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You searched for subject:(intermediate school). Showing records 1 – 30 of 480 total matches.

[1] [2] [3] [4] [5] … [16]

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University of Otago

1. Brown, Kim Shae. Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence .

Degree: 2013, University of Otago

 Many schools define their educational vision in terms of excellence in achievement for all. This research presents a picture of how one school engages with… (more)

Subjects/Keywords: achievement; discourse; excellence; identities; intermediate school

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APA (6th Edition):

Brown, K. S. (2013). Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/4440

Chicago Manual of Style (16th Edition):

Brown, Kim Shae. “Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence .” 2013. Masters Thesis, University of Otago. Accessed August 23, 2019. http://hdl.handle.net/10523/4440.

MLA Handbook (7th Edition):

Brown, Kim Shae. “Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence .” 2013. Web. 23 Aug 2019.

Vancouver:

Brown KS. Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence . [Internet] [Masters thesis]. University of Otago; 2013. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10523/4440.

Council of Science Editors:

Brown KS. Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence . [Masters Thesis]. University of Otago; 2013. Available from: http://hdl.handle.net/10523/4440


University of Southern California

2. Tate, Dana Jo. Promising practices of anti-bullying: safe and supportive environments for all students.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Bullying is a serious social problem facing school‐aged youth to date. While bullying is generally considered an issue facing the entire student body, research suggests… (more)

Subjects/Keywords: bullying; education; intermediate school; anti‐bullying

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APA (6th Edition):

Tate, D. J. (2014). Promising practices of anti-bullying: safe and supportive environments for all students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271

Chicago Manual of Style (16th Edition):

Tate, Dana Jo. “Promising practices of anti-bullying: safe and supportive environments for all students.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271.

MLA Handbook (7th Edition):

Tate, Dana Jo. “Promising practices of anti-bullying: safe and supportive environments for all students.” 2014. Web. 23 Aug 2019.

Vancouver:

Tate DJ. Promising practices of anti-bullying: safe and supportive environments for all students. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Aug 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271.

Council of Science Editors:

Tate DJ. Promising practices of anti-bullying: safe and supportive environments for all students. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271


Massey University

3. Prasad, Vibha V. Students and sports : the association between participation in sports and academic achievement.

Degree: Master of Educational Psychology, 2012, Massey University

 Previous studies have found that participation in sports is positively associated with academic achievement for students. Due to the lack of studies in the New… (more)

Subjects/Keywords: School sports; Middle school athletes; School children; Academic achievement; Intermediate school pupils; New Zealand

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APA (6th Edition):

Prasad, V. V. (2012). Students and sports : the association between participation in sports and academic achievement. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3352

Chicago Manual of Style (16th Edition):

Prasad, Vibha V. “Students and sports : the association between participation in sports and academic achievement.” 2012. Masters Thesis, Massey University. Accessed August 23, 2019. http://hdl.handle.net/10179/3352.

MLA Handbook (7th Edition):

Prasad, Vibha V. “Students and sports : the association between participation in sports and academic achievement.” 2012. Web. 23 Aug 2019.

Vancouver:

Prasad VV. Students and sports : the association between participation in sports and academic achievement. [Internet] [Masters thesis]. Massey University; 2012. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10179/3352.

Council of Science Editors:

Prasad VV. Students and sports : the association between participation in sports and academic achievement. [Masters Thesis]. Massey University; 2012. Available from: http://hdl.handle.net/10179/3352

4. Mercer, Lisa Skaggs. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 Education for adolescents in middle-level schools is a topic of great interest for many educators. Reaching a consensus on what constitutes an effective education for… (more)

Subjects/Keywords: junior high school; intermediate school; middle school; middle-level education; good middle school; grade configurations

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APA (6th Edition):

Mercer, L. S. (2015). Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64293

Chicago Manual of Style (16th Edition):

Mercer, Lisa Skaggs. “Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.” 2015. Doctoral Dissertation, Virginia Tech. Accessed August 23, 2019. http://hdl.handle.net/10919/64293.

MLA Handbook (7th Edition):

Mercer, Lisa Skaggs. “Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.” 2015. Web. 23 Aug 2019.

