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Degree: EdD

You searched for subject:(internal locus of control). Showing records 1 – 30 of 995 total matches.

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University of Leicester

1. Chang, Miao-Jen. A cross-cultural study of Taiwanese and British university students' oral narratives.

Degree: EdD, 2009, University of Leicester

 This cross-cultural study investigates the structural and cultural differences and similarities evident in 13 Mandarin (TM) and 17 English language narratives (TEFL) produced by Taiwanese… (more)

Subjects/Keywords: 378; orientation evaluation locus of control tellership tellability

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APA (6th Edition):

Chang, M. (2009). A cross-cultural study of Taiwanese and British university students' oral narratives. (Doctoral Dissertation). University of Leicester. Retrieved from http://hdl.handle.net/2381/7826

Chicago Manual of Style (16th Edition):

Chang, Miao-Jen. “A cross-cultural study of Taiwanese and British university students' oral narratives.” 2009. Doctoral Dissertation, University of Leicester. Accessed September 22, 2019. http://hdl.handle.net/2381/7826.

MLA Handbook (7th Edition):

Chang, Miao-Jen. “A cross-cultural study of Taiwanese and British university students' oral narratives.” 2009. Web. 22 Sep 2019.

Vancouver:

Chang M. A cross-cultural study of Taiwanese and British university students' oral narratives. [Internet] [Doctoral dissertation]. University of Leicester; 2009. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2381/7826.

Council of Science Editors:

Chang M. A cross-cultural study of Taiwanese and British university students' oral narratives. [Doctoral Dissertation]. University of Leicester; 2009. Available from: http://hdl.handle.net/2381/7826


University of Southern California

2. Montejano, Omar. The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students.

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

 Parental involvement, self-efficacy, locus of control, and acculturation were variables used to examine student’s academic achievement such as grade point average and California Standards Test… (more)

Subjects/Keywords: parental involvement; self-efficacy; locus of control; acculturation; Latino high school students

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APA (6th Edition):

Montejano, O. (2014). The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474814/rec/6884

Chicago Manual of Style (16th Edition):

Montejano, Omar. “The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474814/rec/6884.

MLA Handbook (7th Edition):

Montejano, Omar. “The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students.” 2014. Web. 22 Sep 2019.

Vancouver:

Montejano O. The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474814/rec/6884.

Council of Science Editors:

Montejano O. The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474814/rec/6884


Wayne State University

3. Curtis-Fields, Frances Ernestine. The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students.

Degree: EdD, Educational Leadership and Policy, 2010, Wayne State University

  The purpose of this study was to investigate the impact of self-efficacy, locus of control, and perceived parental influence on the academic achievement of… (more)

Subjects/Keywords: African American; High School; Locus of Control; Low Socioeconomic Status; Parental Involvement; Self efficacy; Education Policy

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APA (6th Edition):

Curtis-Fields, F. E. (2010). The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/65

Chicago Manual of Style (16th Edition):

Curtis-Fields, Frances Ernestine. “The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students.” 2010. Doctoral Dissertation, Wayne State University. Accessed September 22, 2019. https://digitalcommons.wayne.edu/oa_dissertations/65.

MLA Handbook (7th Edition):

Curtis-Fields, Frances Ernestine. “The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students.” 2010. Web. 22 Sep 2019.

Vancouver:

Curtis-Fields FE. The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2019 Sep 22]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/65.

Council of Science Editors:

Curtis-Fields FE. The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/65


North Carolina State University

4. Skelton, William Lee. An Evaluation of the Southern Region Pesticide Safety Education Center at North Carolina State University: Identifying Relationships Between Socio-Demographic, Organizational, and Psychological Factors and the Agent Use and Perception of Clientele Acceptance of Teaching Modules.

Degree: EdD, Agricultural and Extension Education, 2007, North Carolina State University

 The primary purpose of this study was to determine the impact of the Southern Region Pesticide Education Center (SR-PSEC) on use of hands on teaching… (more)

Subjects/Keywords: practice adoption; locus of control; training; Extension; teaching module

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APA (6th Edition):

Skelton, W. L. (2007). An Evaluation of the Southern Region Pesticide Safety Education Center at North Carolina State University: Identifying Relationships Between Socio-Demographic, Organizational, and Psychological Factors and the Agent Use and Perception of Clientele Acceptance of Teaching Modules. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5417

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):

Skelton, William Lee. “An Evaluation of the Southern Region Pesticide Safety Education Center at North Carolina State University: Identifying Relationships Between Socio-Demographic, Organizational, and Psychological Factors and the Agent Use and Perception of Clientele Acceptance of Teaching Modules.” 2007. Thesis, North Carolina State University. Accessed September 22, 2019. http://www.lib.ncsu.edu/resolver/1840.16/5417.

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

MLA Handbook (7th Edition):

Skelton, William Lee. “An Evaluation of the Southern Region Pesticide Safety Education Center at North Carolina State University: Identifying Relationships Between Socio-Demographic, Organizational, and Psychological Factors and the Agent Use and Perception of Clientele Acceptance of Teaching Modules.” 2007. Web. 22 Sep 2019.

Vancouver:

Skelton WL. An Evaluation of the Southern Region Pesticide Safety Education Center at North Carolina State University: Identifying Relationships Between Socio-Demographic, Organizational, and Psychological Factors and the Agent Use and Perception of Clientele Acceptance of Teaching Modules. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2019 Sep 22]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5417.

