse rural South Texas high-performing high-needs elementary schools .” 2012. Thesis, Texas A&M University – Corpus Christi. Accessed May 22, 2019. http://hdl.handle.net/1969.6/288.

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

MLA Handbook (7th Edition):

Pate, Roberta Simnacher. “Perspectives and practices of successful teachers in diverse rural South Texas high-performing high-needs elementary schools .” 2012. Web. 22 May 2019.

Vancouver:

Pate RS. Perspectives and practices of successful teachers in diverse rural South Texas high-performing high-needs elementary schools . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.6/288.

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

Council of Science Editors:

Pate RS. Perspectives and practices of successful teachers in diverse rural South Texas high-performing high-needs elementary schools . [Thesis]. Texas A&M University – Corpus Christi; 2012. Available from: http://hdl.handle.net/1969.6/288

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


University of South Africa

8. Ndlela, Julia Nelisiwe. The role of the principal in promoting a culture of leaning and teaching in Shiselweni High School in Swaziland .

Degree: 2011, University of South Africa

 The researcher has observed and noted that out of the four regions of Swaziland, Shiselweni is the leading region with high schools that manifest a… (more)

Subjects/Keywords: Culture of learning and teaching; High performing schools; Low performing schools; Principal; Teachers; Learners; Parents

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APA (6th Edition):

Ndlela, J. N. (2011). The role of the principal in promoting a culture of leaning and teaching in Shiselweni High School in Swaziland . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/5700

Chicago Manual of Style (16th Edition):

Ndlela, Julia Nelisiwe. “The role of the principal in promoting a culture of leaning and teaching in Shiselweni High School in Swaziland .” 2011. Masters Thesis, University of South Africa. Accessed May 22, 2019. http://hdl.handle.net/10500/5700.

MLA Handbook (7th Edition):

Ndlela, Julia Nelisiwe. “The role of the principal in promoting a culture of leaning and teaching in Shiselweni High School in Swaziland .” 2011. Web. 22 May 2019.

Vancouver:

Ndlela JN. The role of the principal in promoting a culture of leaning and teaching in Shiselweni High School in Swaziland . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/10500/5700.

Council of Science Editors:

Ndlela JN. The role of the principal in promoting a culture of leaning and teaching in Shiselweni High School in Swaziland . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5700


University of Kansas

9. Love, Justin Willis. The Relationship Between Rehearsal Structure and Contest Ratings for High School Bands.

Degree: M.M.E., Music Education & Music Therapy, 2012, University of Kansas

 The purpose of this study was to determine if the rating received by the band at a state music contest can be predicted by examining… (more)

Subjects/Keywords: Music education; Performing arts education; Music; Band; Contest; High school; Ratings

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APA (6th Edition):

Love, J. W. (2012). The Relationship Between Rehearsal Structure and Contest Ratings for High School Bands. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/9850

Chicago Manual of Style (16th Edition):

Love, Justin Willis. “The Relationship Between Rehearsal Structure and Contest Ratings for High School Bands.” 2012. Masters Thesis, University of Kansas. Accessed May 22, 2019. http://hdl.handle.net/1808/9850.

MLA Handbook (7th Edition):

Love, Justin Willis. “The Relationship Between Rehearsal Structure and Contest Ratings for High School Bands.” 2012. Web. 22 May 2019.

Vancouver:

Love JW. The Relationship Between Rehearsal Structure and Contest Ratings for High School Bands. [Internet] [Masters thesis]. University of Kansas; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1808/9850.

Council of Science Editors:

Love JW. The Relationship Between Rehearsal Structure and Contest Ratings for High School Bands. [Masters Thesis]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/9850


Royal Roads University

10. Thimot, Simona. Teams, trust, and social flow : a grounded theory exploration .

Degree: 2016, Royal Roads University

 What is the role of trust when a team is in social flow? This research is my second exploratory step to discovering the answer. The… (more)

Subjects/Keywords: High-Performing Teams; Self-Directed Teams; Self-Trust; Social flow; Trust

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APA (6th Edition):

Thimot, S. (2016). Teams, trust, and social flow : a grounded theory exploration . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/897

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):

Thimot, Simona. “Teams, trust, and social flow : a grounded theory exploration .” 2016. Thesis, Royal Roads University. Accessed May 22, 2019. http://hdl.handle.net/10170/897.