Vancouver:

Mercer LS. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10919/64293.

Council of Science Editors:

Mercer LS. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64293


University of Otago

5. Stigter, Julie Rose. New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration .

Degree: 2013, University of Otago

 This thesis explored the beliefs and understandings of a group of teachers in New Zealand (NZ) across the levels of compulsory schooling, regarding the use… (more)

Subjects/Keywords: New Zealand; ICT; education; cross-curricular integration; TPACK; primary school; intermediate school; secondary school; teachers

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APA (6th Edition):

Stigter, J. R. (2013). New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/3941

Chicago Manual of Style (16th Edition):

Stigter, Julie Rose. “New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration .” 2013. Doctoral Dissertation, University of Otago. Accessed August 23, 2019. http://hdl.handle.net/10523/3941.

MLA Handbook (7th Edition):

Stigter, Julie Rose. “New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration .” 2013. Web. 23 Aug 2019.

Vancouver:

Stigter JR. New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration . [Internet] [Doctoral dissertation]. University of Otago; 2013. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10523/3941.

Council of Science Editors:

Stigter JR. New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration . [Doctoral Dissertation]. University of Otago; 2013. Available from: http://hdl.handle.net/10523/3941


California State University – Sacramento

6. Sterling, Doris Lavona. Increasing academic achievment through looping.

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

 Looping is the practice of a teacher staying with the same group of students for two or more years. This thesis examines the effect looping… (more)

Subjects/Keywords: Multi-year; School reform model; Intermediate grades; Increased standardized test scores

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APA (6th Edition):

Sterling, D. L. (2011). Increasing academic achievment through looping. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1163

Chicago Manual of Style (16th Edition):

Sterling, Doris Lavona. “Increasing academic achievment through looping.” 2011. Masters Thesis, California State University – Sacramento. Accessed August 23, 2019. http://hdl.handle.net/10211.9/1163.

MLA Handbook (7th Edition):

Sterling, Doris Lavona. “Increasing academic achievment through looping.” 2011. Web. 23 Aug 2019.

Vancouver:

Sterling DL. Increasing academic achievment through looping. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10211.9/1163.

Council of Science Editors:

Sterling DL. Increasing academic achievment through looping. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1163


University of Waikato

7. Gilroy, Kirsty. Bridging the transition from Year 6 to Year 7: A New Zealand context .

Degree: 2018, University of Waikato

 The purpose of this study was to investigate the processes in place for vulnerable students when transitioning from Year 6 at primary school, to Year… (more)

Subjects/Keywords: transition; intermediate; middle school; vulnerable learners; at risk

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APA (6th Edition):

Gilroy, K. (2018). Bridging the transition from Year 6 to Year 7: A New Zealand context . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/12201

Chicago Manual of Style (16th Edition):

Gilroy, Kirsty. “Bridging the transition from Year 6 to Year 7: A New Zealand context .” 2018. Masters Thesis, University of Waikato. Accessed August 23, 2019. http://hdl.handle.net/10289/12201.

MLA Handbook (7th Edition):

Gilroy, Kirsty. “Bridging the transition from Year 6 to Year 7: A New Zealand context .” 2018. Web. 23 Aug 2019.

Vancouver:

Gilroy K. Bridging the transition from Year 6 to Year 7: A New Zealand context . [Internet] [Masters thesis]. University of Waikato; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10289/12201.

Council of Science Editors:

Gilroy K. Bridging the transition from Year 6 to Year 7: A New Zealand context . [Masters Thesis]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/12201


College of William and Mary

8. Byrd, Stenette, III. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.

Degree: Doctor of Education (EdD), Education, 2011, College of William and Mary

 This study sought to build on existing research in the areas of student extracurricular activity participation, school identification, and improvement of student achievement. The purpose… (more)

Subjects/Keywords: Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Byrd, Stenette, I. (2011). Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618632

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):

Byrd, Stenette, III. “Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.” 2011. Thesis, College of William and Mary. Accessed August 23, 2019. https://scholarworks.wm.edu/etd/1539618632.