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

Council of Science Editors:

Skelton WL. An Evaluation of the Southern Region Pesticide Safety Education Center at North Carolina State University: Identifying Relationships Between Socio-Demographic, Organizational, and Psychological Factors and the Agent Use and Perception of Clientele Acceptance of Teaching Modules. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5417

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


North Carolina State University

5. Dixon, William Stanley. Determining Needs in a Rural County: The Case Of Greene County.

Degree: EdD, Adult and Community College Education, 2003, North Carolina State University

 The purpose of the study was to identify the relationship between perceived needs of Greene County citizens in regard to socio-demographic factors, community factors, and… (more)

Subjects/Keywords: need environmental scanning locus of control strat

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APA (6th Edition):

Dixon, W. S. (2003). Determining Needs in a Rural County: The Case Of Greene County. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4701

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

Chicago Manual of Style (16th Edition):

Dixon, William Stanley. “Determining Needs in a Rural County: The Case Of Greene County.” 2003. Thesis, North Carolina State University. Accessed September 22, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4701.

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

MLA Handbook (7th Edition):

Dixon, William Stanley. “Determining Needs in a Rural County: The Case Of Greene County.” 2003. Web. 22 Sep 2019.

Vancouver:

Dixon WS. Determining Needs in a Rural County: The Case Of Greene County. [Internet] [Thesis]. North Carolina State University; 2003. [cited 2019 Sep 22]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4701.

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

Council of Science Editors:

Dixon WS. Determining Needs in a Rural County: The Case Of Greene County. [Thesis]. North Carolina State University; 2003. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4701

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


Northeastern University

6. Cadet, Ferdiane. Examining The Roles Of Middle School Students' Locus Of Control In Overcoming Achievement Gap As Perceived By Educators At A School In The Public Waldorf Movement: A Case Study Methodology.

Degree: EdD, School of Education, 2019, Northeastern University

 Abstract This case study reports the findings undertaken to address the roles of middle school students' locus of control in closing the achievement gap as… (more)

Subjects/Keywords: Academic achievement; Academic gap; Locus of control; Socio-psychological factors; Waldorf curriculum; Waldorf public movement; Education; Education policy; Psychology

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APA (6th Edition):

Cadet, F. (2019). Examining The Roles Of Middle School Students' Locus Of Control In Overcoming Achievement Gap As Perceived By Educators At A School In The Public Waldorf Movement: A Case Study Methodology. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316546

Chicago Manual of Style (16th Edition):

Cadet, Ferdiane. “Examining The Roles Of Middle School Students' Locus Of Control In Overcoming Achievement Gap As Perceived By Educators At A School In The Public Waldorf Movement: A Case Study Methodology.” 2019. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/D20316546.

MLA Handbook (7th Edition):

Cadet, Ferdiane. “Examining The Roles Of Middle School Students' Locus Of Control In Overcoming Achievement Gap As Perceived By Educators At A School In The Public Waldorf Movement: A Case Study Methodology.” 2019. Web. 22 Sep 2019.

Vancouver:

Cadet F. Examining The Roles Of Middle School Students' Locus Of Control In Overcoming Achievement Gap As Perceived By Educators At A School In The Public Waldorf Movement: A Case Study Methodology. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/D20316546.

Council of Science Editors:

Cadet F. Examining The Roles Of Middle School Students' Locus Of Control In Overcoming Achievement Gap As Perceived By Educators At A School In The Public Waldorf Movement: A Case Study Methodology. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316546


Northeastern University

7. Scarpetti, Vince. School-wide positive behavior support within a Tier I Response to Intervention framework.

Degree: EdD, School of Education, 2013, Northeastern University

 This research study examined the effectiveness of a Tier I Response to Intervention (RtI) program for school-wide positive behavior support (SWPBS) in an urban northeastern… (more)

Subjects/Keywords: developmental theory; locus of control; Response to Intervention (RtI); school-wide positive behavior support (SWPBS); self-regulation; Education; Social and Behavioral Sciences; Behavioral assessment of children; Middle school students; Education (Middle school); Problem children; Behavior modification; Middle school education

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APA (6th Edition):

Scarpetti, V. (2013). School-wide positive behavior support within a Tier I Response to Intervention framework. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005048

Chicago Manual of Style (16th Edition):

Scarpetti, Vince. “School-wide positive behavior support within a Tier I Response to Intervention framework.” 2013. Masters Thesis, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/d20005048.

MLA Handbook (7th Edition):

Scarpetti, Vince. “School-wide positive behavior support within a Tier I Response to Intervention framework.” 2013. Web. 22 Sep 2019.

Vancouver:

Scarpetti V. School-wide positive behavior support within a Tier I Response to Intervention framework. [Internet] [Masters thesis]. Northeastern University; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/d20005048.

Council of Science Editors:

Scarpetti V. School-wide positive behavior support within a Tier I Response to Intervention framework. [Masters Thesis]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20005048


University of Southern California

8. Davis, Heather. Developing professional expertise in paramedic students using the gap analysis framework.

Degree: EdD, Education, 2015, University of Southern California

 Psychomotor skill expertise is essential to preventing medical mistakes in the chaotic and dynamic environment of prehospital emergency care. However, skill mastery has seldom been… (more)

Subjects/Keywords: psychomotor; paramedic; prehospital; skill exams; expertise; specific feedback; deliberate practice; cognitive load; learning; knowledge; motivation; organizational culture; fire service; goal orientation; first-attempt success; locus of control; credible role models; distributed practice

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APA (6th Edition):

Davis, H. (2015). Developing professional expertise in paramedic students using the gap analysis framework. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534762/rec/1911

Chicago Manual of Style (16th Edition):

Davis, Heather. “Developing professional expertise in paramedic students using the gap analysis framework.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534762/rec/1911.

