Rozprawy doktorskie na temat „Relationship education”
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Studevan, Russell H. "Relationship between teacher absence and factors in teacher-principal relationships". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/1576.
Pełny tekst źródłaHarris, Jenny. "Adolescent Relationship Concerns and Perceived Gains from a Relationship Education Course". DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5654.
Pełny tekst źródłaStevens, Jessica Ann. "The relationship between job satisfaction and educational leadership among teachers in secondary education". Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570213.
Pełny tekst źródłaThe increase in teacher attrition rates within the state of California since 2000 is of concern to the California Department of Education and districts throughout the state because of a myriad of issues created by the loss of qualified teachers. The cost of replacing qualified teachers and recruiting and training new teachers to replace those who have left is a costly challenge. In California, 13% of new high school teachers leave the profession within the first two years of teaching and 22% leave within the first four years, even after successful completion of a teacher support program funded by the state (Reed, Reuben, & Barbour, 2006). Teacher attrition is a growing concern to both the state and the nation.
In this quantitative correlational study, one public high school within San Diego Unified School District served as a sample reviewed for data relating to teacher job satisfaction and elements of educational leadership that work to promote teacher retention. Data were analyzed to formulate a conclusion regarding job satisfaction and the set of predictor variables including the general quality of administrative leadership within a teacher’s educational environment, problem-solving conducted by the leadership in place, professional respect demonstrated for the educator by school leadership, professional development opportunities for teachers, and projected length of employment of the teacher.
A Bonferroni adjustment was performed on the original alpha level (α = .05) to reduce the likelihood of a type I error (false positive interpretation). Due to the application of the Bonferroni correction, the research study presented the finding that job satisfaction was not related teacher job satisfaction. Recommendations include the integration of relevant, focused professional development opportunities for teachers, with the ultimate goal in mind to retain dedicated, quality educators who seek to improve the lives of their students daily.
Carlson, Ryan G. "Examining Relationships Among Income, Individual and Relationship Distress, and Outcomes in Marriage and Relationship Education for Low-to-Moderate Income Married Couples". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5151.
Pełny tekst źródłaID: 031001385; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed May 22, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 146-159).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education
Esteves, Paulo Sérgio Filipe Mena. "Social CRM adoption in a higher education institution". Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10395.
Pełny tekst źródłaNeste estudo foi adoptada a definição proposta por Choy, et al. (2003) e Shaw (1999) onde o Customer Relationship Management é definido como o processo pelo qual uma empresa envereda por uma estratégia de procura de maximização da informação sobre os seus clientes num esforço para aumentar a sua lealdade e pronlogar a relação comercial. A Web 2.0 é o termo geralmente usado para descrever a chamada segunda geração da World Wide Web e está intimamente relacionado com o fenómeno da interacção e partilha de informação online (Barsky & Purdon, 2006). Com a evolução das tecnologias e da Web 2.0 começaram a haver mudanças no comportamento dos consumidores e na sua adopção a estas novas tecnologias tais como redes sociais, foruns, wikis, blogs, entre outros, tendo a Internet como base. Isto é importante, pois permite ás empresas juntar os seus dados sociais, ás informações já existentes nos seus sistemas de CRM, a isto chama-se CRM Social. Define-se como uma filosofia e uma estratégia de negócio, suportada por uma plataforma tecnológica, regras de negócio e caracteristicas sociais, desenhada de forma a empreender conversas colaborativas com os seus clientes (Greenberg, 2010). Neste estudo discute-se a adopção de uma instituição de ensino superior ao CRM Social. Para desenvolver este estudo foi efectuado um método de case study para perceber quais os grandes objectivos inerentes à sua adopção, e se estão de acordo com o estudado por (Greenberg, 2010).