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

MLA Handbook (7th Edition):

Byrd, Stenette, III. “Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.” 2011. Web. 23 Aug 2019.

Vancouver:

Byrd, Stenette I. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2019 Aug 23]. Available from: https://scholarworks.wm.edu/etd/1539618632.

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

Council of Science Editors:

Byrd, Stenette I. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618632

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


University of Central Florida

9. Buxton, Ashley. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.

Degree: 2018, University of Central Florida

  The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in… (more)

Subjects/Keywords: Curriculum and Instruction; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Buxton, A. (2018). The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5968

Chicago Manual of Style (16th Edition):

Buxton, Ashley. “The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.” 2018. Doctoral Dissertation, University of Central Florida. Accessed August 23, 2019. https://stars.library.ucf.edu/etd/5968.

MLA Handbook (7th Edition):

Buxton, Ashley. “The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.” 2018. Web. 23 Aug 2019.

Vancouver:

Buxton A. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2019 Aug 23]. Available from: https://stars.library.ucf.edu/etd/5968.

Council of Science Editors:

Buxton A. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/5968


Eastern Illinois University

10. Hunt, Leslie. Social Anxiety and Fear of Evaluation in Middle Schoolers.

Degree: MA, Psychology, 2019, Eastern Illinois University

  Social anxiety can have a significant effect on adults and adolescents alike, causing significant distress and impairment. Fear of negative evaluation has been found… (more)

Subjects/Keywords: Junior High, Intermediate, Middle School Education and Teaching; Psychology

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APA (6th Edition):

Hunt, L. (2019). Social Anxiety and Fear of Evaluation in Middle Schoolers. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4455

Chicago Manual of Style (16th Edition):

Hunt, Leslie. “Social Anxiety and Fear of Evaluation in Middle Schoolers.” 2019. Masters Thesis, Eastern Illinois University. Accessed August 23, 2019. https://thekeep.eiu.edu/theses/4455.

MLA Handbook (7th Edition):

Hunt, Leslie. “Social Anxiety and Fear of Evaluation in Middle Schoolers.” 2019. Web. 23 Aug 2019.

Vancouver:

Hunt L. Social Anxiety and Fear of Evaluation in Middle Schoolers. [Internet] [Masters thesis]. Eastern Illinois University; 2019. [cited 2019 Aug 23]. Available from: https://thekeep.eiu.edu/theses/4455.

Council of Science Editors:

Hunt L. Social Anxiety and Fear of Evaluation in Middle Schoolers. [Masters Thesis]. Eastern Illinois University; 2019. Available from: https://thekeep.eiu.edu/theses/4455


University of Exeter

11. Alnosiaan, A. Socio-cultural factors influencing the use of ICT in intermediate schools in Saudi Arabia.

Degree: PhD, 2019, University of Exeter

 Culture has been widely reported as a major factor affecting teachers' use of information and communication technology (ICT). However, culture cannot be analysed at a… (more)

Subjects/Keywords: Socio-cultural factors; use of ICT; intermediate school; Saudi Arabia

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APA (6th Edition):

Alnosiaan, A. (2019). Socio-cultural factors influencing the use of ICT in intermediate schools in Saudi Arabia. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/37449

Chicago Manual of Style (16th Edition):

Alnosiaan, A. “Socio-cultural factors influencing the use of ICT in intermediate schools in Saudi Arabia.” 2019. Doctoral Dissertation, University of Exeter. Accessed August 23, 2019. http://hdl.handle.net/10871/37449.

MLA Handbook (7th Edition):

Alnosiaan, A. “Socio-cultural factors influencing the use of ICT in intermediate schools in Saudi Arabia.” 2019. Web. 23 Aug 2019.

Vancouver:

Alnosiaan A. Socio-cultural factors influencing the use of ICT in intermediate schools in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10871/37449.