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

MLA Handbook (7th Edition):

Thimot, Simona. “Teams, trust, and social flow : a grounded theory exploration .” 2016. Web. 22 May 2019.

Vancouver:

Thimot S. Teams, trust, and social flow : a grounded theory exploration . [Internet] [Thesis]. Royal Roads University; 2016. [cited 2019 May 22]. Available from: http://hdl.handle.net/10170/897.

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

Council of Science Editors:

Thimot S. Teams, trust, and social flow : a grounded theory exploration . [Thesis]. Royal Roads University; 2016. Available from: http://hdl.handle.net/10170/897

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


Indiana University of Pennsylvania

11. Smith, Brendan. A Case Study of a High-Performing Suburban School District’s Implementation of a Kindergarten Through Grade 12 Visual Arts Program.

Degree: Ded, Professional Studies in Education, 2018, Indiana University of Pennsylvania

  The purpose of this study was to investigate the perceptions, roles, practices, and characteristics of a high-performing suburban school district’s implementation of a kindergarten… (more)

Subjects/Keywords: collaboration; creativity; high-performing; standards-based; STEAM; visual arts

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APA (6th Edition):

Smith, B. (2018). A Case Study of a High-Performing Suburban School District’s Implementation of a Kindergarten Through Grade 12 Visual Arts Program. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1662

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):

Smith, Brendan. “A Case Study of a High-Performing Suburban School District’s Implementation of a Kindergarten Through Grade 12 Visual Arts Program.” 2018. Thesis, Indiana University of Pennsylvania. Accessed May 22, 2019. https://knowledge.library.iup.edu/etd/1662.

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

MLA Handbook (7th Edition):

Smith, Brendan. “A Case Study of a High-Performing Suburban School District’s Implementation of a Kindergarten Through Grade 12 Visual Arts Program.” 2018. Web. 22 May 2019.

Vancouver:

Smith B. A Case Study of a High-Performing Suburban School District’s Implementation of a Kindergarten Through Grade 12 Visual Arts Program. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 May 22]. Available from: https://knowledge.library.iup.edu/etd/1662.

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

Council of Science Editors:

Smith B. A Case Study of a High-Performing Suburban School District’s Implementation of a Kindergarten Through Grade 12 Visual Arts Program. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1662

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


University of Tennessee – Knoxville

12. Stokes, Eric Michael. The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools.

Degree: 2017, University of Tennessee – Knoxville

 There is considerable evidence suggesting that low-income, first-generation students from low-performing high schools are not retained and do not graduate at the same rate as… (more)

Subjects/Keywords: Non-cognitive Factors; Low-performing High Schools; College student retention

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APA (6th Edition):

Stokes, E. M. (2017). The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4856

Chicago Manual of Style (16th Edition):

Stokes, Eric Michael. “The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools.” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed May 22, 2019. https://trace.tennessee.edu/utk_graddiss/4856.

MLA Handbook (7th Edition):

Stokes, Eric Michael. “The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools.” 2017. Web. 22 May 2019.

Vancouver:

Stokes EM. The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2019 May 22]. Available from: https://trace.tennessee.edu/utk_graddiss/4856.

Council of Science Editors:

Stokes EM. The Impact of Non-cognitive Factors on First-Year College GPA for University-eligible Students from Low-performing High Schools. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4856


University of South Florida

13. Waite, Gloria. Supporting a Culture Where Teachers Are Leading Teachers.

Degree: 2018, University of South Florida

 This capstone project was part of a group project completed by two principals in elementary schools and a principal coach in Hillsborough County, Florida. Each… (more)

Subjects/Keywords: teacher leadership; teacher empowerment; high performing school culture; Other Education

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APA (6th Edition):

Waite, G. (2018). Supporting a Culture Where Teachers Are Leading Teachers. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7588

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):

Waite, Gloria. “Supporting a Culture Where Teachers Are Leading Teachers.” 2018. Thesis, University of South Florida. Accessed May 22, 2019. https://scholarcommons.usf.edu/etd/7588.

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

MLA Handbook (7th Edition):

Waite, Gloria. “Supporting a Culture Where Teachers Are Leading Teachers.” 2018. Web. 22 May 2019.

Vancouver:

Waite G. Supporting a Culture Where Teachers Are Leading Teachers. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 May 22]. Available from: https://scholarcommons.usf.edu/etd/7588.

