Дисертації з теми "Community leadership programs"
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Roush, John G. "The status of community leadership programs in Indiana." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774747.
Повний текст джерелаSchool of Continuing Education and Public Service
Apaliyah, Godwin Tayese. "An Analysis of the Effects of Program Structure and Content on Outcomes of Community Leaderhip Education Programs." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299607608.
Повний текст джерелаRice, Cheryl. "Perspectives among Successful Adult Learners in Two Diploma Completion Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6099.
Повний текст джерелаVickers, Karen J. "An assessment of leadership development programs for employees in Iowa's community colleges." [Ames, Iowa : Iowa State University], 2007.
Знайти повний текст джерелаOrr, Harrison. "Student Retention in Community College Engineering and Engineering Technology Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3657.
Повний текст джерелаBalt, Marcelle. "Youth leadership development programs in Africa : assessing two case studies." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50233.
Повний текст джерелаENGLISH ABSTRACT: The central focus of this thesis is Youth Leadership Development programs in Africa. These programs are viewed within the context of the circumstances the youth currently face in their lives, and also the important role the youth in Africa have to play in the future of the continent. It is argued that leadership development holds the key to addressing the social, economic and political challenges Africa currently experiences. The Youth capacity building program in Uganda and the Joint Enrichment Project in South Africa were chosen as two case studies of Youth Leadership Development programs in Africa. The two case studies were benchmarked against the assessment tool that the International Youth Foundation (IYF) has created for making youth programs work. The above two programs differ greatly in their cultural, economic, social and political contexts. The aim of this study is to determine whether a single set of criteria for Youth Leadership Development programs in the African context is possible, despite the aforementioned differences inherent in the programs. To this end separate qualitative comparisons have been conducted on both the case studies. Shortcomings with regard to the assessment tool as well as the chosen youth programs were also identified. This study highlights that community development includes youth development, and therefore also the training of future leaders. Africa cannot rely on previous models of leadership development for today's youth. Further research in this field is needed, but this study confirms that Youth Leadership Development is vital in Africa.
AFRIKAANSE OPSOMMING: Die sentrale fokus van die tesis is jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie programme word benader binne die konteks van die omstandighede wat die jeug se lewens beinvloed, asook diebelangrike rol wat die jeug in Afrika speel in die toekoms van die kontinent. Die uitgangspunt is dat leierskapsontwikkeling die sleutel is tot die verbetering van sosiale, ekonomiese en politieke uitdagings in Afrika. Die "Youth capacity building" program van Uganda, en die "Joint Enrichment Project" van Suid-Afrika is twee gevallestudies wat gekies is as voorbeelde van jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie twee gevallestudies is gemeet aan die "International Youth Foundation" (IYF) se riglyne vir die bepaling van suksesvolle jeugprogramme. Die twee gekose programme verskil grootliks ten opsigte van die kulturele, ekonomiese, sosiale en politieke konteks waarbinne hulle plaasvind. Die doel van hierdie studie is om die moontlikheid te bepaal van 'n enkele stel kriteria vir jeug leierskapsontwikkelingsprogramme binne die Afrika konteks. Vir hierdie doel is afsonderlike kwalitatiewe vergelykings getref tussen die gevallestudies en die bepaalde riglyne van die IYF. Verder is tekortkominge van beide die riglyne asook die jeugprogramme bepaal. Volgens hierdie studie vonn jeugontwikkeling 'n integrale deel van gemeenskapsontwikkeling, en daarom behels gemeenskapsontwikkeling ook die opleiding van toekomstige leiers. Daar kan nie op vorige modelle van leierskapsontwikkeling gesteun word vir die huidige jeug in Afrika nie. Daar is verdere navorsing in hierdie rigting nodig, maar hierdie studie bevestig dat jeugleierskapsontwikkeling in Afrika van kardinale belang is.
Forbes, Shawna. "The Lived Experience of a Community College Grow-Your-Own Leadership Development Program from the Perspective of Program Graduates: A Phenomenological Study." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1573319856332381.
Повний текст джерелаChanning, Jill. "A Grand Plan: Increasing Enrollment in Online Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4878.
Повний текст джерелаChapman-Rambo, Caitlin. "Programs for Language Minority Students at TBR Community Colleges: A Study of Factors Affecting Design." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3627.