Council of Science Editors:

Alnosiaan A. Socio-cultural factors influencing the use of ICT in intermediate schools in Saudi Arabia. [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/37449


Eastern Illinois University

12. Beaudoin, Melissa. Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand.

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

  This study aimed to examine teachers' natural praise and reprimand rates among 66 middle and high school teachers. In addition, teachers' perceptions of how… (more)

Subjects/Keywords: Junior High, Intermediate, Middle School Education and Teaching; School Psychology; Secondary Education and Teaching

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APA (6th Edition):

Beaudoin, M. (2019). Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4340

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):

Beaudoin, Melissa. “Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand.” 2019. Thesis, Eastern Illinois University. Accessed August 23, 2019. https://thekeep.eiu.edu/theses/4340.

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

MLA Handbook (7th Edition):

Beaudoin, Melissa. “Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand.” 2019. Web. 23 Aug 2019.

Vancouver:

Beaudoin M. Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand. [Internet] [Thesis]. Eastern Illinois University; 2019. [cited 2019 Aug 23]. Available from: https://thekeep.eiu.edu/theses/4340.

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

Council of Science Editors:

Beaudoin M. Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand. [Thesis]. Eastern Illinois University; 2019. Available from: https://thekeep.eiu.edu/theses/4340

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


SUNY College at Brockport

13. Messmer, Barbara Anna Gardner. Developing Strategies for Regaining Focus Based on Student Needs.

Degree: MSEd, Education and Human Development, 2009, SUNY College at Brockport

  This thesis explores the connection between visual cues and a students' ability to maintain focus in the classroom. Specifically, it focuses on whether a… (more)

Subjects/Keywords: behavior modification; classroom management; middle school; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Messmer, B. A. G. (2009). Developing Strategies for Regaining Focus Based on Student Needs. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/197

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):

Messmer, Barbara Anna Gardner. “Developing Strategies for Regaining Focus Based on Student Needs.” 2009. Thesis, SUNY College at Brockport. Accessed August 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/197.

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

MLA Handbook (7th Edition):

Messmer, Barbara Anna Gardner. “Developing Strategies for Regaining Focus Based on Student Needs.” 2009. Web. 23 Aug 2019.

Vancouver:

Messmer BAG. Developing Strategies for Regaining Focus Based on Student Needs. [Internet] [Thesis]. SUNY College at Brockport; 2009. [cited 2019 Aug 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/197.

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

Council of Science Editors:

Messmer BAG. Developing Strategies for Regaining Focus Based on Student Needs. [Thesis]. SUNY College at Brockport; 2009. Available from: https://digitalcommons.brockport.edu/ehd_theses/197

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


Eastern Illinois University

14. Riedesel, Emma. Middle and High School Teachers' Praise and Reprimand Delivery.

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

  The benefits of increasing teacher praise and decreasing teacher reprimand (for both students and teachers) is well-established in the literature. The purpose of this… (more)

Subjects/Keywords: Junior High, Intermediate, Middle School Education and Teaching; School Psychology; Secondary Education and Teaching

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

APA (6th Edition):

Riedesel, E. (2019). Middle and High School Teachers' Praise and Reprimand Delivery. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4403

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):

Riedesel, Emma. “Middle and High School Teachers' Praise and Reprimand Delivery.” 2019. Thesis, Eastern Illinois University. Accessed August 23, 2019. https://thekeep.eiu.edu/theses/4403.

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

MLA Handbook (7th Edition):

Riedesel, Emma. “Middle and High School Teachers' Praise and Reprimand Delivery.” 2019. Web. 23 Aug 2019.

Vancouver:

Riedesel E. Middle and High School Teachers' Praise and Reprimand Delivery. [Internet] [Thesis]. Eastern Illinois University; 2019. [cited 2019 Aug 23]. Available from: https://thekeep.eiu.edu/theses/4403.

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

Council of Science Editors:

Riedesel E. Middle and High School Teachers' Praise and Reprimand Delivery. [Thesis]. Eastern Illinois University; 2019. Available from: https://thekeep.eiu.edu/theses/4403

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


Unitec New Zealand

15. Cornwell, Pauline. The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools.

Degree: 2014, Unitec New Zealand

 There is strong evidence, internationally and in New Zealand, of the interruption to learning that occurs on transition from one school setting to another. In… (more)

Subjects/Keywords: primary school pupils; intermediate students; middle school students; transition between schools; school leaders; school leadership; 130304 Educational Administration, Management and Leadership

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APA (6th Edition):

Cornwell, P. (2014). The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2727

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):

Cornwell, Pauline. “The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools.” 2014. Thesis, Unitec New Zealand. Accessed August 23, 2019. http://hdl.handle.net/10652/2727.