In this study, we adopted the definition proposed by Choy, et al (2003) and Shaw (1999) where Customer Relationship Management is defined has the process which a company decides to invest in a strategy to maximize the information search about their customers in order to increase customer loyalty and to prolong their commercial relationship. Web 2.0 is the term generally used to describe the second generation from the World Wide Web and it is related to the phenomenon of interacting and sharing information online (Barsky & Purdon, 2006). With the evolution of technologies and the Web 2.0, there were changes in customer behavior and people?s adoption to these new technologies, such as social networks, forums, wikis, blogs and others having the internet as its base. This is important for companies to understand in order to add their social information to their CRM information, this is called Social CRM. It is defined as a philosophy and a business strategy, supported by technology platform, business rules, processes and social characteristics, designed to engage customers in collaborative conversations (Greenberg, 2010). This study discusses the adoption of a higher education institution to Social CRM. To develop this study, a case study method was adopted to investigate what were the main objectives behind this adoption and if they are aligned with the definitions studied by (Greenberg, 2010).
Munro, Patricia Jane. "Presence at a distance : the educator-learner relationship in distance education and dropout". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32299.
Pełny tekst źródłaEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
H-Duke, Michelle, i University of Lethbridge Faculty of Education. "The chemistry of education : a periodic relationship". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/221.
Pełny tekst źródłaxiii, 312 leaves ; 28 cm.
Munyon, Matthew D. "The Relationship Between Married Partners' Individual and Relationship Distress: An Actor-Partner Analysis of Low-income, Racially and Ethnically Diverse Couples in Relationship Education". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5347.
Pełny tekst źródłaID: 031001400; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Mark E. Young.; Title from PDF title page (viewed June 7, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 216-231).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education
Johnson, Veronica Ida. "The Effects of Intimate Relationship Education on Relationship Optimism and Attitudes toward Marriage". The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05192009-110429/.
Pełny tekst źródłaWilliams, Carl B. "The Relationship Between the Educational Beliefs and the Instructional Practices of Education Interns". UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/102.
Pełny tekst źródłaDuPont, Carrie Sue. "The Relationship Between Counselor Educator Technology Self-Efficacy and Distance Counseling Skills Education". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7632.
Pełny tekst źródłaBalogun, Foluke. "Measuring Perceptions of the Relationship Between Faculty Members and Kent State University From A Public Relations Perspective". Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1248015849.
Pełny tekst źródłaGadol, Eric N. Baucom Donald H. "Developing a marriage mentoring program for relationship education". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1674.
Pełny tekst źródłaTitle from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology Clinical Psychology." Discipline: Psychology; Department/School: Psychology.
Clarke, Vincent. "The theory-practice relationship in paramedic undergraduate education". Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/21089.
Pełny tekst źródłaWong, Victoria Jane. "The relationship between school science and mathematics education". Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/the-relationship-between-school-science-and-mathematics-education(45cdb0ea-7d98-400c-9fda-3c06dc90159f).html.
Pełny tekst źródłaBrannon, Theresa Rebecca. "The relationship between caseworker education and client outcomes". CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3368.
Pełny tekst źródłaCorreia, Rosa Cláudio. "Returns to Education in Germany : An updated assessment of the earnings-education relationship". Thesis, Jönköping University, IHH, Nationalekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53041.
Pełny tekst źródłaNorthrop, Matthew R. "A quantitative study measuring the relationship between student mindset, parent mindset, and anxiety". Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666832.
