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You searched for subject:(high poverty urban schools). Showing records 1 – 30 of 62843 total matches.

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University of Southern California

1. Jackson-Newman, Qiana L. School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools.

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

High poverty urban schools with a large population of students of color have traditionally been associated with low student achievement. However, research has shown that… (more)

Subjects/Keywords: education; urban schools; high poverty

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APA (6th Edition):

Jackson-Newman, Q. L. (2008). School-wide implementation of the elements of effective classroom instruction: 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/81615/rec/5716

Chicago Manual of Style (16th Edition):

Jackson-Newman, Qiana L. “School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/81615/rec/5716.

MLA Handbook (7th Edition):

Jackson-Newman, Qiana L. “School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools.” 2008. Web. 22 Jul 2019.

Vancouver:

Jackson-Newman QL. School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/81615/rec/5716.

Council of Science Editors:

Jackson-Newman QL. School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/81615/rec/5716


Boston College

2. Ryan, David. Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School.

Degree: EdD, Educational Leadership and Higher Education, 2018, Boston College

 It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) unified leadership framework summarized… (more)

Subjects/Keywords: building capacity; collaboration; high expectations; leadership; poverty; urban schools

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APA (6th Edition):

Ryan, D. (2018). Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107950

Chicago Manual of Style (16th Edition):

Ryan, David. “Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School.” 2018. Doctoral Dissertation, Boston College. Accessed July 22, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107950.

MLA Handbook (7th Edition):

Ryan, David. “Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School.” 2018. Web. 22 Jul 2019.

Vancouver:

Ryan D. Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 Jul 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107950.

Council of Science Editors:

Ryan D. Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107950


University of North Texas

3. Carson, Dayanna Vontresea. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.

Degree: 2017, University of North Texas

 The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due… (more)

Subjects/Keywords: African American Female Principals in High Poverty Urban Schools

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APA (6th Edition):

Carson, D. V. (2017). What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011826/

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):

Carson, Dayanna Vontresea. “What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.” 2017. Thesis, University of North Texas. Accessed July 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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

MLA Handbook (7th Edition):

Carson, Dayanna Vontresea. “What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.” 2017. Web. 22 Jul 2019.

Vancouver:

Carson DV. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jul 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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

Council of Science Editors:

Carson DV. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011826/

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


Georgia State University

4. Lewis, Andrea D. Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools.

Degree: PhD, Early Childhood Education, 2012, Georgia State University

  The intent of this study was to explore the perceptions of Black middle and upper class preservice teachers as they relate to teaching and… (more)

Subjects/Keywords: preservice teachers; Black teachers; social class; high poverty urban schools; teacher perceptions

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APA (6th Edition):

Lewis, A. D. (2012). Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/16

Chicago Manual of Style (16th Edition):

Lewis, Andrea D. “Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools.” 2012. Doctoral Dissertation, Georgia State University. Accessed July 22, 2019. https://scholarworks.gsu.edu/ece_diss/16.

MLA Handbook (7th Edition):

Lewis, Andrea D. “Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools.” 2012. Web. 22 Jul 2019.

Vancouver:

Lewis AD. Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2019 Jul 22]. Available from: https://scholarworks.gsu.edu/ece_diss/16.

Council of Science Editors:

Lewis AD. Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/ece_diss/16


University of Southern California

5. 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 (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 July 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 Jul 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 Jul 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


California State University – Sacramento

6. Keval, Fawzia. Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography.

Degree: 2012, California State University – Sacramento

 This analytic autoethnographic study highlights leadership practices of a principal in a high poverty school that has undergone transformation in the school culture over the… (more)

Subjects/Keywords: High poverty schools; School reform; Moral purpose

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APA (6th Edition):

Keval, F. (2012). Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1769

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):

Keval, Fawzia. “Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography.” 2012. Thesis, California State University – Sacramento. Accessed July 22, 2019. http://hdl.handle.net/10211.9/1769.