MLA Handbook (7th Edition):

Davis, Heather. “Developing professional expertise in paramedic students using the gap analysis framework.” 2015. Web. 22 Sep 2019.

Vancouver:

Davis H. Developing professional expertise in paramedic students using the gap analysis framework. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534762/rec/1911.

Council of Science Editors:

Davis H. Developing professional expertise in paramedic students using the gap analysis framework. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534762/rec/1911


University of Florida

9. Carry, Ainsley, 1969-. The effects of learning styles awareness and knowledge of instructional models on the study habits of college students at risk for academic failure.

Degree: EdD, Educational Leadership, 1998, University of Florida

Subjects/Keywords: Academic achievement; Academic learning; Aural learning; College students; Learning; Learning styles; Locus of control; Study habits; Teachers; Teaching models

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APA (6th Edition):

Carry, Ainsley, 1. (1998). The effects of learning styles awareness and knowledge of instructional models on the study habits of college students at risk for academic failure. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00040048

Chicago Manual of Style (16th Edition):

Carry, Ainsley, 1969-. “The effects of learning styles awareness and knowledge of instructional models on the study habits of college students at risk for academic failure.” 1998. Doctoral Dissertation, University of Florida. Accessed September 22, 2019. http://ufdc.ufl.edu/AA00040048.

MLA Handbook (7th Edition):

Carry, Ainsley, 1969-. “The effects of learning styles awareness and knowledge of instructional models on the study habits of college students at risk for academic failure.” 1998. Web. 22 Sep 2019.

Vancouver:

Carry, Ainsley 1. The effects of learning styles awareness and knowledge of instructional models on the study habits of college students at risk for academic failure. [Internet] [Doctoral dissertation]. University of Florida; 1998. [cited 2019 Sep 22]. Available from: http://ufdc.ufl.edu/AA00040048.

Council of Science Editors:

Carry, Ainsley 1. The effects of learning styles awareness and knowledge of instructional models on the study habits of college students at risk for academic failure. [Doctoral Dissertation]. University of Florida; 1998. Available from: http://ufdc.ufl.edu/AA00040048


Northeastern University

10. De Barros Miller, Anne Marie. Investigating teachers' beliefs in the implementation of science inquiry and science fair in three Boston high schools.

Degree: EdD, School of Education, 2016, Northeastern University

 In previous decades, inquiry has been the focus of science education reform in the United States. This study sought to investigate how teachers beliefs affect… (more)

Subjects/Keywords: behavioral beliefs; case study; control beliefs; inquiry learning; normative beliefs; theory of planned behavior

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APA (6th Edition):

De Barros Miller, A. M. (2016). Investigating teachers' beliefs in the implementation of science inquiry and science fair in three Boston high schools. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20251599

Chicago Manual of Style (16th Edition):

De Barros Miller, Anne Marie. “Investigating teachers' beliefs in the implementation of science inquiry and science fair in three Boston high schools.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/D20251599.

MLA Handbook (7th Edition):

De Barros Miller, Anne Marie. “Investigating teachers' beliefs in the implementation of science inquiry and science fair in three Boston high schools.” 2016. Web. 22 Sep 2019.

Vancouver:

De Barros Miller AM. Investigating teachers' beliefs in the implementation of science inquiry and science fair in three Boston high schools. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/D20251599.

Council of Science Editors:

De Barros Miller AM. Investigating teachers' beliefs in the implementation of science inquiry and science fair in three Boston high schools. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20251599


Northeastern University

11. Burgess, Aaron. Academic freedom & religious control: an interpretative phenomenological analysis into how seminary faculty make sense of academic freedom.

Degree: EdD, School of Education, 2013, Northeastern University

 There is a lack of qualitative research on how seminary faculty members perceive and make sense of academic freedom. This interpretive phenomenological analysis (IPA) aimed… (more)

Subjects/Keywords: Academic Freedom; Dogmatism; Higher Education; Interpretative Phenomenological Analysis; Religious Control; Seminaries; Curriculum and Social Inquiry; Social and Philosophical Foundations of Education

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APA (6th Edition):

Burgess, A. (2013). Academic freedom & religious control: an interpretative phenomenological analysis into how seminary faculty make sense of academic freedom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003015

Chicago Manual of Style (16th Edition):

Burgess, Aaron. “Academic freedom & religious control: an interpretative phenomenological analysis into how seminary faculty make sense of academic freedom.” 2013. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/d20003015.

MLA Handbook (7th Edition):

Burgess, Aaron. “Academic freedom & religious control: an interpretative phenomenological analysis into how seminary faculty make sense of academic freedom.” 2013. Web. 22 Sep 2019.

Vancouver:

Burgess A. Academic freedom & religious control: an interpretative phenomenological analysis into how seminary faculty make sense of academic freedom. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/d20003015.

Council of Science Editors:

Burgess A. Academic freedom & religious control: an interpretative phenomenological analysis into how seminary faculty make sense of academic freedom. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003015


University of Southern California

12. Wynder, Lawrence C., II. Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 Since A Nation At Risk (1954), a series of laws and key reform initiatives were passed to hold schools accountable for improving the quality of… (more)

Subjects/Keywords: leadership; leadership practices; school culture; elements of change; teacher practice change; instructional improvement; school culture types; school culture dimensions; strong cultures; internal accountability; organizational alignment; charter school setting; cultural models; cultural settings; charter school case study

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APA (6th Edition):

Wynder, Lawrence C., I. (2013). Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233035/rec/4626

Chicago Manual of Style (16th Edition):

Wynder, Lawrence C., II. “Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233035/rec/4626.

