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You searched for subject:(urban schools). Showing records 1 – 30 of 369 total matches.

[1] [2] [3] [4] [5] … [13]

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Georgia State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Miller, Carla Bernard. “Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions.” 2016. Doctoral Dissertation, Georgia State University. Accessed May 26, 2019. https://scholarworks.gsu.edu/ece_diss/28.

MLA Handbook (7th Edition):

Miller, Carla Bernard. “Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions.” 2016. Web. 26 May 2019.

Vancouver:

Miller CB. Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 May 26]. Available from: https://scholarworks.gsu.edu/ece_diss/28.

Council of Science Editors:

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


Boston College

2. Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta, Lynne Mooney. Bennett Public School Principal Induction Program.

Degree: EdD, Educational Leadership and Higher Education, 2012, Boston College

 Ensuring equity in education and academic success for all students requires a highly skilled principal engages others in continually improving the instructional program in order… (more)

Subjects/Keywords: induction; principals; programs; urban schools

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APA (6th Edition):

Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta, L. M. (2012). Bennett Public School Principal Induction Program. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101363

Chicago Manual of Style (16th Edition):

Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta, Lynne Mooney. “Bennett Public School Principal Induction Program.” 2012. Doctoral Dissertation, Boston College. Accessed May 26, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101363.

MLA Handbook (7th Edition):

Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta, Lynne Mooney. “Bennett Public School Principal Induction Program.” 2012. Web. 26 May 2019.

Vancouver:

Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta LM. Bennett Public School Principal Induction Program. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2019 May 26]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101363.

Council of Science Editors:

Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta LM. Bennett Public School Principal Induction Program. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101363


Texas A&M University

3. James, Marlon C. Education no longer deferred: the possibilities of educating urban african american males in a single gender school.

Degree: 2009, Texas A&M University

 The purpose of this study is to investigate the emerging school culture of Excel Academy for Boys [Pseudonym] located in the Southwestern region of the… (more)

Subjects/Keywords: African American urban males; single gender schools

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APA (6th Edition):

James, M. C. (2009). Education no longer deferred: the possibilities of educating urban african american males in a single gender school. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3150

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):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3150.

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

MLA Handbook (7th Edition):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Web. 26 May 2019.

Vancouver:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150.

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

Council of Science Editors:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150

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


Montana State University

4. Hokkanen, Susanne Lorraine. Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school.

Degree: Graduate School, 2011, Montana State University

 The purpose of this investigation was to ascertain if the implementation of the 5E learning cycle model in lesson planning and lesson presentation could improve… (more)

Subjects/Keywords: Academic achievement.; Urban schools.; Middle school education.

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APA (6th Edition):

Hokkanen, S. L. (2011). Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1487

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):

Hokkanen, Susanne Lorraine. “Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school.” 2011. Thesis, Montana State University. Accessed May 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1487.

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

MLA Handbook (7th Edition):

Hokkanen, Susanne Lorraine. “Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school.” 2011. Web. 26 May 2019.

Vancouver:

Hokkanen SL. Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 May 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1487.

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

Council of Science Editors:

Hokkanen SL. Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1487

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


University of Cambridge

5. Moreno Medrano, Luz Maria Stella. Indigenous children in urban schools in Jalisco, Mexico : an ethnographic study on schooling experiences.

Degree: PhD, 2017, University of Cambridge

 Political recognition of the multicultural nature of Mexico has advanced the understanding of how people live together, as well as how they value and respect… (more)

Subjects/Keywords: indigenous children; urban schools; intercultural education

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APA (6th Edition):

Moreno Medrano, L. M. S. (2017). Indigenous children in urban schools in Jalisco, Mexico : an ethnographic study on schooling experiences. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/268098 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744250

Chicago Manual of Style (16th Edition):

Moreno Medrano, Luz Maria Stella. “Indigenous children in urban schools in Jalisco, Mexico : an ethnographic study on schooling experiences.” 2017. Doctoral Dissertation, University of Cambridge. Accessed May 26, 2019. https://www.repository.cam.ac.uk/handle/1810/268098 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744250.

MLA Handbook (7th Edition):

Moreno Medrano, Luz Maria Stella. “Indigenous children in urban schools in Jalisco, Mexico : an ethnographic study on schooling experiences.” 2017. Web. 26 May 2019.