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

MLA Handbook (7th Edition):

Keval, Fawzia. “Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography.” 2012. Web. 22 Jul 2019.

Vancouver:

Keval F. Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography. [Internet] [Thesis]. California State University – Sacramento; 2012. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/10211.9/1769.

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

Council of Science Editors:

Keval F. Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography. [Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1769

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


University of Southern California

7. Harri, Vickie. The impact of leadership on student achievement in high poverty schools.

Degree: EdD, Education, 2011, University of Southern California

 The purpose of this single school case study was to examine the structures and systems in place at high poverty schools that contribute to high(more)

Subjects/Keywords: educational leadership; high poverty schools; student achievement

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APA (6th Edition):

Harri, V. (2011). The impact of leadership on student achievement in high poverty schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445387/rec/6811

Chicago Manual of Style (16th Edition):

Harri, Vickie. “The impact of leadership on student achievement in high poverty schools.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445387/rec/6811.

MLA Handbook (7th Edition):

Harri, Vickie. “The impact of leadership on student achievement in high poverty schools.” 2011. Web. 22 Jul 2019.

Vancouver:

Harri V. The impact of leadership on student achievement in high poverty schools. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445387/rec/6811.

Council of Science Editors:

Harri V. The impact of leadership on student achievement in high poverty schools. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445387/rec/6811


Georgia State University

8. Miller, Carla Bernard. Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions.

Degree: PhD, Early Childhood Education, 2016, Georgia State University

  The importance of teacher dispositions has quickly become commonplace in the preparation of teachers. Unlike other well-established domains of teacher education, like knowledge and… (more)

Subjects/Keywords: Teacher dispositions; High-needs schools; Urban schools

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APA (6th Edition):

Miller, C. B. (2016). Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/28

Chicago Manual of Style (16th Edition):

Miller, Carla Bernard. “Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions.” 2016. Doctoral Dissertation, Georgia State University. Accessed July 22, 2019. https://scholarworks.gsu.edu/ece_diss/28.

MLA Handbook (7th Edition):

Miller, Carla Bernard. “Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions.” 2016. Web. 22 Jul 2019.

Vancouver:

Miller CB. Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Jul 22]. Available from: https://scholarworks.gsu.edu/ece_diss/28.

Council of Science Editors:

Miller CB. Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/ece_diss/28


University of Texas – Austin

9. Simpson, Keeley Rene. The influence of the elimination of performance pay on teachers’ perceptions on retention and student performance at high-needs campuses.

Degree: Educational Leadership and Policy, 2018, University of Texas – Austin

 There is a need to identify how the elimination of a performance pay system influences effective teachers’ retention decisions at high-needs schools. Careful consideration should… (more)

Subjects/Keywords: Performance pay; Teacher performance pay; Teacher perceptions; Teacher retention; High-needs campuses; High-needs schools; Influence of performance pay; Retention decisions; Perceptions of student achievement; Urban middle schools; High-poverty student populations; High-minority student populations

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APA (6th Edition):

Simpson, K. R. (2018). The influence of the elimination of performance pay on teachers’ perceptions on retention and student performance at high-needs campuses. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65655

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):

Simpson, Keeley Rene. “The influence of the elimination of performance pay on teachers’ perceptions on retention and student performance at high-needs campuses.” 2018. Thesis, University of Texas – Austin. Accessed July 22, 2019. http://hdl.handle.net/2152/65655.

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

MLA Handbook (7th Edition):

Simpson, Keeley Rene. “The influence of the elimination of performance pay on teachers’ perceptions on retention and student performance at high-needs campuses.” 2018. Web. 22 Jul 2019.

Vancouver:

Simpson KR. The influence of the elimination of performance pay on teachers’ perceptions on retention and student performance at high-needs campuses. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2152/65655.