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

Council of Science Editors:

Waite G. Supporting a Culture Where Teachers Are Leading Teachers. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7588

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

14. Koplimaa, Emil. Individualiserad matematikundervisning : en kvalitativ studie om lärares arbete med individualisering i förhållande till högpresterande elever.

Degree: Culture and Education, 2015, Södertörn University

  The purspose of this study is to investigate how teachers are working to individualize mathemathics education relative to high-performing students and how they define… (more)

Subjects/Keywords: Individualisering; Matematikundervisning; Högpresterande elever; Indivdualization; matchematics teaching; high-performing students

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APA (6th Edition):

Koplimaa, E. (2015). Individualiserad matematikundervisning : en kvalitativ studie om lärares arbete med individualisering i förhållande till högpresterande elever. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27587

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):

Koplimaa, Emil. “Individualiserad matematikundervisning : en kvalitativ studie om lärares arbete med individualisering i förhållande till högpresterande elever.” 2015. Thesis, Södertörn University. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27587.

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

MLA Handbook (7th Edition):

Koplimaa, Emil. “Individualiserad matematikundervisning : en kvalitativ studie om lärares arbete med individualisering i förhållande till högpresterande elever.” 2015. Web. 22 May 2019.

Vancouver:

Koplimaa E. Individualiserad matematikundervisning : en kvalitativ studie om lärares arbete med individualisering i förhållande till högpresterande elever. [Internet] [Thesis]. Södertörn University; 2015. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27587.

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

Council of Science Editors:

Koplimaa E. Individualiserad matematikundervisning : en kvalitativ studie om lärares arbete med individualisering i förhållande till högpresterande elever. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27587

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


University of Connecticut

15. Steffen-Allen, Faith. Increased Delta as a Compensatory Strategy During Working Memory in High-Performing Patients with Schizophrenia.

Degree: MS, Psychology, 2016, University of Connecticut

  Working memory (WM) impairment is a core cognitive deficit in schizophrenia and has been linked to dysfunction in the gamma, alpha, and theta bands.… (more)

Subjects/Keywords: Schizophrenia; electroencephalography; delta; compensation; high-performing; working memory

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

APA (6th Edition):

Steffen-Allen, F. (2016). Increased Delta as a Compensatory Strategy During Working Memory in High-Performing Patients with Schizophrenia. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/961

Chicago Manual of Style (16th Edition):

Steffen-Allen, Faith. “Increased Delta as a Compensatory Strategy During Working Memory in High-Performing Patients with Schizophrenia.” 2016. Masters Thesis, University of Connecticut. Accessed May 22, 2019. https://opencommons.uconn.edu/gs_theses/961.

MLA Handbook (7th Edition):

Steffen-Allen, Faith. “Increased Delta as a Compensatory Strategy During Working Memory in High-Performing Patients with Schizophrenia.” 2016. Web. 22 May 2019.

Vancouver:

Steffen-Allen F. Increased Delta as a Compensatory Strategy During Working Memory in High-Performing Patients with Schizophrenia. [Internet] [Masters thesis]. University of Connecticut; 2016. [cited 2019 May 22]. Available from: https://opencommons.uconn.edu/gs_theses/961.

Council of Science Editors:

Steffen-Allen F. Increased Delta as a Compensatory Strategy During Working Memory in High-Performing Patients with Schizophrenia. [Masters Thesis]. University of Connecticut; 2016. Available from: https://opencommons.uconn.edu/gs_theses/961


University of Southern California

16. Hobbs, Alysia Jocelyn. Resource allocation and educational adequacy: case studies of school-level resource use in southern California with budget reductions.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This study selected a purposeful sample of eight high performing southern California elementary schools which achieved API scores above 900 over a three year period.… (more)

Subjects/Keywords: school finance; budget reduction; high performing elementary school

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

APA (6th Edition):

Hobbs, A. J. (2010). Resource allocation and educational adequacy: case studies of school-level resource use in southern California with budget reductions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/297224/rec/5549

Chicago Manual of Style (16th Edition):

Hobbs, Alysia Jocelyn. “Resource allocation and educational adequacy: case studies of school-level resource use in southern California with budget reductions.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/297224/rec/5549.

MLA Handbook (7th Edition):

Hobbs, Alysia Jocelyn. “Resource allocation and educational adequacy: case studies of school-level resource use in southern California with budget reductions.” 2010. Web. 22 May 2019.