Vancouver:

Moreno Medrano LMS. Indigenous children in urban schools in Jalisco, Mexico : an ethnographic study on schooling experiences. [Internet] [Doctoral dissertation]. University of Cambridge; 2017. [cited 2019 May 26]. Available from: https://www.repository.cam.ac.uk/handle/1810/268098 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744250.

Council of Science Editors:

Moreno Medrano LMS. Indigenous children in urban schools in Jalisco, Mexico : an ethnographic study on schooling experiences. [Doctoral Dissertation]. University of Cambridge; 2017. Available from: https://www.repository.cam.ac.uk/handle/1810/268098 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744250


University of Cambridge

6. Moreno Medrano, Luz Maria Stella. Indigenous Children in Urban Schools in Jalisco, Mexico: An Ethnographic Study on Schooling Experiences .

Degree: 2017, University of Cambridge

 Political recognition of the multicultural nature of Mexico has advanced the understanding of how people live together, as well as how they value and respect… (more)

Subjects/Keywords: indigenous children; urban schools; intercultural education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moreno Medrano, L. M. S. (2017). Indigenous Children in Urban Schools in Jalisco, Mexico: An Ethnographic Study on Schooling Experiences . (Thesis). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/268098

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):

Moreno Medrano, Luz Maria Stella. “Indigenous Children in Urban Schools in Jalisco, Mexico: An Ethnographic Study on Schooling Experiences .” 2017. Thesis, University of Cambridge. Accessed May 26, 2019. https://www.repository.cam.ac.uk/handle/1810/268098.

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

MLA Handbook (7th Edition):

Moreno Medrano, Luz Maria Stella. “Indigenous Children in Urban Schools in Jalisco, Mexico: An Ethnographic Study on Schooling Experiences .” 2017. Web. 26 May 2019.

Vancouver:

Moreno Medrano LMS. Indigenous Children in Urban Schools in Jalisco, Mexico: An Ethnographic Study on Schooling Experiences . [Internet] [Thesis]. University of Cambridge; 2017. [cited 2019 May 26]. Available from: https://www.repository.cam.ac.uk/handle/1810/268098.

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

Council of Science Editors:

Moreno Medrano LMS. Indigenous Children in Urban Schools in Jalisco, Mexico: An Ethnographic Study on Schooling Experiences . [Thesis]. University of Cambridge; 2017. Available from: https://www.repository.cam.ac.uk/handle/1810/268098

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


University of Texas – Austin

7. -3239-9808. Complicating choice : nuanced portrayals of parental choice decisions.

Degree: Educational Administration, 2016, University of Texas – Austin

 School choice has become a policy solution for families and children attending persistently low performing schools for the past 40 years. Since 1960, choice programs… (more)

Subjects/Keywords: School choice; Urban schools; Parental decisions

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APA (6th Edition):

-3239-9808. (2016). Complicating choice : nuanced portrayals of parental choice decisions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39693

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

Chicago Manual of Style (16th Edition):

-3239-9808. “Complicating choice : nuanced portrayals of parental choice decisions.” 2016. Thesis, University of Texas – Austin. Accessed May 26, 2019. http://hdl.handle.net/2152/39693.

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

MLA Handbook (7th Edition):

-3239-9808. “Complicating choice : nuanced portrayals of parental choice decisions.” 2016. Web. 26 May 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3239-9808. Complicating choice : nuanced portrayals of parental choice decisions. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 May 26]. Available from: http://hdl.handle.net/2152/39693.

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

Council of Science Editors:

-3239-9808. Complicating choice : nuanced portrayals of parental choice decisions. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39693

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


Duquesne University

8. Clautti, Linda M. Using the Activity Vector Analysis to Determine Teacher Dispositions for Charter School Teachers in Urban High Schools.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2009, Duquesne University

 This study examined responses to the Activity Vector Analysis by both teachers and students in two urban charter high schools. The premise of this research… (more)

Subjects/Keywords: AVA; Dispositions; Charter Teachers; Urban Schools

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APA (6th Edition):

Clautti, L. M. (2009). Using the Activity Vector Analysis to Determine Teacher Dispositions for Charter School Teachers in Urban High Schools. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/417

Chicago Manual of Style (16th Edition):

Clautti, Linda M. “Using the Activity Vector Analysis to Determine Teacher Dispositions for Charter School Teachers in Urban High Schools.” 2009. Doctoral Dissertation, Duquesne University. Accessed May 26, 2019. https://dsc.duq.edu/etd/417.