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

Council of Science Editors:

Simpson KR. The influence of the elimination of performance pay on teachers’ perceptions on retention and student performance at high-needs campuses. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65655

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


University of Florida

10. Daniel, Trent. Adequate Funding of Education Programs in Florida A Successful Schools Approach.

Degree: PhD, Educational Leadership - Human Development and Organizational Studies in Education, 2010, University of Florida

 ADEQUATE FUNDING OF EDUCATON PROGRAMS IN FLORIDA: A SUCCESSFUL SCHOOLS APPROACH To determine adequacy, researchers use four different approaches: Professional Judgment, Evidence-Based, Statistical Analysis, and… (more)

Subjects/Keywords: Education; Elementary schools; Finance; Free schools; Funding; High schools; Middle schools; Poverty; Schools; Vocational high schools; adequacy, discount, equity, fcat, fefp, florida, horizontal, mcloone, poverty, successful, vertical

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APA (6th Edition):

Daniel, T. (2010). Adequate Funding of Education Programs in Florida A Successful Schools Approach. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041992

Chicago Manual of Style (16th Edition):

Daniel, Trent. “Adequate Funding of Education Programs in Florida A Successful Schools Approach.” 2010. Doctoral Dissertation, University of Florida. Accessed July 22, 2019. http://ufdc.ufl.edu/UFE0041992.

MLA Handbook (7th Edition):

Daniel, Trent. “Adequate Funding of Education Programs in Florida A Successful Schools Approach.” 2010. Web. 22 Jul 2019.

Vancouver:

Daniel T. Adequate Funding of Education Programs in Florida A Successful Schools Approach. [Internet] [Doctoral dissertation]. University of Florida; 2010. [cited 2019 Jul 22]. Available from: http://ufdc.ufl.edu/UFE0041992.

Council of Science Editors:

Daniel T. Adequate Funding of Education Programs in Florida A Successful Schools Approach. [Doctoral Dissertation]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041992


Loyola University Chicago

11. 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 (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 July 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 Jul 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 Jul 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 Southern California

12. Riley, Aissa Yvette. Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban schools.

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

 The history of the United States has been fraught with social injustices, whether intentional or ingrained into societal ways of life that have negatively impacted… (more)

Subjects/Keywords: high poverty; students of color; urban schools; systems and structures; education

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APA (6th Edition):

Riley, A. Y. (2008). Implementation of the elements of effective classroom instruction: 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/115404/rec/3388

Chicago Manual of Style (16th Edition):

Riley, Aissa Yvette. “Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban schools.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/115404/rec/3388.

MLA Handbook (7th Edition):

Riley, Aissa Yvette. “Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban schools.” 2008. Web. 22 Jul 2019.

Vancouver:

Riley AY. Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban schools. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/115404/rec/3388.

Council of Science Editors:

Riley AY. Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban schools. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/115404/rec/3388


University of Southern California

13. Croatt, Dana R. A case study: school-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high poverty urban schools.

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

 Historically students of color living in poverty have been provided substandard educational opportunities. Still today, many schools in urban settings with large concentrations of students… (more)

Subjects/Keywords: instruction; high poverty schools

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

APA (6th Edition):

Croatt, D. R. (2008). A case study: school-wide implementation of the elements of effective classroom instruction: 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/74216/rec/95

Chicago Manual of Style (16th Edition):

Croatt, Dana R. “A case study: school-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high poverty urban schools.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/74216/rec/95.

MLA Handbook (7th Edition):

Croatt, Dana R. “A case study: school-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high poverty urban schools.” 2008. Web. 22 Jul 2019.

Vancouver:

Croatt DR. A case study: school-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high poverty urban schools. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/74216/rec/95.