Vancouver:

Hobbs AJ. Resource allocation and educational adequacy: case studies of school-level resource use in southern California with budget reductions. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/297224/rec/5549.

Council of Science Editors:

Hobbs AJ. Resource allocation and educational adequacy: case studies of school-level resource use in southern California with budget reductions. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/297224/rec/5549


Loyola University Chicago

17. Fech, Scott David. A Study of the Leadership of High-Poverty, High-Performing Schools Through the Lens of Moral Leadership.

Degree: PhD, School of Education, 2009, Loyola University Chicago

  This study examines the leadership of principals who work in schools which have been identified as having a large student population living in poverty… (more)

Subjects/Keywords: High-Performing Schools; High-Poverty Schools; Leadership; Moral Leadersihp; Educational Administration and Supervision

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

APA (6th Edition):

Fech, S. D. (2009). A Study of the Leadership of High-Poverty, High-Performing Schools Through the Lens of Moral Leadership. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/108

Chicago Manual of Style (16th Edition):

Fech, Scott David. “A Study of the Leadership of High-Poverty, High-Performing Schools Through the Lens of Moral Leadership.” 2009. Doctoral Dissertation, Loyola University Chicago. Accessed May 22, 2019. https://ecommons.luc.edu/luc_diss/108.

MLA Handbook (7th Edition):

Fech, Scott David. “A Study of the Leadership of High-Poverty, High-Performing Schools Through the Lens of Moral Leadership.” 2009. Web. 22 May 2019.

Vancouver:

Fech SD. A Study of the Leadership of High-Poverty, High-Performing Schools Through the Lens of Moral Leadership. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2009. [cited 2019 May 22]. Available from: https://ecommons.luc.edu/luc_diss/108.

Council of Science Editors:

Fech SD. A Study of the Leadership of High-Poverty, High-Performing Schools Through the Lens of Moral Leadership. [Doctoral Dissertation]. Loyola University Chicago; 2009. Available from: https://ecommons.luc.edu/luc_diss/108


University of Houston

18. Macias, Linda 1960-. A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 A critical issue for school administrators is low-performing schools. The enactment of the No Child Left Behind Act in 2001 and the resulting emphasis on… (more)

Subjects/Keywords: Transformation; High-performing; Low-performing; Change; School improvement programs – Texas – Houston – Case studies; Educational leadership – Texas – Houston – Case studies

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APA (6th Edition):

Macias, L. 1. (2011). A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/443

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):

Macias, Linda 1960-. “A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL.” 2011. Thesis, University of Houston. Accessed May 22, 2019. http://hdl.handle.net/10657/443.

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

MLA Handbook (7th Edition):

Macias, Linda 1960-. “A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL.” 2011. Web. 22 May 2019.

Vancouver:

Macias L1. A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/10657/443.

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

Council of Science Editors:

Macias L1. A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/443

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


Karlstad University

19. Fridén, Sara. Lärande på lika villkor : En intervjustudie om individanpassad undervisning i ämnet svenska.

Degree: Faculty of Arts and Social Sciences (starting 2013), 2015, Karlstad University

  This study is a survey concerning learning on equal terms. The purpose of the survey is to get a look into how teachers of… (more)

Subjects/Keywords: individualized teaching; high-performing and low-performing students; motivation; interview based study; individanpassad undervisning; hög- och lågpresterande elever; motivation; intervjustudie

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

APA (6th Edition):

Fridén, S. (2015). Lärande på lika villkor : En intervjustudie om individanpassad undervisning i ämnet svenska. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36750

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):

Fridén, Sara. “Lärande på lika villkor : En intervjustudie om individanpassad undervisning i ämnet svenska.” 2015. Thesis, Karlstad University. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36750.

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

MLA Handbook (7th Edition):

Fridén, Sara. “Lärande på lika villkor : En intervjustudie om individanpassad undervisning i ämnet svenska.” 2015. Web. 22 May 2019.

Vancouver:

Fridén S. Lärande på lika villkor : En intervjustudie om individanpassad undervisning i ämnet svenska. [Internet] [Thesis]. Karlstad University; 2015. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36750.