MLA Handbook (7th Edition):

Wynder, Lawrence C., II. “Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement.” 2013. Web. 22 Sep 2019.

Vancouver:

Wynder, Lawrence C. I. Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233035/rec/4626.

Council of Science Editors:

Wynder, Lawrence C. I. Organizational alignment in charter school settings: investigation of a three-tier model for linking leadership, culture, and change toward instructional improvement. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233035/rec/4626


University of Southern California

13. Panagos, Jennifer. Blended learning: developing flexibility in education through internal innovation.

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

 This study uses the lens of transaction cost economics (TCE) to understand the decision‐making process and resources that need to exist within the hierarchy of… (more)

Subjects/Keywords: blended learning; internal innovation; transaction cost economics

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APA (6th Edition):

Panagos, J. (2014). Blended learning: developing flexibility in education through internal innovation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136

Chicago Manual of Style (16th Edition):

Panagos, Jennifer. “Blended learning: developing flexibility in education through internal innovation.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136.

MLA Handbook (7th Edition):

Panagos, Jennifer. “Blended learning: developing flexibility in education through internal innovation.” 2014. Web. 22 Sep 2019.

Vancouver:

Panagos J. Blended learning: developing flexibility in education through internal innovation. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136.

Council of Science Editors:

Panagos J. Blended learning: developing flexibility in education through internal innovation. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136


Northeastern University

14. Magalhaes, Alessandra Mitrano. Exploring effective strategies for developing executive functioning skills within an early childhood classroom.

Degree: EdD, School of Education, 2013, Northeastern University

 This qualitative study focuses on the topic of executive functioning and implementation of the Tools of the Mind (Tools) program. This study examined teacher and… (more)

Subjects/Keywords: Cultural-Historical Theory; early childhood education; executive functioning; impulse control; self-regulation; Tools of the Mind; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Magalhaes, A. M. (2013). Exploring effective strategies for developing executive functioning skills within an early childhood classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004862

Chicago Manual of Style (16th Edition):

Magalhaes, Alessandra Mitrano. “Exploring effective strategies for developing executive functioning skills within an early childhood classroom.” 2013. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/d20004862.

MLA Handbook (7th Edition):

Magalhaes, Alessandra Mitrano. “Exploring effective strategies for developing executive functioning skills within an early childhood classroom.” 2013. Web. 22 Sep 2019.

Vancouver:

Magalhaes AM. Exploring effective strategies for developing executive functioning skills within an early childhood classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/d20004862.

Council of Science Editors:

Magalhaes AM. Exploring effective strategies for developing executive functioning skills within an early childhood classroom. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20004862


University of Illinois – Urbana-Champaign

15. Johnson, Raymonda T. The internal conflict experienced by public community college academic department chairs.

Degree: EdD, 0209, 2011, University of Illinois – Urbana-Champaign

 The focus of this research is the conflicted nature of the lived experience of public community college academic department chairs. In many colleges, department chairs… (more)

Subjects/Keywords: department chair; internal conflict; role conflict; community college leadership

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APA (6th Edition):

Johnson, R. T. (2011). The internal conflict experienced by public community college academic department chairs. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18364

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):

Johnson, Raymonda T. “The internal conflict experienced by public community college academic department chairs.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/18364.

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

MLA Handbook (7th Edition):

Johnson, Raymonda T. “The internal conflict experienced by public community college academic department chairs.” 2011. Web. 22 Sep 2019.

Vancouver:

Johnson RT. The internal conflict experienced by public community college academic department chairs. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/18364.

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

Council of Science Editors:

Johnson RT. The internal conflict experienced by public community college academic department chairs. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18364

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


Northeastern University

16. McNamara, Lynn. A Study Of Adult Learners' Self-reported Levels Of Motivation, Self-direction, And Metacognitive Behaviors In Online Graduate Courses.

Degree: EdD, School of Education, 2019, Northeastern University

 This study sought to address the fundamental disconnect between widely articulated goals of higher education, which include helping students develop motivation and self-direction skills, and… (more)

Subjects/Keywords: Adult Education; Andragogy; Internal motivation; Learning contract; Online education; Self-direction; Education

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APA (6th Edition):

McNamara, L. (2019). A Study Of Adult Learners' Self-reported Levels Of Motivation, Self-direction, And Metacognitive Behaviors In Online Graduate Courses. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316476

Chicago Manual of Style (16th Edition):

McNamara, Lynn. “A Study Of Adult Learners' Self-reported Levels Of Motivation, Self-direction, And Metacognitive Behaviors In Online Graduate Courses.” 2019. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/D20316476.

MLA Handbook (7th Edition):

McNamara, Lynn. “A Study Of Adult Learners' Self-reported Levels Of Motivation, Self-direction, And Metacognitive Behaviors In Online Graduate Courses.” 2019. Web. 22 Sep 2019.

Vancouver:

McNamara L. A Study Of Adult Learners' Self-reported Levels Of Motivation, Self-direction, And Metacognitive Behaviors In Online Graduate Courses. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/D20316476.