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

MLA Handbook (7th Edition):

Cornwell, Pauline. “The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools.” 2014. Web. 23 Aug 2019.

Vancouver:

Cornwell P. The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10652/2727.

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

Council of Science Editors:

Cornwell P. The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/2727

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


University of Southern California

16. Flores, Patricia Arleen. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.

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

 A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case… (more)

Subjects/Keywords: achievement gap; English learner; EL students; urban school; leadership; middle school; intermediate school; teacher collaboration; equity; school mission; school culture; school practice; school factors; high Expectations

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APA (6th Edition):

Flores, P. A. (2010). Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325

Chicago Manual of Style (16th Edition):

Flores, Patricia Arleen. “Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325.

MLA Handbook (7th Edition):

Flores, Patricia Arleen. “Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.” 2010. Web. 23 Aug 2019.

Vancouver:

Flores PA. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Aug 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325.

Council of Science Editors:

Flores PA. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325


University of Louisville

17. Allen, Denise. Lost in transition : a grade nine transition program using articulation activities.

Degree: EdD, College of Education and Human Development, 2011, University of Louisville

  The purpose of this study was to investigate the impact of a set of structured articulation activities on the transition of students from grade… (more)

Subjects/Keywords: Middle school; High school; Transition; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Allen, D. (2011). Lost in transition : a grade nine transition program using articulation activities. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32

Chicago Manual of Style (16th Edition):

Allen, Denise. “Lost in transition : a grade nine transition program using articulation activities.” 2011. Doctoral Dissertation, University of Louisville. Accessed August 23, 2019. 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32.

MLA Handbook (7th Edition):

Allen, Denise. “Lost in transition : a grade nine transition program using articulation activities.” 2011. Web. 23 Aug 2019.

Vancouver:

Allen D. Lost in transition : a grade nine transition program using articulation activities. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Aug 23]. Available from: 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32.

Council of Science Editors:

Allen D. Lost in transition : a grade nine transition program using articulation activities. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32

18. Whiteman, Violet Keene. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.

Degree: PhD, Educ Foundations & Leadership, 2018, Old Dominion University

  The purpose of this case study was to describe middle school leaders’ conceptualizations of caring teacher behaviors for African American middle school students. The… (more)

Subjects/Keywords: African American middle school students; Care; Middle school leaders; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Whiteman, V. K. (2018). School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59

Chicago Manual of Style (16th Edition):

Whiteman, Violet Keene. “School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.” 2018. Doctoral Dissertation, Old Dominion University. Accessed August 23, 2019. 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59.

MLA Handbook (7th Edition):

Whiteman, Violet Keene. “School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.” 2018. Web. 23 Aug 2019.

Vancouver:

Whiteman VK. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2019 Aug 23]. Available from: 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59.

Council of Science Editors:

Whiteman VK. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59


Eastern Illinois University

19. Sakowicz, Steven K. Researching the Historical Representations of Andrew Jackson in Trade Books.

Degree: MSEd, Early Childhood, Elementary, and Middle Level Education, 2015, Eastern Illinois University

  State and national standards compel teachers to introduce historical topics through multiple diverse texts, emphasizing the use of informational texts. Trade books allow teachers… (more)

Subjects/Keywords: Curriculum and Instruction; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Sakowicz, S. K. (2015). Researching the Historical Representations of Andrew Jackson in Trade Books. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2389

Chicago Manual of Style (16th Edition):

Sakowicz, Steven K. “Researching the Historical Representations of Andrew Jackson in Trade Books.” 2015. Masters Thesis, Eastern Illinois University. Accessed August 23, 2019. http://thekeep.eiu.edu/theses/2389.

MLA Handbook (7th Edition):

Sakowicz, Steven K. “Researching the Historical Representations of Andrew Jackson in Trade Books.” 2015. Web. 23 Aug 2019.