Повний текст джерелаWithers, Denissia Elizabeth. "Engaging Community Food Systems through Learning Garden Programs: Oregon Food Bank's Seed to Supper Program." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/609.
Повний текст джерелаCoulson, Shirley Ann. "Practitioner experience of a developing professional learning community." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/661b94771513c0ece27a051316742e2ccc4d7c574d92610e0485947e16dcb91e/2671332/64833_downloaded_stream_58.pdf.
Повний текст джерелаGrizzell, Scharvin Schweldon. "Administrator perceptions of the community college mission in the state of Mississippi and how it may be influenced by the addition of community college baccalaureate programs." Thesis, Mississippi State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10100339.
Повний текст джерелаFor many years, community colleges that chose to offer community college baccalaureate (CCB) programs were looked upon in a negative light (Rice, 2015). However, as the need for specialized baccalaureates within specific fields and job markets have continued to grow (McKee, 2005), CCB programs are becoming more widely accepted throughout the United States. In spite of this paradigm shift, Mississippi is one of the remaining states that have not embraced the idea of CCB programs, in spite of its statistical deficiency in regards to baccalaureate degree holding citizens (Williams, 2010).
The focus of this study was to explore the perceptions of community college administrators in Mississippi with regards to the influence of CCB programs to the community college mission of institutions in their state. This study indicates that administrators in Mississippi recognize the benefits of offering CCB programs, but do not want CCB programs to take away from the well-established statewide higher education system through mission creep. Many of the strong position statements received overwhelmingly neutral responses. In contrast, Administrators who chose to give their opinion indicated that they are not familiar with how CCB programs are implemented, and do not believe that Mississippi is ready for CCB programs across the state. However, respondents felt that the community college mission is always evolving, should meet students’ needs, and varies from location to location. The findings also show that administrators are favorable to the piloting of CCB programs at a few (1-2) institutions, even though they believe the programs will take funding away from current programs and do not want community colleges evolving into 4-year institutions. The study also concludes that there is a significant difference between institution size and survey questions #18 and #20. There is also a significant difference between length of time in the community college sector and survey questions #15, #17, and #18.
Proffitt, Ron E. "An Assessment of Associate Degree Radiography Programs in Virginia: Comparison Between Traditional and Nontraditional Students." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2961.
Повний текст джерелаDuree, Christopher A. "The challenges of the community college presidency in the new millennium pathways, preparation, competencies, and leadership programs needed to survive /." [Ames, Iowa : Iowa State University], 2007.
Знайти повний текст джерелаBarron, Kyle. "IT’S NOT THE PROGRAMS; IT’S THE PEOPLE: BUILDING HUMAN LEVERS OF RETENTION IN COMMUNITY COLLEGES." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/67.
Повний текст джерелаMcLaughlin, Sean M. "The Effects of Community Building Programs on Student Neighborhoods Adjoining the Urban University Campus." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306841625.
Повний текст джерелаFlowers, Kelly N. "Professional Learning Communities and School Improvement: Implications for District Leadership." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157636/.
Повний текст джерелаSmith, Katherine K. "A Phenomenological Study of Aesthetic Experience Within an Arts Council's Events and Programs: Finding Joy, Expression, Connection, and Public Good in the Arts." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1479423181791095.
Повний текст джерелаMoyo, George. "Re-inventing educational leadership for school and community transformation: learning from the Educational Leadership Management and Development programme of the University of Fort Hare." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003602.
Повний текст джерелаRussell, Kimberly. "AT THE HEART OF POLICIES AND PROGRAMS: COMMUNITY COLLEGE FACULTY MEMBERS AND PEER MENTORS AS HUMAN LEVERS OF RETENTION." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/66.
Повний текст джерелаDesjardin, Suzanne J., and Suzanne J. Desjardin. "Living Within and Outside the Margins and Borders: The Impact of School Leadership on Successful Bridge Programs and Latino/a Transitions to Community College and Beyond." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622973.
Повний текст джерелаSteele, LaTonya. "Exploring Mentoring and Career Advancement: A Community College Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2767.
Повний текст джерелаScuiletti, Frank. "Assessing the effect different state legislation has made upon overall student engagement and success in dual enrollment Huskins, learn and earn online, and concurrent enrollment (2008) in comparison to Career and College Promise (2012) programs in North Carolina community colleges." Thesis, Wingate University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147683.