MLA Handbook (7th Edition):

Clautti, Linda M. “Using the Activity Vector Analysis to Determine Teacher Dispositions for Charter School Teachers in Urban High Schools.” 2009. Web. 26 May 2019.

Vancouver:

Clautti LM. Using the Activity Vector Analysis to Determine Teacher Dispositions for Charter School Teachers in Urban High Schools. [Internet] [Doctoral dissertation]. Duquesne University; 2009. [cited 2019 May 26]. Available from: https://dsc.duq.edu/etd/417.

Council of Science Editors:

Clautti LM. Using the Activity Vector Analysis to Determine Teacher Dispositions for Charter School Teachers in Urban High Schools. [Doctoral Dissertation]. Duquesne University; 2009. Available from: https://dsc.duq.edu/etd/417


Boston College

9. Horning, Craig. Religious Charter Schools: Superintendents' Perceptions in a Catholic Context.

Degree: PhD, Higher Education and Educational Administration, 2011, Boston College

 This qualitative study was exploratory and analyzed an emerging form of schooling - "religious" charter schools - within the context of urban Catholic elementary education… (more)

Subjects/Keywords: Catholic; Charter; Elementary; Religious; Schools; Urban

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APA (6th Edition):

Horning, C. (2011). Religious Charter Schools: Superintendents' Perceptions in a Catholic Context. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101786

Chicago Manual of Style (16th Edition):

Horning, Craig. “Religious Charter Schools: Superintendents' Perceptions in a Catholic Context.” 2011. Doctoral Dissertation, Boston College. Accessed May 26, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101786.

MLA Handbook (7th Edition):

Horning, Craig. “Religious Charter Schools: Superintendents' Perceptions in a Catholic Context.” 2011. Web. 26 May 2019.

Vancouver:

Horning C. Religious Charter Schools: Superintendents' Perceptions in a Catholic Context. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2019 May 26]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101786.

Council of Science Editors:

Horning C. Religious Charter Schools: Superintendents' Perceptions in a Catholic Context. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101786


Liberty University

10. Blackmon, Cheryl McClure. The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools.

Degree: 2008, Liberty University

 This study was designed to assess the efficacy of Foundations & Frameworks (F&F), an instructional program emphasizing reading comprehension, on fourth and fifth grade students'… (more)

Subjects/Keywords: reading, elementary, urban schools, Christian schools, Philadelphia; Education, Elementary; Education, Reading

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APA (6th Edition):

Blackmon, C. M. (2008). The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/68

Chicago Manual of Style (16th Edition):

Blackmon, Cheryl McClure. “The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools.” 2008. Doctoral Dissertation, Liberty University. Accessed May 26, 2019. http://digitalcommons.liberty.edu/doctoral/68.

MLA Handbook (7th Edition):

Blackmon, Cheryl McClure. “The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools.” 2008. Web. 26 May 2019.

Vancouver:

Blackmon CM. The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2019 May 26]. Available from: http://digitalcommons.liberty.edu/doctoral/68.

Council of Science Editors:

Blackmon CM. The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/68


Virginia Tech

11. Rose-McCully, Melissa Marie. To Leave or To Stay: The Stories of Five Elementary School Teachers' Experiences.

Degree: PhD, Teaching and Learning, 2017, Virginia Tech

 This study explores teacher retention and teacher resilience in the United States through the stories of five teachers. The researcher presents the research in two… (more)

Subjects/Keywords: critical autoethnography; teacher retention; experience in schools; small urban schools

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APA (6th Edition):

Rose-McCully, M. M. (2017). To Leave or To Stay: The Stories of Five Elementary School Teachers' Experiences. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86421

Chicago Manual of Style (16th Edition):

Rose-McCully, Melissa Marie. “To Leave or To Stay: The Stories of Five Elementary School Teachers' Experiences.” 2017. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/86421.

MLA Handbook (7th Edition):

Rose-McCully, Melissa Marie. “To Leave or To Stay: The Stories of Five Elementary School Teachers' Experiences.” 2017. Web. 26 May 2019.

Vancouver:

Rose-McCully MM. To Leave or To Stay: The Stories of Five Elementary School Teachers' Experiences. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/86421.

Council of Science Editors:

Rose-McCully MM. To Leave or To Stay: The Stories of Five Elementary School Teachers' Experiences. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/86421


University of Texas – Austin

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Thesis, University of Texas – Austin. Accessed May 26, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

MLA Handbook (7th Edition):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Web. 26 May 2019.