Council of Science Editors:

McNamara L. A Study Of Adult Learners' Self-reported Levels Of Motivation, Self-direction, And Metacognitive Behaviors In Online Graduate Courses. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316476


University of Texas – Austin

17. Peña, Raúl. Superintendent perspectives of public school accountability and local control of schools.

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

 The Every Student Succeeds Act (2015) transferred flexibility for accountability rules to states to control following the national accountability era of the No Child Left… (more)

Subjects/Keywords: Superintendent perspectives; Public school accountability; Local control of schools; NCLB; No Child Left Behind Act; ESSA; Every Student Succeeds Act; School accountability rules; Shared school accountability; School accountability policy; School compliance; High stakes tests; School governance; School leadership

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APA (6th Edition):

Peña, R. (2018). Superintendent perspectives of public school accountability and local control of schools. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65694

Chicago Manual of Style (16th Edition):

Peña, Raúl. “Superintendent perspectives of public school accountability and local control of schools.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed September 22, 2019. http://hdl.handle.net/2152/65694.

MLA Handbook (7th Edition):

Peña, Raúl. “Superintendent perspectives of public school accountability and local control of schools.” 2018. Web. 22 Sep 2019.

Vancouver:

Peña R. Superintendent perspectives of public school accountability and local control of schools. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2152/65694.

Council of Science Editors:

Peña R. Superintendent perspectives of public school accountability and local control of schools. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65694


University of Southern California

18. Manke-Brady, Melanie L. “Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The purpose of this study was to examine whether electronic response systems influence student metacognitions in large lecture settings, and how metacognitive processes are influenced.… (more)

Subjects/Keywords: metacognition; metacognitive self-regulation; clickers; electronic response systems; electronic polling; electronic polling devices; comparative study for response devices; low technology versus high technology response systems; verses high technology polling systems; learner-centered environments; technology in large undergraduate lectures; clickers and undergraduate large lectures; productive and unproductive metacognitions; clickers and instructional strategies; performance outcomes and clickers; increased performance outcomes and polling devices; meaningful metacognitions; quality of metacognitions elicited; clickers and enhanced learning outcomes; enhanced learning outcomes for undergraduates with low to average performance outcomes; students with higher performance outcomes experienced the least benefits; negative feelings and low technology polling devices; clickers and honesty; clickers and anonymity; self-reflective quality of clickers; group reflective quality; self-reflective quality; reduce conformity effects; conformity effects in large lecture context; conformity effects and undergraduates; clickers and instructional strategies produce higher outcomes; low technology polling and disruption of the learning process; anonymity and internal reflections; influencing productive metacognitions in undergraduates; accurately assess conceptual understanding during lecture; clickers provide timely and specific feedback

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APA (6th Edition):

Manke-Brady, M. L. (2012). “Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35109/rec/7990

Chicago Manual of Style (16th Edition):

Manke-Brady, Melanie L. ““Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35109/rec/7990.

MLA Handbook (7th Edition):

Manke-Brady, Melanie L. ““Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?.” 2012. Web. 22 Sep 2019.

Vancouver:

Manke-Brady ML. “Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35109/rec/7990.

Council of Science Editors:

Manke-Brady ML. “Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35109/rec/7990


University of Southern California

19. Cantú, Blanca Silvia. The evolution of superintendents as instructional leaders: past, present, and future.

Degree: EdD, Education, 2013, University of Southern California

 This study examined the critical aspects of oversight that superintendents must employ to improve instruction. It was an analysis of superintendents as instructional leaders. In… (more)

Subjects/Keywords: learning organization; instructional leadership; social-control mechanisms

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APA (6th Edition):

Cantú, B. S. (2013). The evolution of superintendents as instructional leaders: past, present, and future. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252922/rec/6696

Chicago Manual of Style (16th Edition):

Cantú, Blanca Silvia. “The evolution of superintendents as instructional leaders: past, present, and future.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252922/rec/6696.

MLA Handbook (7th Edition):

Cantú, Blanca Silvia. “The evolution of superintendents as instructional leaders: past, present, and future.” 2013. Web. 22 Sep 2019.

Vancouver:

Cantú BS. The evolution of superintendents as instructional leaders: past, present, and future. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252922/rec/6696.

Council of Science Editors:

Cantú BS. The evolution of superintendents as instructional leaders: past, present, and future. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252922/rec/6696


Mississippi State University

20. Zohrabi, Nasibeh. Distributed predictive control for MVDC shipboard power system management.

Degree: EdD, Electrical and Computer Engineering, 2018, Mississippi State University

  Shipboard Power System (SPS) is known as an independent controlled small electric network powered by the distributed onboard generation system. Since many electric components… (more)

Subjects/Keywords: Model Predictive Control; Distributed Control; Medium-Voltage DC (MVDC); Shipboard Power Systems; Islanded DC Microgrid

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APA (6th Edition):

Zohrabi, N. (2018). Distributed predictive control for MVDC shipboard power system management. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10222018-160152/ ;

Chicago Manual of Style (16th Edition):

Zohrabi, Nasibeh. “Distributed predictive control for MVDC shipboard power system management.” 2018. Doctoral Dissertation, Mississippi State University. Accessed September 22, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10222018-160152/ ;.

MLA Handbook (7th Edition):

Zohrabi, Nasibeh. “Distributed predictive control for MVDC shipboard power system management.” 2018. Web. 22 Sep 2019.

Vancouver:

Zohrabi N. Distributed predictive control for MVDC shipboard power system management. [Internet] [Doctoral dissertation]. Mississippi State University; 2018. [cited 2019 Sep 22]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10222018-160152/ ;.