Повний текст джерелаThe purpose of this study was to assess the effect that different North Carolina state legislation had upon overall student engagement and success in dual enrollment Huskins, Learn and Earn Online, and Concurrent enrollment in comparison to the later Career and College Promise (CCP) dual enrollment program within North Carolina community colleges.
The questions researched in this study were the following: a. Was there a difference in completion between students who were dually enrolled in North Carolina community college programs in 2008 compared to 2012, as measured by the awarding of a certificate, diploma, or degree, three years from initial enrollment? b. Was there a difference in cumulative grade point average (GPA), total college credits earned, and total courses completed between dually enrolled students in North Carolina community colleges in 2008 compared to 2012, three years from initial enrollment? c. Was there a difference in success indicators specific to gender and minority status between dually enrolled students in North Carolina community colleges in 2008 and in 2012, three years from initial enrollment?
Dual enrollment student data including student GPA, course completion rates and cumulative course completion, level of credential awarded (certificate, diploma, or degree), gender, and minority status, were retrieved from state-wide student records contained in the Data Warehouse at the North Carolina Community College System Office. Data were analyzed using a combination of chi-squared and t-test statistical tests for significance testing (Mead, 2009). The results suggest that there were higher completion rates and higher GPAs for students who participated in Career and College Promise dual enrollment over earlier programs. It appears that minority students were not negatively impacted by CCP policies, in fact, Hispanic students showed marked improvement in several areas.
Shoemake, Jennifer J. "Most Likely to Succeed: The Exploration of Factors Affecting Successful Completion of a Practical Nursing Program." UKnowledge, 2017. http://uknowledge.uky.edu/edl_etds/20.
Повний текст джерелаFuller, Roger Jason. "Threads in a Tapestry: An Ethnographic Evaluation of Milken Community High School’s Tiferet Fellowship Program." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1285863435.
Повний текст джерелаCocumelli, Stephen Augustus III. "A Historical Case Study of the Ohio Fellows: A Co-Curricular Program and its Influence on Collegiate and Post-Collegiate Success." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1573059464066266.
Повний текст джерелаBenin, Jamal. "PAN-AFRICAN STUDIES COMMUNITY EDUCATION PROGRAM: THE INSTITUTIONALIZATION OF A COMMUNITY EDUCATION PROGRAM." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216537.
Повний текст джерелаPh.D.
ABSTRACT This is a case study of how a community education program became institutionalized at Temple University. The Pan-African Studies Community Education Program (PASCEP) has been located at Temple since 1979. The research illuminates the events that led to PASCEP coming onto Temple University's campus. The main research question was: "Why and how did Pan-African Studies Community Education Program develop from a Community Education Program in North Central Philadelphia to a Temple University campus-based program, and what were the important factors contributing to its development and institutionalization within Temple University?" The research used a qualitative case study method. Data were collected from archival repositories at Temple University and the City of Philadelphia as well as from original documents provided by the Community Education Program and participants in the study. Documents included newspaper articles, letters, reports, and organizational histories as well as transcripts from thirty semi-structured participant interviews. Semi-structured interviews were held with 30 participants who were involved or familiar with the movement and the university between 1975 and 1979. The research indicates that the Community Education Program acted as a local movement center connected with the Civil rights movement. I employed Social Movement theories and Aldon Morris's Indigenous perspective to examine the trajectory of the Community Education Program from the neighborhood to the University. Much of the organizing, mobilizing, and planning done by the members in the Community Education Program/local movement center was managed by Black women. Therefore, the research employed Belinda Robnett's perspective on Bridge Leaders and Toni King and Alease Ferguson's standpoint on Black Womanist Professional Leadership Development to illuminate the leadership styles of the Black women in the local movement center, and their relationships with Temple University faculty and administrators, as well. Results from the inquiry demonstrate that community activism constituted social movement collective action behavior as the Community Education Program and its supporters became an effective local movement center. The study indicates that leadership, political opportunity, resource mobilization, and participation during the tenure in the Program in the community as well as after the introduction of the Community Education Program to the University were indispensable factors in the institutionalization of the Community Education Program.
Temple University--Theses
Adams, Johanna Reed. "A study of leadership program models and audiences and their relationship to perceived leadership practices /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962498.
Повний текст джерелаHauer, Loisann. "Bay area leadership| Exploring the influences of a community leadership development program on participants." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076466.