Vancouver:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

Council of Science Editors:

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

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


University of Washington

13. Garnham, Jason. The Location of Public Schools: Implications for Communities and Planners, and School District Decision-Making in the Puget Sound Region.

Degree: 2015, University of Washington

 THE LOCATION OF PUBLIC SCHOOLS: IMPLICATIONS FOR COMMUNITIES AND PLANNERS, AND SCHOOL DISTRICT DECISION-MAKING IN THE PUGET SOUND REGION by Jason Garnham, 2015, 100 pages.… (more)

Subjects/Keywords: facilities; schools; Urban planning; Land use planning; urban planning

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APA (6th Edition):

Garnham, J. (2015). The Location of Public Schools: Implications for Communities and Planners, and School District Decision-Making in the Puget Sound Region. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/34208

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):

Garnham, Jason. “The Location of Public Schools: Implications for Communities and Planners, and School District Decision-Making in the Puget Sound Region.” 2015. Thesis, University of Washington. Accessed May 26, 2019. http://hdl.handle.net/1773/34208.

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

MLA Handbook (7th Edition):

Garnham, Jason. “The Location of Public Schools: Implications for Communities and Planners, and School District Decision-Making in the Puget Sound Region.” 2015. Web. 26 May 2019.

Vancouver:

Garnham J. The Location of Public Schools: Implications for Communities and Planners, and School District Decision-Making in the Puget Sound Region. [Internet] [Thesis]. University of Washington; 2015. [cited 2019 May 26]. Available from: http://hdl.handle.net/1773/34208.

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

Council of Science Editors:

Garnham J. The Location of Public Schools: Implications for Communities and Planners, and School District Decision-Making in the Puget Sound Region. [Thesis]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/34208

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


University of Southern California

14. Hamdan, Kamal. Urban mathematics teacher retention.

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hamdan, Kamal. “Urban mathematics teacher retention.” 2010. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708.

MLA Handbook (7th Edition):

Hamdan, Kamal. “Urban mathematics teacher retention.” 2010. Web. 26 May 2019.

Vancouver:

Hamdan K. Urban mathematics teacher retention. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708.

Council of Science Editors:

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


Virginia Tech

15. Melise, Patricia J. Variables that Attract and Retain Middle-Income Families to Urban Public Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

 In the mid-nineteenth century, with the influx of European immigrants into the cities, public schools became the answer to the poverty and ignorance of the… (more)

Subjects/Keywords: education; middle-income families; middle-class; school choice; public schools; Private schools; urban; White flight

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APA (6th Edition):

Melise, P. J. (2011). Variables that Attract and Retain Middle-Income Families to Urban Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77052

Chicago Manual of Style (16th Edition):

Melise, Patricia J. “Variables that Attract and Retain Middle-Income Families to Urban Public Schools.” 2011. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77052.

MLA Handbook (7th Edition):

Melise, Patricia J. “Variables that Attract and Retain Middle-Income Families to Urban Public Schools.” 2011. Web. 26 May 2019.

Vancouver:

Melise PJ. Variables that Attract and Retain Middle-Income Families to Urban Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77052.

Council of Science Editors:

Melise PJ. Variables that Attract and Retain Middle-Income Families to Urban Public Schools. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77052


University of Louisville

16. Watkins, Cassaundra Lynn. A case study of teacher and principal perceptions of a school-wide positive behavior intervention and supports framework in an urban elementary school.

Degree: EdD, 2018, University of Louisville

  This single site case study examined the perceptions of teachers and the principal of a persistently low achieving elementary school in a large urban(more)

Subjects/Keywords: PBIS; SWPBIS; urban schools; persistently low achieving schools (PLA); school violence; Elementary Education

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APA (6th Edition):

Watkins, C. L. (2018). A case study of teacher and principal perceptions of a school-wide positive behavior intervention and supports framework in an urban elementary school. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2908 ; https://ir.library.louisville.edu/etd/2908

Chicago Manual of Style (16th Edition):

Watkins, Cassaundra Lynn. “A case study of teacher and principal perceptions of a school-wide positive behavior intervention and supports framework in an urban elementary school.” 2018. Doctoral Dissertation, University of Louisville. Accessed May 26, 2019. 10.18297/etd/2908 ; https://ir.library.louisville.edu/etd/2908.

MLA Handbook (7th Edition):

Watkins, Cassaundra Lynn. “A case study of teacher and principal perceptions of a school-wide positive behavior intervention and supports framework in an urban elementary school.” 2018. Web. 26 May 2019.

