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Degree: Doctor of Education (EdD)  Dept: Educational Policy Studies  Country:

You searched for subject:(responsibilities of high school principal). Showing records 1 – 19 of 19 total matches.

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Georgia State University

1. Sims, Dan. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  The dilemma of African-American male achievement continues to challenge schools systems in America. In light of this challenge, African-American males pose the greatest risk… (more)

Subjects/Keywords: African-american males; Teacher perceptions; Transition; High school; Effective practices; Achievement gap; Disparities

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APA (6th Edition):

Sims, D. (2015). The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/124

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):

Sims, Dan. “The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.” 2015. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/124.

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

MLA Handbook (7th Edition):

Sims, Dan. “The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.” 2015. Web. 15 Sep 2019.

Vancouver:

Sims D. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/124.

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

Council of Science Editors:

Sims D. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/124

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


Georgia State University

2. Seymour, Sharissa Y. Teacher Retention: Behaviors of Principals Influencing Teachers in Schools as part of Georgia’s Vision for Public Education.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2016, Georgia State University

  Once considered managers of school buildings, principals have moved into the role of instructional leaders, charged with putting student learning first in their realm… (more)

Subjects/Keywords: Georgia vision project; Teacher retention; Principal; Education policy

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APA (6th Edition):

Seymour, S. Y. (2016). Teacher Retention: Behaviors of Principals Influencing Teachers in Schools as part of Georgia’s Vision for Public Education. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/154

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):

Seymour, Sharissa Y. “Teacher Retention: Behaviors of Principals Influencing Teachers in Schools as part of Georgia’s Vision for Public Education.” 2016. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/154.

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

MLA Handbook (7th Edition):

Seymour, Sharissa Y. “Teacher Retention: Behaviors of Principals Influencing Teachers in Schools as part of Georgia’s Vision for Public Education.” 2016. Web. 15 Sep 2019.

Vancouver:

Seymour SY. Teacher Retention: Behaviors of Principals Influencing Teachers in Schools as part of Georgia’s Vision for Public Education. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/154.

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

Council of Science Editors:

Seymour SY. Teacher Retention: Behaviors of Principals Influencing Teachers in Schools as part of Georgia’s Vision for Public Education. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/154

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

3. Pinkett Smith, Jennifer L. Addressing Bullying: A Case Study Investigating School Personnel's Perceptions of Policeis and Practices at Three Private Christian Middle Schools.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2016, Georgia State University

  Repeated instances of bullying plague schools and immobilize the learning environment for many students. Dissimilar views of policies related to bullying make it difficult… (more)

Subjects/Keywords: Bullying; Perceptions of bullying by school personnel; Bullying policies; Case study research; Bullying in private schools

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APA (6th Edition):

Pinkett Smith, J. L. (2016). Addressing Bullying: A Case Study Investigating School Personnel's Perceptions of Policeis and Practices at Three Private Christian Middle Schools. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/144

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):

Pinkett Smith, Jennifer L. “Addressing Bullying: A Case Study Investigating School Personnel's Perceptions of Policeis and Practices at Three Private Christian Middle Schools.” 2016. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/144.

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

MLA Handbook (7th Edition):

Pinkett Smith, Jennifer L. “Addressing Bullying: A Case Study Investigating School Personnel's Perceptions of Policeis and Practices at Three Private Christian Middle Schools.” 2016. Web. 15 Sep 2019.

Vancouver:

Pinkett Smith JL. Addressing Bullying: A Case Study Investigating School Personnel's Perceptions of Policeis and Practices at Three Private Christian Middle Schools. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/144.

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

Council of Science Editors:

Pinkett Smith JL. Addressing Bullying: A Case Study Investigating School Personnel's Perceptions of Policeis and Practices at Three Private Christian Middle Schools. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/144

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

4. Spicer, Felecia V. School Culture, School Climate, and the Role of the Principal.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2016, Georgia State University

  The purpose of this case study was to determine to what degree the Vision Project’s implementation impacted school climate and student achievement in high(more)

Subjects/Keywords: School Climate; School Culture; Georgia Vision Project; Education Policy

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APA (6th Edition):

Spicer, F. V. (2016). School Culture, School Climate, and the Role of the Principal. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/140

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):

Spicer, Felecia V. “School Culture, School Climate, and the Role of the Principal.” 2016. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/140.

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

MLA Handbook (7th Edition):

Spicer, Felecia V. “School Culture, School Climate, and the Role of the Principal.” 2016. Web. 15 Sep 2019.

Vancouver:

Spicer FV. School Culture, School Climate, and the Role of the Principal. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/140.