Vancouver:

Sakowicz SK. Researching the Historical Representations of Andrew Jackson in Trade Books. [Internet] [Masters thesis]. Eastern Illinois University; 2015. [cited 2019 Aug 23]. Available from: http://thekeep.eiu.edu/theses/2389.

Council of Science Editors:

Sakowicz SK. Researching the Historical Representations of Andrew Jackson in Trade Books. [Masters Thesis]. Eastern Illinois University; 2015. Available from: http://thekeep.eiu.edu/theses/2389


Eastern Illinois University

20. Schmitz, Abigail J. Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting.

Degree: MSEd, Early Childhood, Elementary, and Middle Level Education, 2017, Eastern Illinois University

  The push of the Social and Emotional Learning (SEL) standards encourages teachers to assist students with overcoming personal obstacles in the classroom. In the… (more)

Subjects/Keywords: Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Language and Literacy Education

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

APA (6th Edition):

Schmitz, A. J. (2017). Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2750

Chicago Manual of Style (16th Edition):

Schmitz, Abigail J. “Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting.” 2017. Masters Thesis, Eastern Illinois University. Accessed August 23, 2019. http://thekeep.eiu.edu/theses/2750.

MLA Handbook (7th Edition):

Schmitz, Abigail J. “Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting.” 2017. Web. 23 Aug 2019.

Vancouver:

Schmitz AJ. Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting. [Internet] [Masters thesis]. Eastern Illinois University; 2017. [cited 2019 Aug 23]. Available from: http://thekeep.eiu.edu/theses/2750.

Council of Science Editors:

Schmitz AJ. Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting. [Masters Thesis]. Eastern Illinois University; 2017. Available from: http://thekeep.eiu.edu/theses/2750


Eastern Illinois University

21. Hayn, Sara. An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress.

Degree: Specialist in School Psychology, Psychology, 2018, Eastern Illinois University

  The current study examined teachers' natural use of praise and reprimand in middle and high school (sixth through twelfth grade) general education classrooms. In… (more)

Subjects/Keywords: Junior High, Intermediate, Middle School Education and Teaching; Psychology; Secondary Education and Teaching

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APA (6th Edition):

Hayn, S. (2018). An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/3406

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):

Hayn, Sara. “An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress.” 2018. Thesis, Eastern Illinois University. Accessed August 23, 2019. http://thekeep.eiu.edu/theses/3406.

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

MLA Handbook (7th Edition):

Hayn, Sara. “An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress.” 2018. Web. 23 Aug 2019.

Vancouver:

Hayn S. An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress. [Internet] [Thesis]. Eastern Illinois University; 2018. [cited 2019 Aug 23]. Available from: http://thekeep.eiu.edu/theses/3406.

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

Council of Science Editors:

Hayn S. An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress. [Thesis]. Eastern Illinois University; 2018. Available from: http://thekeep.eiu.edu/theses/3406

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


University of the Western Cape

22. Joorst, Rene Hazel. Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape .

Degree: 2010, University of the Western Cape

 The purpose of the study was to investigate the implementation of learning support strategies by Intermediate Phase teachers. The study also determined the factors (enhancing… (more)

Subjects/Keywords: Education; Democracy; Transformation; Inclusive; Policy; School; Support strategies; Learner and learning support; Effectiveness; Intermediate Phase

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

APA (6th Edition):

Joorst, R. H. (2010). Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2604

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):

Joorst, Rene Hazel. “Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape .” 2010. Thesis, University of the Western Cape. Accessed August 23, 2019. http://hdl.handle.net/11394/2604.

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

MLA Handbook (7th Edition):

Joorst, Rene Hazel. “Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape .” 2010. Web. 23 Aug 2019.

Vancouver:

Joorst RH. Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/11394/2604.