Vancouver:

Watkins CL. A case study of teacher and principal perceptions of a school-wide positive behavior intervention and supports framework in an urban elementary school. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 May 26]. Available from: 10.18297/etd/2908 ; https://ir.library.louisville.edu/etd/2908.

Council of Science Editors:

Watkins CL. A case study of teacher and principal perceptions of a school-wide positive behavior intervention and supports framework in an urban elementary school. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2908 ; https://ir.library.louisville.edu/etd/2908


University of New Orleans

17. Goff, Sarah LeBlanc. When Education Ceases to be Public: The Privatization of the New Orleans School System After Hurricane Katrina.

Degree: MS, School of Urban Planning and Regional Studies, 2009, University of New Orleans

 This study examines the privatization movement in the post-Katrina New Orleans education system. Less than a month after Katrina, a well-financed charter school movement was… (more)

Subjects/Keywords: Urban school reform; politics and public education; charter schools; Critical Race Theory; privatization; neoliberalism; New Orleans public schools; schools and disasters

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APA (6th Edition):

Goff, S. L. (2009). When Education Ceases to be Public: The Privatization of the New Orleans School System After Hurricane Katrina. (Thesis). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/911

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):

Goff, Sarah LeBlanc. “When Education Ceases to be Public: The Privatization of the New Orleans School System After Hurricane Katrina.” 2009. Thesis, University of New Orleans. Accessed May 26, 2019. https://scholarworks.uno.edu/td/911.

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

MLA Handbook (7th Edition):

Goff, Sarah LeBlanc. “When Education Ceases to be Public: The Privatization of the New Orleans School System After Hurricane Katrina.” 2009. Web. 26 May 2019.

Vancouver:

Goff SL. When Education Ceases to be Public: The Privatization of the New Orleans School System After Hurricane Katrina. [Internet] [Thesis]. University of New Orleans; 2009. [cited 2019 May 26]. Available from: https://scholarworks.uno.edu/td/911.

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

Council of Science Editors:

Goff SL. When Education Ceases to be Public: The Privatization of the New Orleans School System After Hurricane Katrina. [Thesis]. University of New Orleans; 2009. Available from: https://scholarworks.uno.edu/td/911

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


Northeastern University

18. McGraw, Sharon. Public options: an analysis of parental choice at one charter school in Cleveland, Ohio.

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

 Charter schools in Ohio were created to provide an alternative educational opportunity to many urban students seeking a better education. In recent years, students from… (more)

Subjects/Keywords: parent engagement; School choice; Charter schools; Education; Parent participation; Suburban schools; Urban schools; Teacher-student relationships

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APA (6th Edition):

McGraw, S. (2016). Public options: an analysis of parental choice at one charter school in Cleveland, Ohio. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208676

Chicago Manual of Style (16th Edition):

McGraw, Sharon. “Public options: an analysis of parental choice at one charter school in Cleveland, Ohio.” 2016. Doctoral Dissertation, Northeastern University. Accessed May 26, 2019. http://hdl.handle.net/2047/D20208676.

MLA Handbook (7th Edition):

McGraw, Sharon. “Public options: an analysis of parental choice at one charter school in Cleveland, Ohio.” 2016. Web. 26 May 2019.

Vancouver:

McGraw S. Public options: an analysis of parental choice at one charter school in Cleveland, Ohio. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 May 26]. Available from: http://hdl.handle.net/2047/D20208676.

Council of Science Editors:

McGraw S. Public options: an analysis of parental choice at one charter school in Cleveland, Ohio. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208676


University of Florida

19. Kirton, Charmyn M. The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 Across the nation, urban school districts continue to search for solutions in order to transform high-poverty, low-performing schools. While the literature recognizes the leadership of… (more)

Subjects/Keywords: Academic achievement; Learning; Parents; Public schools; School districts; School principals; Schools; Students; Teachers; Urban schools; high-povertyschools  – low-performingschools  – noviceprincipals

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APA (6th Edition):

Kirton, C. M. (2014). The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046970

Chicago Manual of Style (16th Edition):

Kirton, Charmyn M. “The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed.” 2014. Doctoral Dissertation, University of Florida. Accessed May 26, 2019. http://ufdc.ufl.edu/UFE0046970.

MLA Handbook (7th Edition):

Kirton, Charmyn M. “The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed.” 2014. Web. 26 May 2019.