Council of Science Editors:

Zohrabi N. Distributed predictive control for MVDC shipboard power system management. [Doctoral Dissertation]. Mississippi State University; 2018. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10222018-160152/ ;


Northeastern University

21. Benns-Owens, Lacey M. Embracing future legacy; Embracing future legacy: an intrinsic case study exploring southern community college strategic efforts from a change response perspective; an intrinsic case study exploring a southern community college's strategic efforts from a change response perspective.

Degree: EdD, School of Education, 2016, Northeastern University

 Organizational change is a necessity which brings challenges and opportunities for all organizations yet there exists a gap in literature regarding employee change response, particularly… (more)

Subjects/Keywords: change ambivalence; external change; internal change; response to change; Higher education and state; Organizational change; Educational change; Community colleges; Communication in organizations; Ambivalence

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APA (6th Edition):

Benns-Owens, L. M. (2016). Embracing future legacy; Embracing future legacy: an intrinsic case study exploring southern community college strategic efforts from a change response perspective; an intrinsic case study exploring a southern community college's strategic efforts from a change response perspective. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20204303

Chicago Manual of Style (16th Edition):

Benns-Owens, Lacey M. “Embracing future legacy; Embracing future legacy: an intrinsic case study exploring southern community college strategic efforts from a change response perspective; an intrinsic case study exploring a southern community college's strategic efforts from a change response perspective.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/D20204303.

MLA Handbook (7th Edition):

Benns-Owens, Lacey M. “Embracing future legacy; Embracing future legacy: an intrinsic case study exploring southern community college strategic efforts from a change response perspective; an intrinsic case study exploring a southern community college's strategic efforts from a change response perspective.” 2016. Web. 22 Sep 2019.

Vancouver:

Benns-Owens LM. Embracing future legacy; Embracing future legacy: an intrinsic case study exploring southern community college strategic efforts from a change response perspective; an intrinsic case study exploring a southern community college's strategic efforts from a change response perspective. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/D20204303.

Council of Science Editors:

Benns-Owens LM. Embracing future legacy; Embracing future legacy: an intrinsic case study exploring southern community college strategic efforts from a change response perspective; an intrinsic case study exploring a southern community college's strategic efforts from a change response perspective. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20204303


University of Kansas

22. Herren, Kerrie Nathan. DOES THE MARKET OR CLAN CONTROL CONFIGURATION BEST MOTIVATE TEACHERS TO DEMONSTRATE ORGANIZATIONAL CITIZENSHIP BEHAVIOR?.

Degree: EdD, Educational Leadership and Policy Studies, 2014, University of Kansas

 The purpose of this study is to examine teacher motivating factors in urban settings that influence their ability to go above and beyond the normal… (more)

Subjects/Keywords: Educational leadership; Educational administration; Education policy; Clan Control; Market Control; Organizational Citizenship Behavior; Policy; Teacher Citizenship Behavior

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APA (6th Edition):

Herren, K. N. (2014). DOES THE MARKET OR CLAN CONTROL CONFIGURATION BEST MOTIVATE TEACHERS TO DEMONSTRATE ORGANIZATIONAL CITIZENSHIP BEHAVIOR?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/18647

Chicago Manual of Style (16th Edition):

Herren, Kerrie Nathan. “DOES THE MARKET OR CLAN CONTROL CONFIGURATION BEST MOTIVATE TEACHERS TO DEMONSTRATE ORGANIZATIONAL CITIZENSHIP BEHAVIOR?.” 2014. Doctoral Dissertation, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/18647.

MLA Handbook (7th Edition):

Herren, Kerrie Nathan. “DOES THE MARKET OR CLAN CONTROL CONFIGURATION BEST MOTIVATE TEACHERS TO DEMONSTRATE ORGANIZATIONAL CITIZENSHIP BEHAVIOR?.” 2014. Web. 22 Sep 2019.

Vancouver:

Herren KN. DOES THE MARKET OR CLAN CONTROL CONFIGURATION BEST MOTIVATE TEACHERS TO DEMONSTRATE ORGANIZATIONAL CITIZENSHIP BEHAVIOR?. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/18647.

Council of Science Editors:

Herren KN. DOES THE MARKET OR CLAN CONTROL CONFIGURATION BEST MOTIVATE TEACHERS TO DEMONSTRATE ORGANIZATIONAL CITIZENSHIP BEHAVIOR?. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/18647


Penn State University

23. Heineman, Dale Lewis. An Analysis of the Relationship between Zero Tolerance Attitude and Pupil Control Ideology.

Degree: EdD, Educational Administration, 2007, Penn State University

 This research was designed to investigate the correlation between Zero Tolerance Attitudes and Donald Willower’s Pupil Control Ideology. In order to complete the investigation, it… (more)

Subjects/Keywords: Pupil Control Ideology; Zero Tolerance

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APA (6th Edition):

Heineman, D. L. (2007). An Analysis of the Relationship between Zero Tolerance Attitude and Pupil Control Ideology. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7675

Chicago Manual of Style (16th Edition):

Heineman, Dale Lewis. “An Analysis of the Relationship between Zero Tolerance Attitude and Pupil Control Ideology.” 2007. Doctoral Dissertation, Penn State University. Accessed September 22, 2019. https://etda.libraries.psu.edu/catalog/7675.

MLA Handbook (7th Edition):

Heineman, Dale Lewis. “An Analysis of the Relationship between Zero Tolerance Attitude and Pupil Control Ideology.” 2007. Web. 22 Sep 2019.

Vancouver:

Heineman DL. An Analysis of the Relationship between Zero Tolerance Attitude and Pupil Control Ideology. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2019 Sep 22]. Available from: https://etda.libraries.psu.edu/catalog/7675.