Pełny tekst źródłaThe purpose of this quantitative study was to discover the relationship between a parent's mindset, his/her student's mindset, and the student's level of anxiety as high school seniors during the college application process. 4 private, independent, college preparatory high schools throughout southern California were included in the study. The parent survey measured the parent's mindset through the Intelligence Domain of the Implicit Theories Questionnaire (ITQ) and measured the parent's emotional stability through the Ten Item Personality Survey (TIPI). The student survey measured the student's mindset through the Intelligence Domain of the ITQ, the student's level of anxiety through the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA), and several items related to student demographics, such as: grade point average (GPA), highest American College Testing (ACT) and Scholastic Aptitude Test (SAT) score, number of colleges to which the student applied, student race and gender. 26 parent-student pairs participated representing 4 different schools. Findings in this study showed that subjects predominently held a growth mindset which promotes learning goals, allows for healthier responses to challenges and failures, and promotes resilience, effort, and hard work. Given the small sample size, there was insufficient evidence to support that either a parent's mindset or a student's mindset is a determinant of student anxiety during the college application process. However, a significant, moderate correlation (r = .50, p < .05) was found between a parent's mindset and their student's mindset. There was also a significant, moderate correlation (r = .50; p < .05) between the number of college applications a student completed and their levels of overall anxiety. It is recommended that schools provide opportunities for parents and guardians to be educated about growth mindset. Additionally, strategies and resources should be given to parents to help aid in developing a growth mindset among their children. It is also recommended that further research be conducted with a larger sample size to better assess whether there is a relationship between mindset and anxiety.
Brown, Lori Y. "School contextual factors and the relationship to behaviors of middle school students". Thesis, Frostburg State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10120251.
Pełny tekst źródłaThis descriptive study attempts to increase understanding of relationships between school contextual factors and the fostering of student prosocial development and reduced at risk behaviors among adolescent populations. Using an ethnographic design, the researcher gathered data from six rural public middle schools in Pennsylvania. Three schools with the greatest number of infractions and three with the fewest infractions per 100 eighth grade students represented both ends of the misconduct range and served as the study’s sample. Data were gathered through school site visits, primary documents, interviews of school personnel, and an on-line survey completed by each school faculty. All instruments were informed by subscale dimensions represented by the Alliance for the Study of School Climate (ASSC) School Climate Assessment Instrument (SCAI).
Cross-case analysis revealed shared patterns of behavior, beliefs, and language of middle school administrators, guidance counselors, and teachers concerning factors contributing to their respective school climates. Contextual similarities and differences among school groupings were investigated through subscale dimensions of (a) faculty relations, (b) leadership and decision making, (c) discipline and management environment, and (d) attitude and culture. A paired-samples t-test of survey data revealed statistically significant mean differences for (a) leadership and decision making and (b) attitude and culture, with these variances being particularly evident after removing one school that emerged as an outlier. Data gathered from the study’s other instruments aligned with this school’s incongruous nature to all other schools of the sample.
Wood, Daisy Bertha. "School-university partnerships: An exploration of the relationship". W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618700.
Pełny tekst źródłaWiseley, Mark Christopher 1964. "The attitude-achievement relationship among adolescents from Hispanic and Anglo cultures". Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/291915.
Pełny tekst źródłaBrasington, David Martin. "The relationship between house prices and school quality". Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1271853632.
Pełny tekst źródłaChatman, Patricia Chatman. "Relationship between Teachers' Attitudes Toward Inclusion and Professional Development". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3390.
Pełny tekst źródłaSchaefer, Genevieve Lenore. "Relationship of Myers-Briggs Type Indicator personality profiles to academic self-esteem". Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2796.
Pełny tekst źródłaZapf, Jason S. "The relationship between students' perceptions of instructor immediacy and academic engagement in online courses". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319912.
Pełny tekst źródłaTitle from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3036. Adviser: Curtis J. Bonk.
Bouma, Ruth. "Prevention of Relationship and Alcohol Problems". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366648.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Full Text
Hu, Yue. "The Relationship Between Job Burnout of Kindergarten Teachers in Shanghai and their Personality Traits". Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/33.
Pełny tekst źródłaElley, Sharon Tracey. "Sex and relationship education and young people's lived experiences". Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494591.
Pełny tekst źródłaMcFann, Mitchell Louis. "Relationship between profiles of attention and special education placement". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001183.
Pełny tekst źródłaKeogh, H. "The inter-relationship of health and education : 1914-1946". Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355910.
Pełny tekst źródłaLiu, Sijia. "The Relationship between Education and Well-being in China". Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Nationalekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49969.