Vancouver:

Kirton CM. The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 May 26]. Available from: http://ufdc.ufl.edu/UFE0046970.

Council of Science Editors:

Kirton CM. The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046970


University of North Carolina – Greensboro

20. Wheat, Kevin. The creation and implementation of a dream: lessons learned from a unique case study.

Degree: 2017, University of North Carolina – Greensboro

 Many educational leaders dream of the opportunity to begin a new school. New schools provide opportunities for innovation, change, and creativity, which most educators believe… (more)

Subjects/Keywords: New schools – Case studies; Urban schools – Case studies; Middle schools – Case studies; Magnet schools – Case studies; Preparatory schools – Case studies; Educational leadership – Case studies; Middle school principals – Case studies

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APA (6th Edition):

Wheat, K. (2017). The creation and implementation of a dream: lessons learned from a unique case study. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22094

Chicago Manual of Style (16th Edition):

Wheat, Kevin. “The creation and implementation of a dream: lessons learned from a unique case study.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed May 26, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22094.

MLA Handbook (7th Edition):

Wheat, Kevin. “The creation and implementation of a dream: lessons learned from a unique case study.” 2017. Web. 26 May 2019.

Vancouver:

Wheat K. The creation and implementation of a dream: lessons learned from a unique case study. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 May 26]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22094.

Council of Science Editors:

Wheat K. The creation and implementation of a dream: lessons learned from a unique case study. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22094


The Ohio State University

21. Reid, M. Jeanne. First-generation urban college students speaking out about their secondary school preparation for postsecondary education.

Degree: PhD, Physical Activity and Educational Services, 2007, The Ohio State University

 This qualitative study explored the perceptions and attitudes that first-generation, urban college students have of their preparation for postsecondary education. More specifically, the study focused… (more)

Subjects/Keywords: Postsecondary education; First-generation college students; Urban education; College access; Urban high schools

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APA (6th Edition):

Reid, M. J. (2007). First-generation urban college students speaking out about their secondary school preparation for postsecondary education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1180403873

Chicago Manual of Style (16th Edition):

Reid, M Jeanne. “First-generation urban college students speaking out about their secondary school preparation for postsecondary education.” 2007. Doctoral Dissertation, The Ohio State University. Accessed May 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180403873.

MLA Handbook (7th Edition):

Reid, M Jeanne. “First-generation urban college students speaking out about their secondary school preparation for postsecondary education.” 2007. Web. 26 May 2019.

Vancouver:

Reid MJ. First-generation urban college students speaking out about their secondary school preparation for postsecondary education. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 May 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1180403873.

Council of Science Editors:

Reid MJ. First-generation urban college students speaking out about their secondary school preparation for postsecondary education. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1180403873


University of Cincinnati

22. Schuchter, Joseph. Enabling Healthy Urban Planning in Northern Kentucky: The Case of School Siting.

Degree: MCP, Design, Architecture, Art and Planning : Community Planning, 2010, University of Cincinnati

 This research is designed to explore how and why decisions about school siting are made. It uses healthy urban planning - which in simplest terms… (more)

Subjects/Keywords: Urban Planning; school siting; healthy urban planning; neighborhood schools; public health; walkability; active commuting

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APA (6th Edition):

Schuchter, J. (2010). Enabling Healthy Urban Planning in Northern Kentucky: The Case of School Siting. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276978380

Chicago Manual of Style (16th Edition):

Schuchter, Joseph. “Enabling Healthy Urban Planning in Northern Kentucky: The Case of School Siting.” 2010. Masters Thesis, University of Cincinnati. Accessed May 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276978380.

MLA Handbook (7th Edition):

Schuchter, Joseph. “Enabling Healthy Urban Planning in Northern Kentucky: The Case of School Siting.” 2010. Web. 26 May 2019.

Vancouver:

Schuchter J. Enabling Healthy Urban Planning in Northern Kentucky: The Case of School Siting. [Internet] [Masters thesis]. University of Cincinnati; 2010. [cited 2019 May 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276978380.

Council of Science Editors:

Schuchter J. Enabling Healthy Urban Planning in Northern Kentucky: The Case of School Siting. [Masters Thesis]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276978380


University of Southern California

23. Marín, James R. The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals.

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

 This study seeks to contribute to the literature on instructional and transformational leadership among urban school principals by investigating the relationship between instructional and transformational… (more)

Subjects/Keywords: ethnicity; self-efficacy; diversity; instructional leadership; transformational leadership; urban school principals; urban schools; school leadership

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APA (6th Edition):

Marín, J. R. (2013). The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7137

Chicago Manual of Style (16th Edition):

Marín, James R. “The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals.” 2013. Doctoral Dissertation, University of Southern California. Accessed May 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7137.