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

Council of Science Editors:

Joorst RH. Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2604

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


University of Arkansas

23. Hancock, James Kevin. Refining Effective Instructional Strategies through Professional Learning Communities.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this study is to examine the effectiveness of professional learning communities by comparing practices and strategies of content and grade level… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Hancock, J. K. (2018). Refining Effective Instructional Strategies through Professional Learning Communities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3057

Chicago Manual of Style (16th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed August 23, 2019. https://scholarworks.uark.edu/etd/3057.

MLA Handbook (7th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Web. 23 Aug 2019.

Vancouver:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Aug 23]. Available from: https://scholarworks.uark.edu/etd/3057.

Council of Science Editors:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3057


University of Arkansas

24. Holland, Sarah Nicole. Creating and Maintaining a Community Literacy Project in Northwest Arkansas.

Degree: MA, 2012, University of Arkansas

  The purpose of this research is to examine both logistical and curricular strategies employed by students and staff working with the "Razorback Writers" project… (more)

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Holland, S. N. (2012). Creating and Maintaining a Community Literacy Project in Northwest Arkansas. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/413

Chicago Manual of Style (16th Edition):

Holland, Sarah Nicole. “Creating and Maintaining a Community Literacy Project in Northwest Arkansas.” 2012. Masters Thesis, University of Arkansas. Accessed August 23, 2019. https://scholarworks.uark.edu/etd/413.

MLA Handbook (7th Edition):

Holland, Sarah Nicole. “Creating and Maintaining a Community Literacy Project in Northwest Arkansas.” 2012. Web. 23 Aug 2019.

Vancouver:

Holland SN. Creating and Maintaining a Community Literacy Project in Northwest Arkansas. [Internet] [Masters thesis]. University of Arkansas; 2012. [cited 2019 Aug 23]. Available from: https://scholarworks.uark.edu/etd/413.

Council of Science Editors:

Holland SN. Creating and Maintaining a Community Literacy Project in Northwest Arkansas. [Masters Thesis]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/413


SUNY College at Brockport

25. Brown, Samantha S. Talk within Literature Circles in an 8th Grade ELA Classroom.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  This study investigates what kinds of talk students engage in during a Literature Circle with assigned roles. Participants were asked in an interview which… (more)

Subjects/Keywords: Literature Circles; English Language Arts; Talk; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Brown, S. S. (2014). Talk within Literature Circles in an 8th Grade ELA Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/390

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):

Brown, Samantha S. “Talk within Literature Circles in an 8th Grade ELA Classroom.” 2014. Thesis, SUNY College at Brockport. Accessed August 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/390.

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

MLA Handbook (7th Edition):

Brown, Samantha S. “Talk within Literature Circles in an 8th Grade ELA Classroom.” 2014. Web. 23 Aug 2019.

Vancouver:

Brown SS. Talk within Literature Circles in an 8th Grade ELA Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Aug 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/390.

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

Council of Science Editors:

Brown SS. Talk within Literature Circles in an 8th Grade ELA Classroom. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/390

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


Liberty University

26. Brown, Natasha. A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast.

Degree: 2019, Liberty University

 The purpose of this transcendental phenomenological study was to describe the experiences of teachers who form positive relationships with at-risk students in Title I middle… (more)

Subjects/Keywords: At-risk; Caring; Experiences; Positive Relationships; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Brown, N. (2019). A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2073

Chicago Manual of Style (16th Edition):

Brown, Natasha. “A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast.” 2019. Doctoral Dissertation, Liberty University. Accessed August 23, 2019. https://digitalcommons.liberty.edu/doctoral/2073.

MLA Handbook (7th Edition):

Brown, Natasha. “A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast.” 2019. Web. 23 Aug 2019.

Vancouver:

Brown N. A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Aug 23]. Available from: https://digitalcommons.liberty.edu/doctoral/2073.

Council of Science Editors:

Brown N. A Phenomenological Study of the Experiences of Teachers Who Form Positive Relationships With At-Risk Students in Title I Middle Schools in the Southeast. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2073


University of Nevada – Las Vegas

27. Cushinery, Charles W. Factors influencing music teacher retention: A mixed method study.

Degree: Doctor of Education (EdD), Curriculum & Instruction, 2011, University of Nevada – Las Vegas

  The purpose of this mixed-methods study was to determine what internal and external factors influence the retention attributions of secondary level music teachers who… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Junior High, Intermediate, Middle School Education and Teaching; Music

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APA (6th Edition):

Cushinery, C. W. (2011). Factors influencing music teacher retention: A mixed method study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/916

Chicago Manual of Style (16th Edition):

Cushinery, Charles W. “Factors influencing music teacher retention: A mixed method study.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed August 23, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/916.