Council of Science Editors:

Croatt DR. A case study: school-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high poverty urban schools. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/74216/rec/95


East Tennessee State University

14. Marston, Tracy. Factors That Contribute to Teacher Retention in High-Poverty Middle Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  Much research has been conducted on what can be done to retain teachers in education. This study is an examination of what keeps teachers… (more)

Subjects/Keywords: Teacher Retention; High Poverty Schools; Teacher Turnover; Educational Leadership

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APA (6th Edition):

Marston, T. (2014). Factors That Contribute to Teacher Retention in High-Poverty Middle Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2374

Chicago Manual of Style (16th Edition):

Marston, Tracy. “Factors That Contribute to Teacher Retention in High-Poverty Middle Schools.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed July 22, 2019. https://dc.etsu.edu/etd/2374.

MLA Handbook (7th Edition):

Marston, Tracy. “Factors That Contribute to Teacher Retention in High-Poverty Middle Schools.” 2014. Web. 22 Jul 2019.

Vancouver:

Marston T. Factors That Contribute to Teacher Retention in High-Poverty Middle Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Jul 22]. Available from: https://dc.etsu.edu/etd/2374.

Council of Science Editors:

Marston T. Factors That Contribute to Teacher Retention in High-Poverty Middle Schools. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2374


University of Houston

15. Crear, Cecilia. Leadership Characteristics in High Performing High Poverty Secondary Schools.

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

Urban secondary school leaders not only have the pressures of accountability, growth, and mobility, but they also face a myriad of additional issues including poverty,… (more)

Subjects/Keywords: Secondary Leadership in High Poverty Schools; Professional leadership

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APA (6th Edition):

Crear, C. (2013). Leadership Characteristics in High Performing High Poverty Secondary Schools. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/962

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):

Crear, Cecilia. “Leadership Characteristics in High Performing High Poverty Secondary Schools.” 2013. Thesis, University of Houston. Accessed July 22, 2019. http://hdl.handle.net/10657/962.

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

MLA Handbook (7th Edition):

Crear, Cecilia. “Leadership Characteristics in High Performing High Poverty Secondary Schools.” 2013. Web. 22 Jul 2019.

Vancouver:

Crear C. Leadership Characteristics in High Performing High Poverty Secondary Schools. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/10657/962.

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

Council of Science Editors:

Crear C. Leadership Characteristics in High Performing High Poverty Secondary Schools. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/962

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

16. Kelly, Nicholas. Leading schools impacted by poverty: case studies from three Winnipeg schools.

Degree: Educational Administration, Foundations and Psychology, 2015, University of Manitoba

 This study examined the perceptions of three inner city principals on how poverty impacts the school experience and success for children attending high poverty schools(more)

Subjects/Keywords: Poverty; Leadership; Community Schools; High Poverty Schools

…Things can change for children living in poverty and attending high poverty schools. Not only… …importance of leadership in high poverty schools: LEADING SCHOOLS IMPACTED BY POVERTY 18 1. How… …attending high poverty schools. For this research study, the case, was principalship perceptions… …of inner city schooling in high poverty schools. There was very little comparison done… …available to members of a society” (p. 11). High Poverty Schools: With respect to the… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Kelly, N. (2015). Leading schools impacted by poverty: case studies from three Winnipeg schools. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/30378

Chicago Manual of Style (16th Edition):

Kelly, Nicholas. “Leading schools impacted by poverty: case studies from three Winnipeg schools.” 2015. Masters Thesis, University of Manitoba. Accessed July 22, 2019. http://hdl.handle.net/1993/30378.

MLA Handbook (7th Edition):

Kelly, Nicholas. “Leading schools impacted by poverty: case studies from three Winnipeg schools.” 2015. Web. 22 Jul 2019.

Vancouver:

Kelly N. Leading schools impacted by poverty: case studies from three Winnipeg schools. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/1993/30378.

Council of Science Editors:

Kelly N. Leading schools impacted by poverty: case studies from three Winnipeg schools. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/30378

17. 島崎, 貴治. Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究.