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

Council of Science Editors:

Spicer FV. School Culture, School Climate, and the Role of the Principal. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/140

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


Georgia State University

5. Sercan, Namik. An Examination of Student Achievement Differences Between Charter System Schools and Start-Up Charter Schools.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2016, Georgia State University

  Georgia Charter School Act of 1998 intends to increase student achievement through academic and organizational innovations, and increased flexibility granted to charter schools. With… (more)

Subjects/Keywords: Charter school; charter district; achievement; CCRPI

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APA (6th Edition):

Sercan, N. (2016). An Examination of Student Achievement Differences Between Charter System Schools and Start-Up Charter Schools. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/137

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):

Sercan, Namik. “An Examination of Student Achievement Differences Between Charter System Schools and Start-Up Charter Schools.” 2016. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/137.

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

MLA Handbook (7th Edition):

Sercan, Namik. “An Examination of Student Achievement Differences Between Charter System Schools and Start-Up Charter Schools.” 2016. Web. 15 Sep 2019.

Vancouver:

Sercan N. An Examination of Student Achievement Differences Between Charter System Schools and Start-Up Charter Schools. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/137.

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

Council of Science Editors:

Sercan N. An Examination of Student Achievement Differences Between Charter System Schools and Start-Up Charter Schools. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/137

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

6. Dykes, Dustin. School-Wide Positive Behavior Interventions and Supports: A Case Study Measuring Implementation Fidelity and Implementation Impact.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  Many schools struggle with effectively managing student behavior. In recent decades, a large number of schools have implemented a system of positive behavior interventions… (more)

Subjects/Keywords: School referrals; Behavior interventions; Evaluation tool

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APA (6th Edition):

Dykes, D. (2015). School-Wide Positive Behavior Interventions and Supports: A Case Study Measuring Implementation Fidelity and Implementation Impact. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/121

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):

Dykes, Dustin. “School-Wide Positive Behavior Interventions and Supports: A Case Study Measuring Implementation Fidelity and Implementation Impact.” 2015. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/121.

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

MLA Handbook (7th Edition):

Dykes, Dustin. “School-Wide Positive Behavior Interventions and Supports: A Case Study Measuring Implementation Fidelity and Implementation Impact.” 2015. Web. 15 Sep 2019.

Vancouver:

Dykes D. School-Wide Positive Behavior Interventions and Supports: A Case Study Measuring Implementation Fidelity and Implementation Impact. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/121.

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

Council of Science Editors:

Dykes D. School-Wide Positive Behavior Interventions and Supports: A Case Study Measuring Implementation Fidelity and Implementation Impact. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/121

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


Georgia State University

7. Sanfilippo, Joseph. Examination of the Development, Implementation, and Monitoring of One Instructional Coaching Program in an Urban, Title I, Elementary School.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  Some schools and school districts have implemented instructional coaching programs to improve teaching practices and increase student achievement. A review of the literature revealed… (more)

Subjects/Keywords: Coaching; Instructional Coaching; Instructional Leadership; Elementary School

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

APA (6th Edition):

Sanfilippo, J. (2019). Examination of the Development, Implementation, and Monitoring of One Instructional Coaching Program in an Urban, Title I, Elementary School. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/200

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):

Sanfilippo, Joseph. “Examination of the Development, Implementation, and Monitoring of One Instructional Coaching Program in an Urban, Title I, Elementary School.” 2019. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/200.

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

MLA Handbook (7th Edition):

Sanfilippo, Joseph. “Examination of the Development, Implementation, and Monitoring of One Instructional Coaching Program in an Urban, Title I, Elementary School.” 2019. Web. 15 Sep 2019.

Vancouver:

Sanfilippo J. Examination of the Development, Implementation, and Monitoring of One Instructional Coaching Program in an Urban, Title I, Elementary School. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/200.

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

Council of Science Editors:

Sanfilippo J. Examination of the Development, Implementation, and Monitoring of One Instructional Coaching Program in an Urban, Title I, Elementary School. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/200

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


Georgia State University

8. BROWN, SONYA V. School-Wide Positive Behavioral Interventions and Supports: A Case Study Analyzing Principal Leadership and Discipline Direction in One Middle School.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2018, Georgia State University

  It is no secret that many schools struggle with student behavior. Educators are concerned with how to effectively and positively manage student conduct. By… (more)

Subjects/Keywords: Office discipline referral; School climate; School culture; Zero Tolerance Policy; PBIS; SWPBIS

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APA (6th Edition):

BROWN, S. V. (2018). School-Wide Positive Behavioral Interventions and Supports: A Case Study Analyzing Principal Leadership and Discipline Direction in One Middle School. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/176

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, SONYA V. “School-Wide Positive Behavioral Interventions and Supports: A Case Study Analyzing Principal Leadership and Discipline Direction in One Middle School.” 2018. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/176.