MLA Handbook (7th Edition):

Marín, James R. “The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals.” 2013. Web. 26 May 2019.

Vancouver:

Marín JR. The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 May 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7137.

Council of Science Editors:

Marín JR. The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7137


Arizona State University

24. Reid, Carolyn Anne. School-Oriented Development: A New Paradigm for Neighborhood Planning.

Degree: M.U.E.P., Urban and Environmental Planning, 2011, Arizona State University

 Many school facility-planning theories have proposed an integrated role for schools within their surrounding neighborhood, advocating analogous approaches to creating "community schools" that involve social… (more)

Subjects/Keywords: Urban Planning; community planning; community schools; complete neighborhoods; education; school oriented development; urban planning

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APA (6th Edition):

Reid, C. A. (2011). School-Oriented Development: A New Paradigm for Neighborhood Planning. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/9201

Chicago Manual of Style (16th Edition):

Reid, Carolyn Anne. “School-Oriented Development: A New Paradigm for Neighborhood Planning.” 2011. Masters Thesis, Arizona State University. Accessed May 26, 2019. http://repository.asu.edu/items/9201.

MLA Handbook (7th Edition):

Reid, Carolyn Anne. “School-Oriented Development: A New Paradigm for Neighborhood Planning.” 2011. Web. 26 May 2019.

Vancouver:

Reid CA. School-Oriented Development: A New Paradigm for Neighborhood Planning. [Internet] [Masters thesis]. Arizona State University; 2011. [cited 2019 May 26]. Available from: http://repository.asu.edu/items/9201.

Council of Science Editors:

Reid CA. School-Oriented Development: A New Paradigm for Neighborhood Planning. [Masters Thesis]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9201


Texas Christian University

25. Barrett, Channa Nicole. Veiled chameleons : analyzing urban science teachers epistemological and ontological beliefs on caring for urban students science literacy.

Degree: 2016, Texas Christian University

 The present study investigated teachers epistemological and ontological beliefs and how those beliefs influence caring for urban students science literacy. The grounded theory research involved… (more)

Subjects/Keywords: Science teachers.; Science Ability testing.; Science Study and teaching.; Education, Urban.; Urban schools.

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APA (6th Edition):

Barrett, C. N. (2016). Veiled chameleons : analyzing urban science teachers epistemological and ontological beliefs on caring for urban students science literacy. (Thesis). Texas Christian University. Retrieved from https://repository.tcu.edu/handle/116099117/11271

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):

Barrett, Channa Nicole. “Veiled chameleons : analyzing urban science teachers epistemological and ontological beliefs on caring for urban students science literacy.” 2016. Thesis, Texas Christian University. Accessed May 26, 2019. https://repository.tcu.edu/handle/116099117/11271.

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

MLA Handbook (7th Edition):

Barrett, Channa Nicole. “Veiled chameleons : analyzing urban science teachers epistemological and ontological beliefs on caring for urban students science literacy.” 2016. Web. 26 May 2019.

Vancouver:

Barrett CN. Veiled chameleons : analyzing urban science teachers epistemological and ontological beliefs on caring for urban students science literacy. [Internet] [Thesis]. Texas Christian University; 2016. [cited 2019 May 26]. Available from: https://repository.tcu.edu/handle/116099117/11271.

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

Council of Science Editors:

Barrett CN. Veiled chameleons : analyzing urban science teachers epistemological and ontological beliefs on caring for urban students science literacy. [Thesis]. Texas Christian University; 2016. Available from: https://repository.tcu.edu/handle/116099117/11271

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


The Ohio State University

26. Chandler, Wallace. A study of the value of data from selected informants in an urban setting.

Degree: PhD, Graduate School, 1976, The Ohio State University

Subjects/Keywords: Education; Education; Urban schools

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APA (6th Edition):

Chandler, W. (1976). A study of the value of data from selected informants in an urban setting. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486999830961028

Chicago Manual of Style (16th Edition):

Chandler, Wallace. “A study of the value of data from selected informants in an urban setting.” 1976. Doctoral Dissertation, The Ohio State University. Accessed May 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486999830961028.