Degree: 博士(医学), 2015, Nagasaki University / 長崎大学

 OBJECTIVE: To determine the mortality rate and risk factors for in-hospital death among hospitalised human immunodeficiency virus (HIV) negative tuberculosis (TB) patients in poor urban(more)

Subjects/Keywords: high-burden country; in-hospital death; urban poverty

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APA (6th Edition):

島崎, . (2015). Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究. (Thesis). Nagasaki University / 長崎大学. Retrieved from http://hdl.handle.net/10069/36104

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):

島崎, 貴治. “Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究.” 2015. Thesis, Nagasaki University / 長崎大学. Accessed July 22, 2019. http://hdl.handle.net/10069/36104.

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

MLA Handbook (7th Edition):

島崎, 貴治. “Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究.” 2015. Web. 22 Jul 2019.

Vancouver:

島崎 . Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究. [Internet] [Thesis]. Nagasaki University / 長崎大学; 2015. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/10069/36104.

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

Council of Science Editors:

島崎 . Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究. [Thesis]. Nagasaki University / 長崎大学; 2015. Available from: http://hdl.handle.net/10069/36104

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


University of Texas – Austin

18. 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 July 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 Jul 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 Jul 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


Boston College

19. Fitzgerald, Robert P. An urban high school's mentoring program for Latino students.

Degree: EdD, Educational Administration, 2009, Boston College

 The primary goals of this qualitative case study were to analyze and evaluate the perceived benefits of a mentoring program on Latino mentees, mentors and… (more)

Subjects/Keywords: Latino high school students; Mentoring programs; Urban high schools

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APA (6th Edition):

Fitzgerald, R. P. (2009). An urban high school's mentoring program for Latino students. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107660

Chicago Manual of Style (16th Edition):

Fitzgerald, Robert P. “An urban high school's mentoring program for Latino students.” 2009. Doctoral Dissertation, Boston College. Accessed July 22, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107660.

MLA Handbook (7th Edition):

Fitzgerald, Robert P. “An urban high school's mentoring program for Latino students.” 2009. Web. 22 Jul 2019.

Vancouver:

Fitzgerald RP. An urban high school's mentoring program for Latino students. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Jul 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107660.

Council of Science Editors:

Fitzgerald RP. An urban high school's mentoring program for Latino students. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107660


University of Southern California

20. Neal, Deborah Maryland. Organizational structures and systems in high-performing, high-poverty urban schools: the construct of race and teacher expectations as mediating factors in student achievement.

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

 This qualitative study focused on school organizational structures and systems in high-performing high-poverty urban schools with large concentrations of students of color. The focal group… (more)

Subjects/Keywords: high-performing; high-poverty urban schools; school structures and systems; race and student achievement; teacher expectations and student achievement; educational psychology

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APA (6th Edition):

Neal, D. M. (2008). Organizational structures and systems in high-performing, high-poverty urban schools: the construct of race and teacher expectations as mediating factors in student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/76892/rec/4634

Chicago Manual of Style (16th Edition):

Neal, Deborah Maryland. “Organizational structures and systems in high-performing, high-poverty urban schools: the construct of race and teacher expectations as mediating factors in student achievement.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/76892/rec/4634.

MLA Handbook (7th Edition):

Neal, Deborah Maryland. “Organizational structures and systems in high-performing, high-poverty urban schools: the construct of race and teacher expectations as mediating factors in student achievement.” 2008. Web. 22 Jul 2019.

Vancouver:

Neal DM. Organizational structures and systems in high-performing, high-poverty urban schools: the construct of race and teacher expectations as mediating factors in student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/76892/rec/4634.