Повний текст джерелаThis qualitative phenomenological study explored the personal insights, preferences, and experiences of individuals who graduated from a community leadership development program. Fifteen Bay Area Leadership Program graduates from the Burlington and Hamilton, Ontario, Canada program between 2002-2007 participated in this study. Several inter-related themes emerged from the respondents’ stories and narratives regarding the program elements that influenced the learning experience. Respondents’ acknowledged and recognized that the program had positively impacted their development as a community leader and the community. Through findings from extensive interviews of the graduates, the study: (1) extends current knowledge concerning the development of community leaders; (2) offers community program board members and management an understanding of key program elements that contribute to the learner’s experience; (3) extends evaluation approaches to the personal learning experience and developing theories of leadership to practice; and (4) provides an understanding of long-term program benefits in assisting future funding, supporting long-term sustainability of the community leadership development movement and ultimately strengthening communities.
Atwell, Alison. "The impact of a leadership training program on school based management and school community action in Praya Barat Daya, Lombok, Indonesia." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00003192/.
Повний текст джерелаMcLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615014.
Повний текст джерелаTeachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational change theory provided the framework for the study, which refers to learning experiences of teachers when collaborating with peers. The sample consisted of 9 biology teachers during the 2012-2013 school year. Data were collected through online surveys and face-to-face interviews regarding effective PLCs. The online survey questions were asked to identify the characteristics of PLCs. Interviews were conducted to examine how biology teachers benefited from PLCs. Survey data were analyzed for descriptive statistics. Interview transcripts were analyzed using thematic analysis for emergent themes. According to study findings, PLCs are used for shared teaching vision and practices. Sustained use of PLCs in schools could help create supportive professional learning environments for teachers to improve their teaching practices through purposeful collaboration.
Eltringham, Randy Newcome. "Creating a coordinated community response to domestic violence : a program and policy guide for community leaders /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-11082006-133631/.
Повний текст джерелаColbert, Candace. "Character, Leadership, and Community: A Case Study of a New Orleans Youth Program." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2597.
Повний текст джерелаSancho, RiChari. "Stakeholder Experiences and Operations in Implementing an Elementary Civil Leadership Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7191.
Повний текст джерелаTorres, Chanda. "LEADERSHIP BEHAVIORS GAINED AS A RESULT OF INVOLVEMENT IN A COMMUNITY COLLEGE STUDENT LEADER PROGRAM." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3351.
Повний текст джерелаEd.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
Coskie, Tracy L. "Becoming a community leader : youth literacy practices in an after-school program /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7792.
Повний текст джерелаGonzaga, Reed Ryan Ronald. "The Impact of a Community-Based College Access Program at a Midwestern Institution." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10643055.
Повний текст джерелаLow-income, first-generation, urban students are typically underprepared academically for college-level course work and lack knowledge, which most non-first-generation students possess (Ward, Siegel, & Davenport, 2012). Success in higher education depends on students effectively navigating and transitioning into an institution (Pike & Kuh, 2005). Community-based nonprofit organizations support first-generation, low-income, urban students as they navigate through the provision of college access/readiness programs (Smith, Benitez, Carter, & Melnick, 2012). The purpose of this study was to examine the impact of one community-based college access program on the persistence, retention, and matriculation of its participants. Quantitative data included retention rates and grade point averages of 39 students who participated in the program and 82 similarly qualified non-participants. The retention rate for students participating in the program was 95% and the GPA was 2.88, as compared to a 79% retention rate and a GPA of 2.40 for similarly qualified students. The difference in both retention rates and GPA was statistically significant. For the qualitative portion of the study, focus groups were conducted to understand perceptions of 15 participants who were first-generation, low-income, urban students. Their responses were viewed through the lens of Schlossberg's (1989) theory of marginality and mattering. In addition, staff members who have worked longitudinally with students were interviewed. Three themes emerged: relationships, intentional experiences, and self-advocacy. Based on the findings from this study, college access programs should design their curriculum and experiences around the relationship between students and staff members.
Reyes, Ernesto Oscar. "COMMUNITY COLLEGE AND HIGH SCHOOL PARTNERSHIP: COLLEGE MATH READINESS PROGRAM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/377.