Council of Science Editors:

Heineman DL. An Analysis of the Relationship between Zero Tolerance Attitude and Pupil Control Ideology. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/7675


University of Georgia

24. Hunt, Melvin E. A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991.

Degree: EdD, Educational Leadership, 2008, University of Georgia

 The purpose of this study was to document and to describe events surrounding the history of the Department of Curriculum and Supervision in the College… (more)

Subjects/Keywords: History of supervision

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APA (6th Edition):

Hunt, M. E. (2008). A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hunt_melvin_e_200812_edd

Chicago Manual of Style (16th Edition):

Hunt, Melvin E. “A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991.” 2008. Doctoral Dissertation, University of Georgia. Accessed September 22, 2019. http://purl.galileo.usg.edu/uga_etd/hunt_melvin_e_200812_edd.

MLA Handbook (7th Edition):

Hunt, Melvin E. “A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991.” 2008. Web. 22 Sep 2019.

Vancouver:

Hunt ME. A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Sep 22]. Available from: http://purl.galileo.usg.edu/uga_etd/hunt_melvin_e_200812_edd.

Council of Science Editors:

Hunt ME. A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/hunt_melvin_e_200812_edd


University of Georgia

25. Brown, Carol Ann Stax. The globalized community of practice: a phenomenological case study.

Degree: EdD, Occupational Studies, 2010, University of Georgia

 Since the 1990s, the pace of globalization has increased exponentially due to information and communication technology (ICT), more specifically to the Internet. While access to… (more)

Subjects/Keywords: Community of Practice

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APA (6th Edition):

Brown, C. A. S. (2010). The globalized community of practice: a phenomenological case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brown_carol_a_201005_edd

Chicago Manual of Style (16th Edition):

Brown, Carol Ann Stax. “The globalized community of practice: a phenomenological case study.” 2010. Doctoral Dissertation, University of Georgia. Accessed September 22, 2019. http://purl.galileo.usg.edu/uga_etd/brown_carol_a_201005_edd.

MLA Handbook (7th Edition):

Brown, Carol Ann Stax. “The globalized community of practice: a phenomenological case study.” 2010. Web. 22 Sep 2019.

Vancouver:

Brown CAS. The globalized community of practice: a phenomenological case study. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Sep 22]. Available from: http://purl.galileo.usg.edu/uga_etd/brown_carol_a_201005_edd.

Council of Science Editors:

Brown CAS. The globalized community of practice: a phenomenological case study. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/brown_carol_a_201005_edd


Penn State University

26. Colangelo, Augustus B. DEVELOPING A CHOICE OF MAJOR MODEL FOR THE SMEAL COLLEGE OF BUSINESS.

Degree: EdD, Higher Education, 2009, Penn State University

 ABSTRACT The purpose of this dissertation was to develop a dynamic model and survey instruments to study the presence, strength, and susceptibility to change of… (more)

Subjects/Keywords: CHOICE OF MAJOR

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APA (6th Edition):

Colangelo, A. B. (2009). DEVELOPING A CHOICE OF MAJOR MODEL FOR THE SMEAL COLLEGE OF BUSINESS. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10445

Chicago Manual of Style (16th Edition):

Colangelo, Augustus B. “DEVELOPING A CHOICE OF MAJOR MODEL FOR THE SMEAL COLLEGE OF BUSINESS.” 2009. Doctoral Dissertation, Penn State University. Accessed September 22, 2019. https://etda.libraries.psu.edu/catalog/10445.

MLA Handbook (7th Edition):

Colangelo, Augustus B. “DEVELOPING A CHOICE OF MAJOR MODEL FOR THE SMEAL COLLEGE OF BUSINESS.” 2009. Web. 22 Sep 2019.

Vancouver:

Colangelo AB. DEVELOPING A CHOICE OF MAJOR MODEL FOR THE SMEAL COLLEGE OF BUSINESS. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Sep 22]. Available from: https://etda.libraries.psu.edu/catalog/10445.

Council of Science Editors:

Colangelo AB. DEVELOPING A CHOICE OF MAJOR MODEL FOR THE SMEAL COLLEGE OF BUSINESS. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10445


Florida State University

27. Densmore-James, Susan. The Art and Science of Teaching Literacy: Empowering the Literacy Leaders of Tomorrow a Study of Pre-Service Teachers' Beliefs, Self-Efficacy, and Knowledge of Literacy Instruction.

Degree: EdD, Teacher Education, 2011, Florida State University

The purpose of this experimental study was two-fold. The first purpose was to explore the levels of self-efficacy of pre-service teachers regarding their own reading… (more)

Subjects/Keywords: Teachers; Training of

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APA (6th Edition):

Densmore-James, S. (2011). The Art and Science of Teaching Literacy: Empowering the Literacy Leaders of Tomorrow a Study of Pre-Service Teachers' Beliefs, Self-Efficacy, and Knowledge of Literacy Instruction. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-3632 ;

Chicago Manual of Style (16th Edition):

Densmore-James, Susan. “The Art and Science of Teaching Literacy: Empowering the Literacy Leaders of Tomorrow a Study of Pre-Service Teachers' Beliefs, Self-Efficacy, and Knowledge of Literacy Instruction.” 2011. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-3632 ;.

MLA Handbook (7th Edition):

Densmore-James, Susan. “The Art and Science of Teaching Literacy: Empowering the Literacy Leaders of Tomorrow a Study of Pre-Service Teachers' Beliefs, Self-Efficacy, and Knowledge of Literacy Instruction.” 2011. Web. 22 Sep 2019.