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

MLA Handbook (7th Edition):

BROWN, SONYA V. “School-Wide Positive Behavioral Interventions and Supports: A Case Study Analyzing Principal Leadership and Discipline Direction in One Middle School.” 2018. Web. 15 Sep 2019.

Vancouver:

BROWN SV. School-Wide Positive Behavioral Interventions and Supports: A Case Study Analyzing Principal Leadership and Discipline Direction in One Middle School. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/176.

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

Council of Science Editors:

BROWN SV. School-Wide Positive Behavioral Interventions and Supports: A Case Study Analyzing Principal Leadership and Discipline Direction in One Middle School. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/176

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


Georgia State University

9. Fendley, RaNae L. The Effects Of Unexcused Absences And Excused Absences On Mathematics And Reading Performance Of Eighth Grade Students.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  Many factors may impact a student’s performance on examinations. Factors such as appropriate academic preparation, psychological disposition, and social conditions all contribute to a… (more)

Subjects/Keywords: truancy; school absence; unexcused absences; CRCT; Eighth Grade; Georgia

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APA (6th Edition):

Fendley, R. L. (2015). The Effects Of Unexcused Absences And Excused Absences On Mathematics And Reading Performance Of Eighth Grade Students. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/122

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):

Fendley, RaNae L. “The Effects Of Unexcused Absences And Excused Absences On Mathematics And Reading Performance Of Eighth Grade Students.” 2015. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/122.

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

MLA Handbook (7th Edition):

Fendley, RaNae L. “The Effects Of Unexcused Absences And Excused Absences On Mathematics And Reading Performance Of Eighth Grade Students.” 2015. Web. 15 Sep 2019.

Vancouver:

Fendley RL. The Effects Of Unexcused Absences And Excused Absences On Mathematics And Reading Performance Of Eighth Grade Students. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/122.

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

Council of Science Editors:

Fendley RL. The Effects Of Unexcused Absences And Excused Absences On Mathematics And Reading Performance Of Eighth Grade Students. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/122

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


Georgia State University

10. Lehmann, Sally Seana. The Impact of Transformational Leadership Practices on the Cultural Responsiveness of Academic Parent Teacher Teams (APTT) Implementation.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  Purpose: Research has shown that family engagement has a positive impact on student academic performance; however, schools that serve increasingly diverse communities often struggle… (more)

Subjects/Keywords: Transformational Leadership; Culturally Responsive School Leadership; Academic Parent Teach-er Teams (APTT); Family Engagement

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APA (6th Edition):

Lehmann, S. S. (2019). The Impact of Transformational Leadership Practices on the Cultural Responsiveness of Academic Parent Teacher Teams (APTT) Implementation. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/194

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):

Lehmann, Sally Seana. “The Impact of Transformational Leadership Practices on the Cultural Responsiveness of Academic Parent Teacher Teams (APTT) Implementation.” 2019. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/194.

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

MLA Handbook (7th Edition):

Lehmann, Sally Seana. “The Impact of Transformational Leadership Practices on the Cultural Responsiveness of Academic Parent Teacher Teams (APTT) Implementation.” 2019. Web. 15 Sep 2019.

Vancouver:

Lehmann SS. The Impact of Transformational Leadership Practices on the Cultural Responsiveness of Academic Parent Teacher Teams (APTT) Implementation. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/194.

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

Council of Science Editors:

Lehmann SS. The Impact of Transformational Leadership Practices on the Cultural Responsiveness of Academic Parent Teacher Teams (APTT) Implementation. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/194

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


Georgia State University

11. Kranzlein, Kimberly. Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  The purpose of this qualitative descriptive single case study is to gain a deeper understanding of how school leaders approach giftedness identification in a… (more)

Subjects/Keywords: gifted identification; underrepresentation; minority; descriptive case study; culturally responsive school leadership; cultural proficiency

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APA (6th Edition):

Kranzlein, K. (2019). Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/207

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):

Kranzlein, Kimberly. “Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study.” 2019. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/207.

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

MLA Handbook (7th Edition):

Kranzlein, Kimberly. “Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study.” 2019. Web. 15 Sep 2019.

Vancouver:

Kranzlein K. Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/207.