MLA Handbook (7th Edition):

Cushinery, Charles W. “Factors influencing music teacher retention: A mixed method study.” 2011. Web. 23 Aug 2019.

Vancouver:

Cushinery CW. Factors influencing music teacher retention: A mixed method study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2019 Aug 23]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/916.

Council of Science Editors:

Cushinery CW. Factors influencing music teacher retention: A mixed method study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/916


University of Nevada – Las Vegas

28. Wimmer, Jennifer Joy. Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers.

Degree: PhD, Curriculum & Instruction, 2010, University of Nevada – Las Vegas

  The purpose of this phenomenological study was to investigate the lived experience of integrating new literacies in math and science content by upper elementary… (more)

Subjects/Keywords: Curriculum and Instruction; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Wimmer, J. J. (2010). Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/350

Chicago Manual of Style (16th Edition):

Wimmer, Jennifer Joy. “Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers.” 2010. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed August 23, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/350.

MLA Handbook (7th Edition):

Wimmer, Jennifer Joy. “Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers.” 2010. Web. 23 Aug 2019.

Vancouver:

Wimmer JJ. Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2010. [cited 2019 Aug 23]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/350.

Council of Science Editors:

Wimmer JJ. Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/350


College of William and Mary

29. Kwiterovich, Peter O., III. Big-Fish-Little-Pond Effect: The impact on academic self-concept.

Degree: Doctor of Education (EdD), Education, 2011, College of William and Mary

 The purpose of this study was to investigate the impact on the self-concept of students when they transitioned into an academically selective independent middle school.… (more)

Subjects/Keywords: Educational Leadership; Educational Psychology; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Kwiterovich, Peter O., I. (2011). Big-Fish-Little-Pond Effect: The impact on academic self-concept. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618485

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):

Kwiterovich, Peter O., III. “Big-Fish-Little-Pond Effect: The impact on academic self-concept.” 2011. Thesis, College of William and Mary. Accessed August 23, 2019. https://scholarworks.wm.edu/etd/1539618485.

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

MLA Handbook (7th Edition):

Kwiterovich, Peter O., III. “Big-Fish-Little-Pond Effect: The impact on academic self-concept.” 2011. Web. 23 Aug 2019.

Vancouver:

Kwiterovich, Peter O. I. Big-Fish-Little-Pond Effect: The impact on academic self-concept. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2019 Aug 23]. Available from: https://scholarworks.wm.edu/etd/1539618485.

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

Council of Science Editors:

Kwiterovich, Peter O. I. Big-Fish-Little-Pond Effect: The impact on academic self-concept. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618485

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


Portland State University

30. Rickert, Nicolette Paige. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.

Degree: MS(M.S.) in Psychology, Psychology, 2016, Portland State University

  Despite significant growth in research examining the effects of mindfulness interventions on teachers (Roeser, 2014), studies have mainly relied on self-reports of teacher mindfulness… (more)

Subjects/Keywords: Mindfulness (Psychology); Attention; Middle school teachers; Teaching; Reflective teaching; Junior High, Intermediate, Middle School Education and Teaching; Psychology

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APA (6th Edition):

Rickert, N. P. (2016). Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/3118

Chicago Manual of Style (16th Edition):

Rickert, Nicolette Paige. “Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.” 2016. Masters Thesis, Portland State University. Accessed August 23, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/3118.

MLA Handbook (7th Edition):

Rickert, Nicolette Paige. “Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.” 2016. Web. 23 Aug 2019.

Vancouver:

Rickert NP. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. [Internet] [Masters thesis]. Portland State University; 2016. [cited 2019 Aug 23]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3118.

Council of Science Editors:

Rickert NP. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. [Masters Thesis]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3118

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