Повний текст джерелаMiller, Anne Folkes. "The Leadership Metro Richmond Program: its effect on interpersonal networks and community organizational memberships." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49860.
Повний текст джерелаEd. D.
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Carter, Stevie Dawn. "Emotional intelligence| A qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program." Thesis, Colorado State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720382.
Повний текст джерелаThis is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students. Research exists regarding the connection between emotional intelligence and academic achievement, but there is a lack of research concerning how to develop students’ emotional intelligence. This study provided research in this area. The researcher utilized the ESAP-A/B to calculate Emotional Intelligence growth, along with qualitative focus groups and one-on-one interviews. The data showed that students experience EI growth through leadership training programs. Students showed increased growth in the area of self-esteem, which students felt was due to being pushed outside of their comfort zone in the areas of public speaking and group communication. Qualitative data demonstrated that students felt the mandatory workshops, teamwork activities, and the experience of being a part of a cohort, were the three most impactful components of training. This research creates a foundation for further research into training best practices and encouraging EI growth in college students through leadership training programs.
Ortega, Pablo. "The Pathways Program: Understanding the Effectiveness of a Structured and Support Based Standalone Dual Credit Program." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3690.
Повний текст джерелаCorral, Melinda Vera. "A constructive approach of the evaluation of a community based program." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2274.
Повний текст джерелаCotto, Rivera Carmen Elisa. "Practicas efectivas para la acreditacion profesional en los programas de enfermeria y trabajo social de la Universidad de Puerto Rico en Humacao." Thesis, Universidad del Turabo (Puerto Rico), 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141325.
Повний текст джерелаThis qualitative research was performed with a deep multiple case study design to inquire the best practices of the faculty of Nursing and Social Work Programs at the University of Puerto Rico at Humacao. Those practices have become effective in sustaining the professional accreditation for more than twenty years. Also, to determine if their organizational culture of evaluation is according to the collaborative leadership principles. The studied phenomenon was the organizational culture of evaluation of professional or programmatic accreditation, and the study were focused on: higher education institutions, professional accreditation, faculty leadership and collaborative leadership. The research questions were: Which are the best practices related to the regulatory and procedural aspects, the characteristics of programs, academic and administrative faculty styles that are contributing to the sustained professional accreditation?; Which are the characteristics of the organizational culture of evaluation of programs that contribute to sustained professional accreditation and the influence of the collaborative leadership of its faculty?; and, What are the best practices of the academic programs under study that results effective to achieve and maintain the professional accreditation?. Data were collected through focus group, semistructured interview, document review and field notes techniques. The study had two focus groups, one per program, and eight semistructured interview with academic and administrative leaders. Twenty professors with experience in professional accreditation participated in this study. The data were organized according to the research questions, were analyzed with the method of “Miles and Huberman”, and a cross-case analysis was done. It was found that the most effective practices instituted in both Programs were the leadership of the department director and faculty, teamwork, the program’s culture of assessment, comprehensive planning for reaccreditation, continuous faculty development, a system to collect evidence, and continuous communication between professors and leaders. It was concluded that the most effective strategies to keep the accreditation in both Programs were professor leadership and their teamwork. Participants recommend to others higher education institutions the same practices that have been proven effective to them, in addition, the commitment of the professor and institutional support. Both Programs have a culture of external evaluation of professional accreditation.
Sanders-McBryde, Tennie Rene. "Persistence of First-Generation Graduates of a Community College Healthcare Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4680.
Повний текст джерелаLyons, Eileen M. "The Effects Of A Leadership And Diversity Awareness Program On Adolescents' Attitudes And Behaviors." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/754.
Повний текст джерелаStrange, Marcia C. "Chancellor's College success coach initiative: A formative program evaluation of the Virginia Community College system's initiative from the success coaches' perspective." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618492.
Повний текст джерелаLovelace, Don H. "Identifying Industrial Education and Training Needs: Developing a Community College Custom Program." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2942.
Повний текст джерелаSchneider, Helene. "The emergence of a national community health worker programme in South Africa: dimensions of governance & leadership." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25422.
Повний текст джерелаRowell, Samuel S. "Career-Focused Course Sequencing and Retention to Graduation in a Tennessee Community College." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2542.
Повний текст джерелаCorral-Chandler, Norma I. "Students' Perceptions and Experiences of a Diversity and Inclusion Training Program at a Community College." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/30.
Повний текст джерела