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

Council of Science Editors:

Kranzlein K. Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/207

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


Georgia State University

12. Patterson, Jason A. TEACHER MOBILIZATION: A CASE STUDY ON ORGANIZATIONAL FACTORS & THE MOVEMENT OF TEACHERS WITHIN AN URBAN DISTRICT.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  Professional educators are known to have one of the highest attrition rates among the American professions. As a result, administrative personal face financial hardships… (more)

Subjects/Keywords: Attrition; Retention; Mobilization; Organizational Theory; Motivation; Urban School District; Full-Time Teacher

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APA (6th Edition):

Patterson, J. A. (2019). TEACHER MOBILIZATION: A CASE STUDY ON ORGANIZATIONAL FACTORS & THE MOVEMENT OF TEACHERS WITHIN AN URBAN DISTRICT. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/208

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):

Patterson, Jason A. “TEACHER MOBILIZATION: A CASE STUDY ON ORGANIZATIONAL FACTORS & THE MOVEMENT OF TEACHERS WITHIN AN URBAN DISTRICT.” 2019. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/208.

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

MLA Handbook (7th Edition):

Patterson, Jason A. “TEACHER MOBILIZATION: A CASE STUDY ON ORGANIZATIONAL FACTORS & THE MOVEMENT OF TEACHERS WITHIN AN URBAN DISTRICT.” 2019. Web. 15 Sep 2019.

Vancouver:

Patterson JA. TEACHER MOBILIZATION: A CASE STUDY ON ORGANIZATIONAL FACTORS & THE MOVEMENT OF TEACHERS WITHIN AN URBAN DISTRICT. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/208.

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

Council of Science Editors:

Patterson JA. TEACHER MOBILIZATION: A CASE STUDY ON ORGANIZATIONAL FACTORS & THE MOVEMENT OF TEACHERS WITHIN AN URBAN DISTRICT. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/208

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


Georgia State University

13. Sturtevant, Joshua. A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  This study’s purpose was to explore how faculty members in a middle school serving traditionally marginalized students perceived culturally responsive school leadership in their… (more)

Subjects/Keywords: Culturally Responsive School Leadership; Culturally Responsive Teaching; Traditionally Marginalized Students; Organizational Learning; Social Justice Leadership

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APA (6th Edition):

Sturtevant, J. (2019). A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/210

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):

Sturtevant, Joshua. “A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students.” 2019. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/210.

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

MLA Handbook (7th Edition):

Sturtevant, Joshua. “A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students.” 2019. Web. 15 Sep 2019.

Vancouver:

Sturtevant J. A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/210.

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

Council of Science Editors:

Sturtevant J. A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/210

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


Georgia State University

14. Tookes, Cynthia B. Teachers' and Leaders' Perceptions of an Induction Program's Influence on Teacher Retention in a Title I School with a High Population of English Language Learners.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2018, Georgia State University

  ABSTRACT Issues related to teacher attrition and retention have plagued our educational systems for decades; particularly in urban schools serving low income, low achieving,… (more)

Subjects/Keywords: INDEX WORDS: Retention; Induction programs; Organizational climate and culture; School climate and culture; Instructional leadership; Culturally linguistic and diverse

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APA (6th Edition):

Tookes, C. B. (2018). Teachers' and Leaders' Perceptions of an Induction Program's Influence on Teacher Retention in a Title I School with a High Population of English Language Learners. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/177

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):

Tookes, Cynthia B. “Teachers' and Leaders' Perceptions of an Induction Program's Influence on Teacher Retention in a Title I School with a High Population of English Language Learners.” 2018. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/177.

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

MLA Handbook (7th Edition):

Tookes, Cynthia B. “Teachers' and Leaders' Perceptions of an Induction Program's Influence on Teacher Retention in a Title I School with a High Population of English Language Learners.” 2018. Web. 15 Sep 2019.

Vancouver:

Tookes CB. Teachers' and Leaders' Perceptions of an Induction Program's Influence on Teacher Retention in a Title I School with a High Population of English Language Learners. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/177.

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

Council of Science Editors:

Tookes CB. Teachers' and Leaders' Perceptions of an Induction Program's Influence on Teacher Retention in a Title I School with a High Population of English Language Learners. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/177

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


Georgia State University

15. Curlette, David. An Anchor Action Research Study on Student Achievement Utilizing the Teacher-Intern-Professor Model.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2018, Georgia State University

  Professional development schools (PDSs) refers to the partnership among universities and schools that is a collaboration often designed to improve student achievement and professional… (more)

Subjects/Keywords: Anchor Action Research (AAR); Instructional Leadership; Teacher-Intern-Professor (TIP); Student Achievement; Professional Development School; Meta-analysis

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APA (6th Edition):

Curlette, D. (2018). An Anchor Action Research Study on Student Achievement Utilizing the Teacher-Intern-Professor Model. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/179

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):

Curlette, David. “An Anchor Action Research Study on Student Achievement Utilizing the Teacher-Intern-Professor Model.” 2018. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/179.