Pełny tekst źródłaBarnes, Karin J. "Relationship of occupational therapy services to special education outcomes /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaMandrell, Kelly. "An Exploration of the Relationship of Cocurricular/Extracurricular Participation and Achievement in Rural High Schools". Thesis, Aurora University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10636643.
Pełny tekst źródłaHistorically, after-school extracurricular programs can be linked to success in student achievement as well as increased school attendance and giving students “safe after-school environments” (National Center for Education Statistics, 1995). This causal comparative study investigated student achievement as measured by students’ grade point average, the number of extracurricular activities the student is involved in, the income status of the student, attendance, as well as gender and grit that the student possesses. The sample included 110 high school seniors, 47% males and 53% females, from the graduating class of 2017 from four rural communities in the Midwest. Participants completed the Grit Scale by Duckworth et al. (2007), which measures an individual’s perseverance and passion to continue on to complete one’s goals. Analysis of the data centered on the significant interaction effect between grade point average and extracurricular activities as moderated by gender, income, attendance, and perception of grit. The researcher also ran an analysis to see if there was a correlation between grade point average and grit. Results indicated a significant interaction effect between grade point average and extracurricular activities as moderated by income. Results also uncovered a significant interaction effect between grade point average and extracurricular activities as moderated by attendance. Results also showed a significant interaction effect between grade point average and extracurricular activities as moderated by perception of grit. Although there was no significant interaction effect between grade point average and extracurricular activities as moderated by gender, the researcher wanted to validate the research due to the fact this study was happening in a rural community with fewer students involved. There also was a positive correlation when examining grade point average and the score of grit. Future researchers should focus on whether or not the student feels supported. Another focus would be to investigate if students work during the school year and the number of hours that they work during the school week. Co-curricular versus extracurricular activities also need to be explored further within the context of whether they make a difference in a student’s grade point average.
Smith, Dewain E. "Building boys into men| The relationship between discipline and spirituality in high school males". Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564233.
Pełny tekst źródłaThe purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher's analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were choice, brotherhood, acculturation, and Catholic. These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research.
Wright, Kimberly U. "The Relationship between Mandatory Placement Tests to Student Success at a Community College". Thesis, Morgan State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979553.
Pełny tekst źródłaTo improve community college student success outcomes, accountability has shifted from the student to the institution. Institutions now must identify potential barriers to student success and take action to improve completion outcomes. One plausible way to begin an investigation of the factors that lead to student success is to examine the extent to which placement into developmental education impacts completion. The purpose of this correlational study was to examine the extent to which students placed into developmental English or Math, succeeded in their developmental coursework within one year, progressed in college-level coursework within two years, and graduated within three years.
This study examined the records of 1478 students at a large multi-campus community college located in the Northeast. Frequencies were employed to ascertain whether students placed in developmental-level courses were successful in those courses within one year. Phi coefficient tests examined the relationship between success in developmental English or Math in one year, success in the college-level English or Math courses within two years, and success in developmental education and degree completion within three years. A supplemental analysis, utilizing binary logistic regressions, was conducted to determine whether success in developmental English or Math predicted of graduation within three years.
The results indicate that students in the program under review graduated at higher rates than the national average. Transfer data improved both institutional performance and student success outcomes by 8 percent. Success in developmental education within one year was an important indicator of success in a college-level (gatekeeper) course within two years and progress towards degree completion within three years. Students who were successful in developmental education were more likely to graduate than those who were not successful in developmental education. Finally, the binary logistic regression results showed that success in developmental English and Math were significant predictors of student graduation within three years.
Gunderson, Margaret S. "The relationship of distance education instructional designer perceptions, faculty innovation concerns, and satisfaction with consulting relationships /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717182.
Pełny tekst źródłaTrella, Deanna L. "Adolescent Union Beliefs and Expectations: A Focus on Participants in Relationship Education Programs". Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1265314931.