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

Council of Science Editors:

Fridén S. Lärande på lika villkor : En intervjustudie om individanpassad undervisning i ämnet svenska. [Thesis]. Karlstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36750

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


University of Southern California

20. Walker, Bobby E. Effective leadership practices of principals of low socioeconomic status high schools consisting of predominantly African-American and Latino students showing sustained academic improvement.

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

 The purpose of this study was to identify and investigate the effective leadership strategies used by principals of low socioeconomic status high schools that have… (more)

Subjects/Keywords: annual yearly progress; AYP; college readiness; high performing schools; high school dropout; local educational agency; LEA; low-performing schools; program improvement; PI

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APA (6th Edition):

Walker, B. E. (2015). Effective leadership practices of principals of low socioeconomic status high schools consisting of predominantly African-American and Latino students showing sustained academic improvement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/522662/rec/2188

Chicago Manual of Style (16th Edition):

Walker, Bobby E. “Effective leadership practices of principals of low socioeconomic status high schools consisting of predominantly African-American and Latino students showing sustained academic improvement.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/522662/rec/2188.

MLA Handbook (7th Edition):

Walker, Bobby E. “Effective leadership practices of principals of low socioeconomic status high schools consisting of predominantly African-American and Latino students showing sustained academic improvement.” 2015. Web. 22 May 2019.

Vancouver:

Walker BE. Effective leadership practices of principals of low socioeconomic status high schools consisting of predominantly African-American and Latino students showing sustained academic improvement. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/522662/rec/2188.

Council of Science Editors:

Walker BE. Effective leadership practices of principals of low socioeconomic status high schools consisting of predominantly African-American and Latino students showing sustained academic improvement. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/522662/rec/2188


University of Houston

21. Nichols, Jennifer Chu. What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 The No Child Left Behind Act (NCLB) of 2001 has changed the accountability of student achievement in American public schools. Since the enactment, achievement has… (more)

Subjects/Keywords: High Achievers; Commended Performance; Performance Tracking; Longitudinal Trend; High Performance; Advanced students; Tracking; High Achievement; High-Performing Minorities; High Performance Gender; Advanced Levels; TAKS; leadership; school leaders; Professional leadership

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APA (6th Edition):

Nichols, J. C. (2013). What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1026

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):

Nichols, Jennifer Chu. “What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests.” 2013. Thesis, University of Houston. Accessed May 22, 2019. http://hdl.handle.net/10657/1026.

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

MLA Handbook (7th Edition):

Nichols, Jennifer Chu. “What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests.” 2013. Web. 22 May 2019.

Vancouver:

Nichols JC. What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/10657/1026.

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

Council of Science Editors:

Nichols JC. What School Leaders Need to Know About the Performance of High-Achieving Students on Standardized Tests. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1026

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


University of New Orleans

22. Dupuis, Phyllis A. Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2009, University of New Orleans

 Popular thought supports the notion that faculty expectations of technical college administrators appear to be linked to the success or failure of an institution at… (more)

Subjects/Keywords: Educational Administration; Faculty Expectations; Administrator Roles; High Performing Institutions; Technical Training; Community College

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

APA (6th Edition):

Dupuis, P. A. (2009). Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1099

Chicago Manual of Style (16th Edition):

Dupuis, Phyllis A. “Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments.” 2009. Doctoral Dissertation, University of New Orleans. Accessed May 22, 2019. https://scholarworks.uno.edu/td/1099.

MLA Handbook (7th Edition):

Dupuis, Phyllis A. “Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments.” 2009. Web. 22 May 2019.

Vancouver:

Dupuis PA. Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments. [Internet] [Doctoral dissertation]. University of New Orleans; 2009. [cited 2019 May 22]. Available from: https://scholarworks.uno.edu/td/1099.

Council of Science Editors:

Dupuis PA. Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments. [Doctoral Dissertation]. University of New Orleans; 2009. Available from: https://scholarworks.uno.edu/td/1099


University of California – Santa Cruz

23. Rossi, Paul Frederick. The Inheritable Theater: Transference of Information Between Managerial Generations in High-Turnover Theaters.