Council of Science Editors:

Neal DM. Organizational structures and systems in high-performing, high-poverty urban schools: the construct of race and teacher expectations as mediating factors in student achievement. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/76892/rec/4634


University of Florida

21. Duggins, Shaunte Shamar. Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2015, University of Florida

 Many children fail to develop as proficient readers. Students reading profiles are influenced by factors including oral language, vocabulary, and inferential abilities. Reading aloud an… (more)

Subjects/Keywords: Classrooms; Discourse; Language teachers; Learning; Literacy; Observational research; Poverty; Schools; Students; Teachers; books  – high-poverty  – informational  – observational  – read-alouds

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

APA (6th Edition):

Duggins, S. S. (2015). Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049184

Chicago Manual of Style (16th Edition):

Duggins, Shaunte Shamar. “Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools.” 2015. Doctoral Dissertation, University of Florida. Accessed July 22, 2019. http://ufdc.ufl.edu/UFE0049184.

MLA Handbook (7th Edition):

Duggins, Shaunte Shamar. “Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools.” 2015. Web. 22 Jul 2019.

Vancouver:

Duggins SS. Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Jul 22]. Available from: http://ufdc.ufl.edu/UFE0049184.

Council of Science Editors:

Duggins SS. Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049184


University of Florida

22. Capriola, Patrick. The Participation of Dropout Prevention Students in Career and Technical Education Programs.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2014, University of Florida

 This study investigated the availability of and participation in CTE programs by DOP students, based on poverty concentration in the community. The researcher sought to… (more)

Subjects/Keywords: At risk students; Educational research; High school students; High schools; Poverty; School dropouts; Schools; Students; Vocational education; Vocational high schools; at-risk  – cte  – dop  – dropout  – prevention

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APA (6th Edition):

Capriola, P. (2014). The Participation of Dropout Prevention Students in Career and Technical Education Programs. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046457

Chicago Manual of Style (16th Edition):

Capriola, Patrick. “The Participation of Dropout Prevention Students in Career and Technical Education Programs.” 2014. Doctoral Dissertation, University of Florida. Accessed July 22, 2019. http://ufdc.ufl.edu/UFE0046457.

MLA Handbook (7th Edition):

Capriola, Patrick. “The Participation of Dropout Prevention Students in Career and Technical Education Programs.” 2014. Web. 22 Jul 2019.

Vancouver:

Capriola P. The Participation of Dropout Prevention Students in Career and Technical Education Programs. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Jul 22]. Available from: http://ufdc.ufl.edu/UFE0046457.

Council of Science Editors:

Capriola P. The Participation of Dropout Prevention Students in Career and Technical Education Programs. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046457


Addis Ababa University

23. ERMIAS, HABTE. FEATURES OF URBAN POVERTY: THE CASE OF WOREDA 11,ADDIS ABABA .

Degree: 2012, Addis Ababa University

Poverty has been regarded as a typical feature of most households in Ethiopia. But the poor constitute significant differences among themselves as poverty itself is… (more)

Subjects/Keywords: URBAN POVERTY; poverty reduction

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APA (6th Edition):

ERMIAS, H. (2012). FEATURES OF URBAN POVERTY: THE CASE OF WOREDA 11,ADDIS ABABA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1873

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):

ERMIAS, HABTE. “FEATURES OF URBAN POVERTY: THE CASE OF WOREDA 11,ADDIS ABABA .” 2012. Thesis, Addis Ababa University. Accessed July 22, 2019. http://etd.aau.edu.et/dspace/handle/123456789/1873.

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

MLA Handbook (7th Edition):

ERMIAS, HABTE. “FEATURES OF URBAN POVERTY: THE CASE OF WOREDA 11,ADDIS ABABA .” 2012. Web. 22 Jul 2019.

Vancouver:

ERMIAS H. FEATURES OF URBAN POVERTY: THE CASE OF WOREDA 11,ADDIS ABABA . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Jul 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1873.