MLA Handbook (7th Edition):

Chandler, Wallace. “A study of the value of data from selected informants in an urban setting.” 1976. Web. 26 May 2019.

Vancouver:

Chandler W. A study of the value of data from selected informants in an urban setting. [Internet] [Doctoral dissertation]. The Ohio State University; 1976. [cited 2019 May 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486999830961028.

Council of Science Editors:

Chandler W. A study of the value of data from selected informants in an urban setting. [Doctoral Dissertation]. The Ohio State University; 1976. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486999830961028


Princeton University

27. Golann, Joanne W. Scripting the Moves: Class, Control, and Urban School Reform .

Degree: PhD, 2016, Princeton University

 What does it take to equalize opportunities for disadvantaged students? The highly regimented disciplinary system adopted by high-achieving no-excuses urban charter schools is premised on… (more)

Subjects/Keywords: charter schools; discipline; education reform; hidden curriculum; no-excuses; urban education

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APA (6th Edition):

Golann, J. W. (2016). Scripting the Moves: Class, Control, and Urban School Reform . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp01ft848t04h

Chicago Manual of Style (16th Edition):

Golann, Joanne W. “Scripting the Moves: Class, Control, and Urban School Reform .” 2016. Doctoral Dissertation, Princeton University. Accessed May 26, 2019. http://arks.princeton.edu/ark:/88435/dsp01ft848t04h.

MLA Handbook (7th Edition):

Golann, Joanne W. “Scripting the Moves: Class, Control, and Urban School Reform .” 2016. Web. 26 May 2019.

Vancouver:

Golann JW. Scripting the Moves: Class, Control, and Urban School Reform . [Internet] [Doctoral dissertation]. Princeton University; 2016. [cited 2019 May 26]. Available from: http://arks.princeton.edu/ark:/88435/dsp01ft848t04h.

Council of Science Editors:

Golann JW. Scripting the Moves: Class, Control, and Urban School Reform . [Doctoral Dissertation]. Princeton University; 2016. Available from: http://arks.princeton.edu/ark:/88435/dsp01ft848t04h


Texas A&M University

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

Degree: 2011, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Huggins, Kristin Shawn. “Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools.” 2011. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8391.

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

MLA Handbook (7th Edition):

Huggins, Kristin Shawn. “Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools.” 2011. Web. 26 May 2019.

Vancouver:

Huggins KS. Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8391.

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

Council of Science Editors:

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

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


Texas A&M University

29. Coburn, Joseph Ryan. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.

Degree: 2015, Texas A&M University

 Middle school students in the United States are not performing as well as their international peers on standardized math and science exams, and in Texas… (more)

Subjects/Keywords: Block Schedule; Middle School; Math; Science; Urban schools

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APA (6th Edition):

Coburn, J. R. (2015). Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155047

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):

Coburn, Joseph Ryan. “Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.” 2015. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/155047.

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

MLA Handbook (7th Edition):

Coburn, Joseph Ryan. “Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.” 2015. Web. 26 May 2019.

Vancouver:

Coburn JR. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/155047.

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

Council of Science Editors:

Coburn JR. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155047

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


University of Aberdeen

30. Sanders, David. The class struggle : a study of disruption in schools in the Aberdeen area.

Degree: 1990, University of Aberdeen

 This study reviews the conventional wisdoms of home and school being the main causal factors of disruption in schools, by researching the views and perceptions… (more)

Subjects/Keywords: 370; Problem children : Urban schools

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

APA (6th Edition):

Sanders, D. (1990). The class struggle : a study of disruption in schools in the Aberdeen area. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128345 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316855

Chicago Manual of Style (16th Edition):

Sanders, David. “The class struggle : a study of disruption in schools in the Aberdeen area.” 1990. Doctoral Dissertation, University of Aberdeen. Accessed May 26, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128345 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316855.

MLA Handbook (7th Edition):

Sanders, David. “The class struggle : a study of disruption in schools in the Aberdeen area.” 1990. Web. 26 May 2019.

Vancouver:

Sanders D. The class struggle : a study of disruption in schools in the Aberdeen area. [Internet] [Doctoral dissertation]. University of Aberdeen; 1990. [cited 2019 May 26]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128345 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316855.

Council of Science Editors:

Sanders D. The class struggle : a study of disruption in schools in the Aberdeen area. [Doctoral Dissertation]. University of Aberdeen; 1990. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128345 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316855

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