Degree: Theater Arts, 2015, University of California – Santa Cruz

 The managing of a theatrical company is as much an art as any performance or design, and yet one which receives the least attention. The… (more)

Subjects/Keywords: Theater; Management; Performing arts; High-Turnover; Inheritable Information; Management; Theater; Theatrical Management

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APA (6th Edition):

Rossi, P. F. (2015). The Inheritable Theater: Transference of Information Between Managerial Generations in High-Turnover Theaters. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/7fb769cj

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):

Rossi, Paul Frederick. “The Inheritable Theater: Transference of Information Between Managerial Generations in High-Turnover Theaters.” 2015. Thesis, University of California – Santa Cruz. Accessed May 22, 2019. http://www.escholarship.org/uc/item/7fb769cj.

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

MLA Handbook (7th Edition):

Rossi, Paul Frederick. “The Inheritable Theater: Transference of Information Between Managerial Generations in High-Turnover Theaters.” 2015. Web. 22 May 2019.

Vancouver:

Rossi PF. The Inheritable Theater: Transference of Information Between Managerial Generations in High-Turnover Theaters. [Internet] [Thesis]. University of California – Santa Cruz; 2015. [cited 2019 May 22]. Available from: http://www.escholarship.org/uc/item/7fb769cj.

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

Council of Science Editors:

Rossi PF. The Inheritable Theater: Transference of Information Between Managerial Generations in High-Turnover Theaters. [Thesis]. University of California – Santa Cruz; 2015. Available from: http://www.escholarship.org/uc/item/7fb769cj

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


University of Otago

24. Ozanne, Arlene L G. The determinants of total factor productivity: The high-performing Asian economies revisited .

Degree: 2011, University of Otago

 Despite the recognised importance of total factor productivity (TFP) in explaining the remarkable economic performance of the High-Performing Asian economies (HPAEs), the study of TFP… (more)

Subjects/Keywords: High-Performing Asian Economies; total factory productivity; panel data analysis; Economic growth

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APA (6th Edition):

Ozanne, A. L. G. (2011). The determinants of total factor productivity: The high-performing Asian economies revisited . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/1475

Chicago Manual of Style (16th Edition):

Ozanne, Arlene L G. “The determinants of total factor productivity: The high-performing Asian economies revisited .” 2011. Doctoral Dissertation, University of Otago. Accessed May 22, 2019. http://hdl.handle.net/10523/1475.

MLA Handbook (7th Edition):

Ozanne, Arlene L G. “The determinants of total factor productivity: The high-performing Asian economies revisited .” 2011. Web. 22 May 2019.

Vancouver:

Ozanne ALG. The determinants of total factor productivity: The high-performing Asian economies revisited . [Internet] [Doctoral dissertation]. University of Otago; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/10523/1475.

Council of Science Editors:

Ozanne ALG. The determinants of total factor productivity: The high-performing Asian economies revisited . [Doctoral Dissertation]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/1475


University of Central Florida

25. Backel, Michelle. The Influence Of High School Dramatic Arts Classes On Remedial Readers On The Florida Comprehensive Assessment Test.

Degree: 2010, University of Central Florida

 This is the age of accountability in public schools. The public wants to know that the schools are producing high achieving students who are ready… (more)

Subjects/Keywords: performing arts; dramatic arts; remedial readers; FCAT; high school; Education; Educational Leadership

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APA (6th Edition):

Backel, M. (2010). The Influence Of High School Dramatic Arts Classes On Remedial Readers On The Florida Comprehensive Assessment Test. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/4250

Chicago Manual of Style (16th Edition):

Backel, Michelle. “The Influence Of High School Dramatic Arts Classes On Remedial Readers On The Florida Comprehensive Assessment Test.” 2010. Doctoral Dissertation, University of Central Florida. Accessed May 22, 2019. http://stars.library.ucf.edu/etd/4250.

MLA Handbook (7th Edition):

Backel, Michelle. “The Influence Of High School Dramatic Arts Classes On Remedial Readers On The Florida Comprehensive Assessment Test.” 2010. Web. 22 May 2019.

Vancouver:

Backel M. The Influence Of High School Dramatic Arts Classes On Remedial Readers On The Florida Comprehensive Assessment Test. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2019 May 22]. Available from: http://stars.library.ucf.edu/etd/4250.

Council of Science Editors:

Backel M. The Influence Of High School Dramatic Arts Classes On Remedial Readers On The Florida Comprehensive Assessment Test. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: http://stars.library.ucf.edu/etd/4250


University of Texas – Austin

26. Miranda, Angie. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.

Degree: Educational Administration, 2011, University of Texas – Austin

 This study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups.… (more)

Subjects/Keywords: Elementary schools; Elementary education; School principals; School leadership; School administrators; High-performing schools; Urban schools

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APA (6th Edition):

Miranda, A. (2011). Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2915

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):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Thesis, University of Texas – Austin. Accessed May 22, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

MLA Handbook (7th Edition):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Web. 22 May 2019.