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

MLA Handbook (7th Edition):

Curlette, David. “An Anchor Action Research Study on Student Achievement Utilizing the Teacher-Intern-Professor Model.” 2018. Web. 15 Sep 2019.

Vancouver:

Curlette D. An Anchor Action Research Study on Student Achievement Utilizing the Teacher-Intern-Professor Model. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/179.

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

Council of Science Editors:

Curlette D. An Anchor Action Research Study on Student Achievement Utilizing the Teacher-Intern-Professor Model. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/179

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

16. Cowan, Dionne. Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2016, Georgia State University

  The school to prison pipeline (STPP) is a conceptual framework reflecting the injustice that bleeds at the intersection of the educational and criminal justice… (more)

Subjects/Keywords: School to prison pipeline; Zero tolerance policy and practice; Phenomenological study; Culturally relevant leadership; Equity and justice; Restorative justice

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APA (6th Edition):

Cowan, D. (2016). Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/138

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):

Cowan, Dionne. “Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice.” 2016. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/138.

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

MLA Handbook (7th Edition):

Cowan, Dionne. “Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice.” 2016. Web. 15 Sep 2019.

Vancouver:

Cowan D. Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/138.

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

Council of Science Editors:

Cowan D. Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/138

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


Georgia State University

17. Brack, Tracie Welborn, Ed.D. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  This study examined teachers’ perceptions of school climate as it relates to subject area in an elementary school setting. For the purpose of this… (more)

Subjects/Keywords: Arts; Accountability; Teacher Perception; School Climate; Homeroom Teachers; Special Area Teachers; Testing; Race to the Top

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APA (6th Edition):

Brack, Tracie Welborn, E. D. (2015). Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/126

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):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/126.

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

MLA Handbook (7th Edition):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Web. 15 Sep 2019.

Vancouver:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/126.

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

Council of Science Editors:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/126

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

18. Havis, Camille. The Underrepresentation of Black Students in Advanced Placement Courses: Student Perceptions of Peers, Teachers and School.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  In its annual Advanced Placement Report to the Nation, the College Board highlights increasing the participation rates of minorities in AP classes. Despite this… (more)

Subjects/Keywords: Advanced Placement; College Board; Black Students; Peers; Teachers; School; Underrepresentation; Invitational Theory

…Black students represented 14.5% of the high school population, but only 9% of the AP… …as America's first public high school for Blacks, in the basement of the 15th Street… …that only a small minority of the total high school population were even advanced enough to… …do college-level work regardless of color, which means that even the top Black high school… …for 99 percent of high school students, regardless of race, should have been on preparation… 

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

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

APA (6th Edition):

Havis, C. (2015). The Underrepresentation of Black Students in Advanced Placement Courses: Student Perceptions of Peers, Teachers and School. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/134

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):

Havis, Camille. “The Underrepresentation of Black Students in Advanced Placement Courses: Student Perceptions of Peers, Teachers and School.” 2015. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/134.

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

MLA Handbook (7th Edition):

Havis, Camille. “The Underrepresentation of Black Students in Advanced Placement Courses: Student Perceptions of Peers, Teachers and School.” 2015. Web. 15 Sep 2019.

Vancouver:

Havis C. The Underrepresentation of Black Students in Advanced Placement Courses: Student Perceptions of Peers, Teachers and School. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/134.

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

Council of Science Editors:

Havis C. The Underrepresentation of Black Students in Advanced Placement Courses: Student Perceptions of Peers, Teachers and School. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/134

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


Georgia State University

19. Harper, Charles E, Jr. The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  The purpose of the study was to characterize the Georgia Science Ambassadors Program (GSAP) by investigating the perceptions and experiences of elementary-level (K-5) Georgia… (more)

Subjects/Keywords: boundary spanning; distributed instructional leadership; Georgia Science Ambassadors Program; Georgia Standards of Excellence (GSE); Next Generation Science Standards (NGSS); systems theory

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

APA (6th Edition):

Harper, Charles E, J. (2019). The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/198

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):

Harper, Charles E, Jr. “The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know.” 2019. Thesis, Georgia State University. Accessed September 15, 2019. https://scholarworks.gsu.edu/eps_diss/198.

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

MLA Handbook (7th Edition):

Harper, Charles E, Jr. “The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know.” 2019. Web. 15 Sep 2019.

Vancouver:

Harper, Charles E J. The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Sep 15]. Available from: https://scholarworks.gsu.edu/eps_diss/198.

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

Council of Science Editors:

Harper, Charles E J. The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/198

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

.