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

Council of Science Editors:

ERMIAS H. FEATURES OF URBAN POVERTY: THE CASE OF WOREDA 11,ADDIS ABABA . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1873

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


University of South Florida

24. Grayes, Rick. Redefining Supports and Resources for Students and Families in High Poverty Schools.

Degree: 2018, University of South Florida

 This capstone project was part of a team project completed by two school principals in Hillsborough County, Florida. The project began because of our passion… (more)

Subjects/Keywords: health and student learning; high poverty schools; School-based health centers; Other Education

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APA (6th Edition):

Grayes, R. (2018). Redefining Supports and Resources for Students and Families in High Poverty Schools. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7511

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):

Grayes, Rick. “Redefining Supports and Resources for Students and Families in High Poverty Schools.” 2018. Thesis, University of South Florida. Accessed July 22, 2019. https://scholarcommons.usf.edu/etd/7511.

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

MLA Handbook (7th Edition):

Grayes, Rick. “Redefining Supports and Resources for Students and Families in High Poverty Schools.” 2018. Web. 22 Jul 2019.

Vancouver:

Grayes R. Redefining Supports and Resources for Students and Families in High Poverty Schools. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Jul 22]. Available from: https://scholarcommons.usf.edu/etd/7511.

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

Council of Science Editors:

Grayes R. Redefining Supports and Resources for Students and Families in High Poverty Schools. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7511

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


Brigham Young University

25. Lund, Brittany Nicole. Teacher Experiences in Highly Impacted Schools That Produce Happiness.

Degree: MA, 2018, Brigham Young University

 Teachers represent a large percentage of the workforce in the United States, yet there is a high demand for teachers every year due to a… (more)

Subjects/Keywords: teacher happiness; high poverty schools; Appreciative Inquiry; story cycles; Teacher Education and Professional Development

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APA (6th Edition):

Lund, B. N. (2018). Teacher Experiences in Highly Impacted Schools That Produce Happiness. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7773&context=etd

Chicago Manual of Style (16th Edition):

Lund, Brittany Nicole. “Teacher Experiences in Highly Impacted Schools That Produce Happiness.” 2018. Masters Thesis, Brigham Young University. Accessed July 22, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7773&context=etd.

MLA Handbook (7th Edition):

Lund, Brittany Nicole. “Teacher Experiences in Highly Impacted Schools That Produce Happiness.” 2018. Web. 22 Jul 2019.

Vancouver:

Lund BN. Teacher Experiences in Highly Impacted Schools That Produce Happiness. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2019 Jul 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7773&context=etd.

Council of Science Editors:

Lund BN. Teacher Experiences in Highly Impacted Schools That Produce Happiness. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7773&context=etd


University of Kansas

26. Northup, Kelly Michelle. Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District.

Degree: EdD, Educational Leadership and Policy Studies, 2018, University of Kansas

 Teacher migration studies show that teachers frequently transfer out of schools serving poorer, lower achieving, more diverse student populations leading some researchers to believe that… (more)

Subjects/Keywords: Education; High Poverty Schools; Retain Teachers; Suburban School District; Teacher Migration; Teacher Turnover; Title 1

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APA (6th Edition):

Northup, K. M. (2018). Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/28028

Chicago Manual of Style (16th Edition):

Northup, Kelly Michelle. “Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District.” 2018. Doctoral Dissertation, University of Kansas. Accessed July 22, 2019. http://hdl.handle.net/1808/28028.

MLA Handbook (7th Edition):

Northup, Kelly Michelle. “Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District.” 2018. Web. 22 Jul 2019.

Vancouver:

Northup KM. Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/1808/28028.

Council of Science Editors:

Northup KM. Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/28028


University of Arizona

27. Freitas, Halley H. Eisner. Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona .

Degree: 2012, University of Arizona

 This dissertation contributes to the educational literature by providing new research on the achievement gap in the Southwest. For this study, a sequential mixed-methods approach… (more)

Subjects/Keywords: high poverty; middle schools; minority; mixed methods; Educational Psychology; achievement gap; ethnography

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APA (6th Edition):

Freitas, H. H. E. (2012). Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228133

Chicago Manual of Style (16th Edition):

Freitas, Halley H Eisner. “Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona .” 2012. Doctoral Dissertation, University of Arizona. Accessed July 22, 2019. http://hdl.handle.net/10150/228133.