Vancouver:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

Council of Science Editors:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915

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


University of Southern California

27. Anderson, Sharon Adkins. Outperforming expectations: a case study of an urban high school.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 In an age of accountability, closing the achievement gap among urban and non-urban schools has become a priority for educators. In a globalizing economy, the… (more)

Subjects/Keywords: urban; high school; high performing; effective schools

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APA (6th Edition):

Anderson, S. A. (2008). Outperforming expectations: a case study of an urban high school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/50119/rec/4654

Chicago Manual of Style (16th Edition):

Anderson, Sharon Adkins. “Outperforming expectations: a case study of an urban high school.” 2008. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/50119/rec/4654.

MLA Handbook (7th Edition):

Anderson, Sharon Adkins. “Outperforming expectations: a case study of an urban high school.” 2008. Web. 22 May 2019.

Vancouver:

Anderson SA. Outperforming expectations: a case study of an urban high school. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/50119/rec/4654.

Council of Science Editors:

Anderson SA. Outperforming expectations: a case study of an urban high school. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/50119/rec/4654


University of Southern California

28. Cooke, Spring Edwards. School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty schools.

Degree: EdD, Education, 2008, University of Southern California

High-achieving, high-poverty urban schools with large concentrations of students of color implement school-wide systems and structures that support effective classroom instruction. Positive trends and patterns… (more)

Subjects/Keywords: high-performing; high-poverty; students of color; urban schools

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

APA (6th Edition):

Cooke, S. E. (2008). School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/55134/rec/5715

Chicago Manual of Style (16th Edition):

Cooke, Spring Edwards. “School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty schools.” 2008. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/55134/rec/5715.

MLA Handbook (7th Edition):

Cooke, Spring Edwards. “School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty schools.” 2008. Web. 22 May 2019.

Vancouver:

Cooke SE. School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty schools. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/55134/rec/5715.

Council of Science Editors:

Cooke SE. School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty schools. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/55134/rec/5715


University of Southern California

29. Vu, Stephania Loan. Effective factors of high performing urban high schools: a case study.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 There is much alarm over the condition of public schools in the United States. More and more students are dropping out of school, never earning… (more)

Subjects/Keywords: urban high schools; effective factors; high performing

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

APA (6th Edition):

Vu, S. L. (2008). Effective factors of high performing urban high schools: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/49669/rec/2184

Chicago Manual of Style (16th Edition):

Vu, Stephania Loan. “Effective factors of high performing urban high schools: a case study.” 2008. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/49669/rec/2184.

MLA Handbook (7th Edition):

Vu, Stephania Loan. “Effective factors of high performing urban high schools: a case study.” 2008. Web. 22 May 2019.

Vancouver:

Vu SL. Effective factors of high performing urban high schools: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/49669/rec/2184.

Council of Science Editors:

Vu SL. Effective factors of high performing urban high schools: a case study. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/49669/rec/2184


University of Southern California

30. Manista, Shannon R. A case study of what really matters: Examining educational leadership and student achievement.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Historically, urban schools underperform according to national averages and standards for proficiency, according to years of research. The relationship between leadership and student achievement may… (more)

Subjects/Keywords: educational leadership; teacher efficacy; collective efficacy; high poverty school; high performing school; student achievement; academic achievement

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

APA (6th Edition):

Manista, S. R. (2011). A case study of what really matters: Examining educational leadership and student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/463394/rec/85

Chicago Manual of Style (16th Edition):

Manista, Shannon R. “A case study of what really matters: Examining educational leadership and student achievement.” 2011. Doctoral Dissertation, University of Southern California. Accessed May 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/463394/rec/85.

MLA Handbook (7th Edition):

Manista, Shannon R. “A case study of what really matters: Examining educational leadership and student achievement.” 2011. Web. 22 May 2019.

Vancouver:

Manista SR. A case study of what really matters: Examining educational leadership and student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 May 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/463394/rec/85.

Council of Science Editors:

Manista SR. A case study of what really matters: Examining educational leadership and student achievement. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/463394/rec/85

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