Vancouver:

Densmore-James S. The Art and Science of Teaching Literacy: Empowering the Literacy Leaders of Tomorrow a Study of Pre-Service Teachers' Beliefs, Self-Efficacy, and Knowledge of Literacy Instruction. [Internet] [Doctoral dissertation]. Florida State University; 2011. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3632 ;.

Council of Science Editors:

Densmore-James S. The Art and Science of Teaching Literacy: Empowering the Literacy Leaders of Tomorrow a Study of Pre-Service Teachers' Beliefs, Self-Efficacy, and Knowledge of Literacy Instruction. [Doctoral Dissertation]. Florida State University; 2011. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3632 ;


Florida State University

28. Caster, Kay Arnold. Pre-Service Teachers Feel Ready, Set, Go on Day One?: Comparing Pre-Service Teachers Teaching Efficacy from a Center of Excellence Teacher Preparation Model and a Traditional Model.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Florida State University

This qualitative study examined the unique perspectives of participants, who recently completed their elementary teacher education training, of their sense of effectiveness in leading students… (more)

Subjects/Keywords: Teachers; Training of

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APA (6th Edition):

Caster, K. A. (2018). Pre-Service Teachers Feel Ready, Set, Go on Day One?: Comparing Pre-Service Teachers Teaching Efficacy from a Center of Excellence Teacher Preparation Model and a Traditional Model. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Su_Caster_fsu_0071E_14657 ;

Chicago Manual of Style (16th Edition):

Caster, Kay Arnold. “Pre-Service Teachers Feel Ready, Set, Go on Day One?: Comparing Pre-Service Teachers Teaching Efficacy from a Center of Excellence Teacher Preparation Model and a Traditional Model.” 2018. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/2018_Su_Caster_fsu_0071E_14657 ;.

MLA Handbook (7th Edition):

Caster, Kay Arnold. “Pre-Service Teachers Feel Ready, Set, Go on Day One?: Comparing Pre-Service Teachers Teaching Efficacy from a Center of Excellence Teacher Preparation Model and a Traditional Model.” 2018. Web. 22 Sep 2019.

Vancouver:

Caster KA. Pre-Service Teachers Feel Ready, Set, Go on Day One?: Comparing Pre-Service Teachers Teaching Efficacy from a Center of Excellence Teacher Preparation Model and a Traditional Model. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Caster_fsu_0071E_14657 ;.

Council of Science Editors:

Caster KA. Pre-Service Teachers Feel Ready, Set, Go on Day One?: Comparing Pre-Service Teachers Teaching Efficacy from a Center of Excellence Teacher Preparation Model and a Traditional Model. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Caster_fsu_0071E_14657 ;


Florida State University

29. Ellis, Valeisha Michelle. An Exploration of the Impact of Reform-Based Science Instruction on Second Graders' Academic Achievement.

Degree: EdD, Teacher Education, 2013, Florida State University

The purpose of this study was to examine whether possible relationships might exist between the quality of reform-based science instruction and science and reading achievement… (more)

Subjects/Keywords: Teachers; Training of

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

APA (6th Edition):

Ellis, V. M. (2013). An Exploration of the Impact of Reform-Based Science Instruction on Second Graders' Academic Achievement. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-7367 ;

Chicago Manual of Style (16th Edition):

Ellis, Valeisha Michelle. “An Exploration of the Impact of Reform-Based Science Instruction on Second Graders' Academic Achievement.” 2013. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-7367 ;.

MLA Handbook (7th Edition):

Ellis, Valeisha Michelle. “An Exploration of the Impact of Reform-Based Science Instruction on Second Graders' Academic Achievement.” 2013. Web. 22 Sep 2019.

Vancouver:

Ellis VM. An Exploration of the Impact of Reform-Based Science Instruction on Second Graders' Academic Achievement. [Internet] [Doctoral dissertation]. Florida State University; 2013. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-7367 ;.

Council of Science Editors:

Ellis VM. An Exploration of the Impact of Reform-Based Science Instruction on Second Graders' Academic Achievement. [Doctoral Dissertation]. Florida State University; 2013. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-7367 ;


University of Kansas

30. Fischer, Carl Edward. The Impact of Automated Cognitive Assistants on Situational Awareness in the Brigade Combat Team.

Degree: EdD, Curriculum and Teaching, 2010, University of Kansas

 This research investigated the impact of automated cognitive assistants, specifically, the Personalized Assistant that Learns (PAL), on situational awareness, efficiency and effectiveness of decision making… (more)

Subjects/Keywords: Education; Technology; Cognitive assistant; Command and control; Cpof; Full spectrum operations; Pal; Situation awareness

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

APA (6th Edition):

Fischer, C. E. (2010). The Impact of Automated Cognitive Assistants on Situational Awareness in the Brigade Combat Team. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6475

Chicago Manual of Style (16th Edition):

Fischer, Carl Edward. “The Impact of Automated Cognitive Assistants on Situational Awareness in the Brigade Combat Team.” 2010. Doctoral Dissertation, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/6475.

MLA Handbook (7th Edition):

Fischer, Carl Edward. “The Impact of Automated Cognitive Assistants on Situational Awareness in the Brigade Combat Team.” 2010. Web. 22 Sep 2019.

Vancouver:

Fischer CE. The Impact of Automated Cognitive Assistants on Situational Awareness in the Brigade Combat Team. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/6475.

Council of Science Editors:

Fischer CE. The Impact of Automated Cognitive Assistants on Situational Awareness in the Brigade Combat Team. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6475

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