MLA Handbook (7th Edition):

Freitas, Halley H Eisner. “Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona .” 2012. Web. 22 Jul 2019.

Vancouver:

Freitas HHE. Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/10150/228133.

Council of Science Editors:

Freitas HHE. Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228133


University of Southern California

28. Hamdan, Kamal. Urban mathematics teacher retention.

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

 Mathematics teachers are both more difficult to attract and more difficult to retain than social sciences teachers. This fact is not unique to the United… (more)

Subjects/Keywords: teacher retention; mathematics teachers; hard-to-staff schools; high-need urban schools; retention factors

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APA (6th Edition):

Hamdan, K. (2010). Urban mathematics teacher retention. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708

Chicago Manual of Style (16th Edition):

Hamdan, Kamal. “Urban mathematics teacher retention.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708.

MLA Handbook (7th Edition):

Hamdan, Kamal. “Urban mathematics teacher retention.” 2010. Web. 22 Jul 2019.

Vancouver:

Hamdan K. Urban mathematics teacher retention. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708.

Council of Science Editors:

Hamdan K. Urban mathematics teacher retention. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708


University of Florida

29. Alford, Trevelyn. High School Counselors and Career Specialists' Perceptions of School Practices that Involve Parents in Students' Career Planning.

Degree: PhD, School Counseling and Guidance - Counselor Education, 2009, University of Florida

HIGH SCHOOL COUNSELORS AND CAREER SPECIALISTS PERCEPTIONS OF SCHOOL PRACTICES THAT INVOLVE PARENTS IN STUDENTS CAREER PLANNING Research has demonstrated the importance of parental involvement… (more)

Subjects/Keywords: Adolescents; Career counseling; High school students; High schools; Parents; School counselors; Schools; Students; Suburban schools; Urban schools; career, counseling, counselors, development, high, involvement, parent, planning, school

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

APA (6th Edition):

Alford, T. (2009). High School Counselors and Career Specialists' Perceptions of School Practices that Involve Parents in Students' Career Planning. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024338

Chicago Manual of Style (16th Edition):

Alford, Trevelyn. “High School Counselors and Career Specialists' Perceptions of School Practices that Involve Parents in Students' Career Planning.” 2009. Doctoral Dissertation, University of Florida. Accessed July 22, 2019. http://ufdc.ufl.edu/UFE0024338.

MLA Handbook (7th Edition):

Alford, Trevelyn. “High School Counselors and Career Specialists' Perceptions of School Practices that Involve Parents in Students' Career Planning.” 2009. Web. 22 Jul 2019.

Vancouver:

Alford T. High School Counselors and Career Specialists' Perceptions of School Practices that Involve Parents in Students' Career Planning. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Jul 22]. Available from: http://ufdc.ufl.edu/UFE0024338.

Council of Science Editors:

Alford T. High School Counselors and Career Specialists' Perceptions of School Practices that Involve Parents in Students' Career Planning. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024338


Texas A&M University

30. Huggins, Kristin Shawn. Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools.

Degree: 2011, Texas A&M University

 Due to the urgency of not losing more urban high school students to academic failure and dropping out, the most promising reform efforts must be… (more)

Subjects/Keywords: professional learning communities; leadership; school reform; urban high schools

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

APA (6th Edition):

Huggins, K. S. (2011). Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8391

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):

Huggins, Kristin Shawn. “Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools.” 2011. Thesis, Texas A&M University. Accessed July 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8391.

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

MLA Handbook (7th Edition):

Huggins, Kristin Shawn. “Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools.” 2011. Web. 22 Jul 2019.

Vancouver:

Huggins KS. Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8391.

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

Council of Science Editors:

Huggins KS. Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8391

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

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