Pełny tekst źródłaShisler, Shannon Michelle. "The Relationship Between Age of Kindergarten Entry and Externalizing Behavior". Thesis, State University of New York at Buffalo, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127694.
Pełny tekst źródłaThe decision regarding when to send their child to school can be difficult one for parents. Much attention has been paid to the relationship between age of entry into kindergarten and academic achievement. However, a child’s ability to maintain the behavioral standards of a classroom is an equally important aspect of readiness for school. In this study, a secondary analysis of 9,474 kindergarten students examined the relationship between the age at which a child enters kindergarten and teacher reports of externalizing behavior problems. Data on other child factors including child sex, attendance in a preschool program, socioeconomic status, race, and family structure were also obtained in the fall of the kindergarten year. There was a significant main effect of child age on externalizing behaviors, even after controlling for family structure and socioeconomic status (SES). In addition, there were significant relationships between race and externalizing behavior, child sex and externalizing behavior, and preschool attendance and externalizing behavior, even after controlling for family structure, and SES.
Courtney, Mary Elizabeth. "Who pays for public education? The relationship between school finance and educational outcomes at the organizational level /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487944660930254.
Pełny tekst źródłaBeasley, Sandra. "The Relationship Between Multifaceted Motivational Factors and Academic Achievement". Thesis, Walden University, 2022. http://pqdtopen.proquest.com/#viewpdf?dispub=27997698.
Pełny tekst źródłaHinton, Ginny, Victor W. Harris, Brian Visconti i Prami Sengupta. "Teaching a Person to Fish: How Delivering Relationship Education Benefits Those Who Are Delivering the Programming". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/9.
Pełny tekst źródłaMak, Mi-wah Maria. "The relationship between leadership and school effectiveness in a Hong Kong secondary grammar school". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811449.
Pełny tekst źródłaCostello, Joseph. "Relationship Between Noncognitive Skills and Mathematics Achievement". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6781.
Pełny tekst źródłaMacElvee, Cameron. "The relationship between the application of scoring rubrics and writing performance". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289775.
Pełny tekst źródłaHenderson, Jasolyn L. "Disproportionality in special education the relationship between prereferral intervention teams and the special education process /". unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04162008-224841/.
Pełny tekst źródłaTitle from file title page. Stephen Truscott, committee chair; Andrew Roach, Deborah Crockett, T. Chris Oshima, Miles Irving, committee members. Electronic text (164 p.) : digital, PDF file. Description based on contents viewed Aug. 5, 2008. Includes bibliographical references (p. 143-164).
Henderson, Jasolyn Lashon. "Disproportionality in Special Education: The Relationship Between Prereferral Intervention Teams and the Special Education Process". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/22.
Pełny tekst źródłaJackson, Daney G. "The relationship between perceived effectiveness of the collaborative relationships of the USDA youth at risk coalitions and selected situational factors and structural dimensions". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1202405241.
Pełny tekst źródłaSappey, Jennifer Robyn, i n/a. "Flexible Delivery in Australian Higher Education and its Implications for the Organisation of Academic Work". Griffith University. Griffith Business School, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070228.110927.
Pełny tekst źródłaSappey, Jennifer Robyn. "Flexible Delivery in Australian Higher Education and its Implications for the Organisation of Academic Work". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365506.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
Full Text
Dunn, William A. "An examination of the principal-agent relationship in the pre/post Proposition 13 era". Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663985.
Pełny tekst źródłaThis qualitative study focuses on the duality of the principal-agent relationship experienced by elected community college trustees in the California Community Colleges system; i.e., their roles as principal to the agent role of employee unions, and the quasi agent role in the districts association with the state. It examines this relationship through the lens of the unintended consequences of Proposition 13, including the centralization of school finance at the state level, the de facto change of the property tax from a local tax to a state tax, and the removal of the power of taxation from local boards. The study includes interviews with nine current or former elected trustees whose service began prior to the 1978 enactment of Proposition 13. Four of the nine trustees still held elective office when the interviews for this study were performed in fall 2014.