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011.75 บรรณานุกรมของปริญญานิพนธ์/วิทยานิพนธ์ ปริญญาโทหรือปริญญาเอก
บรรณานุกรมจากฐานข้อมูล Proquest
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School administration / School management
AlShammari, I. A. (2010). High school principals attitudes toward the
implementation of e-administration in Kuwaits public schools.
Terre Haute, Indiana: Indiana State University.
Amiotte, S. (2008). Bureau of Indian education and tribal school leaders
perceptions of school-level factors leading to academic
achievement for native American students. Vermillion,
South Dakota: University of South Dakota.
Atwater, S. G. (2008). A description of the relationship between process management
and the quality schools model in three rural Alaska school districts.
Alaska: University of Alaska Fairbanks.
Bae, S. H. (2006). The relationship between the implementation of the ISO 9000
quality management system and educational outcomes of schools.
Pennsylvania: The Pennsylvania State University
Bailey, H. R. (2011). Leadership styles of principles: The impact on quality professional
development in the middle school. Minneapolis, MN: Capella University.
Bartley, A. P. (2008). The influence of a school districts early childhood
education policy on urban students academic achievement towards
advanced class placement. College Park, Maryland:
University of Maryland.
Bracke, D. J. H. (2009). The influence of No Child Left Behind on educators'
perceptions pertaining to the quality of instructional experiences, the nature
of school-based services, and the frequency of extra-curricular activities in the
Moline school district. Iowa: University of Iowa.
Brooks, B. (2011). Educating for a good life: An investigation into
quality of life, educational attainment, scholastic and non-scholastic
learning experiences, and the economics-based model of schooling.
Cincinnati: University of Cincinnati.
Brown, M. (2011). Key strategies used by Title I elementary school principals
to increase student achievement in six San Bernadino County schools.
La Verne, California: University of La Verne.
Collier, D. L. (2001). A systems approach to school improvement: The identification
and prioritization of core educational processes using
the Baldrige quality criteria as an improvement framework for
high-performing schools.
Texas: The University of Texas at Austin.
Conover, V. A. (2009). Perceptions of special education teachers regarding
documentation of individual special education student academic
accommodations within secondary inclusion classrooms
in an identified rural public school district
in Sussex County, Delaware. New Castle, Delaware: Wilmington University.
Easter-Pierce, C. A. (2009). Teacher perceptions of the influence that
No Child Left Behind has on state assessment of
students with disabilities: Implications to educational administration.
Texas: Texas Southern University.
Engel-Silva, M. R. (2009). The role of distributed leadership in
quality educational organizations.
California: University of California, Davis.
Johnston, K. (2011). Instructional strategies perceived by
elementary school principals and fourth-grade teachers
that substantially support the development
of standard English language skills and reading proficiency
in African American students. La Verne, California:
University of La Verne.
Leonard II, R. A. (2009). High school students' course selection decisions
in South Carolina: The influence of education professionals, parents, peers,
and academic performance. Orangeburg, South Carolina:
South Carolina State University.
Lopez, C. H. (2011). It takes a community: Professional development strategies to
support inclusion in a catholic high school.
Morristown, New Jersey: College of Saint Elizabeth.
Low, J. (2010). Resilence in academic administration: Leading higher education
in times of changes. Tallahassee, Florida: Florida State University.
Lucas, L. D. (2009). Character education as perceived and implemented by
selected middle school teachers of one rural county
in West Virginia. Morgantown, West Virginia:
West Virginia University.
Luke, M. (2007). The dimensionality of the discrimination model
within a school counseling supervisory context:
Supervisors perceptions of supervision.
New York: Syracuse University.
McDonald, S. L. (2009). Resource allocation practices in relation to identified school
reform strategies. California: University of Southern Calofornia.
Middleton, L. R. (2010). The impact of site-based professional development
activities on school performance in elementary schools in South Carolina.
Orangeburg, South Carolina: South Carolina State University.
Muller, T. (2008). Achievement gap in the highly selective German school system: A
vcritical analysis of strategies for equitable education in a primary school.
Kingston, Ontario: Queens University.
Ohlson, M. (2009). A study of school culture, leadership, teacher quality and
student outcomes via a performance framework in elementary schools participating
in a school reform initiative. Florida:
University of Florida.
Pope, T. M. (2011). Prospective principals for the 21st century: Factors that
vmotivate and inhibit the pursuit of school leadership for educational
administration students. Virginia: The College of William and Mary in Virginia.
Pratt, S. (2008). Improving student academic achievement in a low-performing urban
elementary school: Responding to the New York State Department of
Educations school under de-registration
review process (SURR). New York: Columbia University.
Rice, D. (2012). Leadership strategies utilized by principals in a South Texas
school district to support multicultural education.
Prescott Valley, Arizona: Northcentral University.
Roach, R. G. (2005). The school reform movement and high stakes standardized
testing: An analysis of factors impacting the academic outcomes of students who
receive special education services.
Texas: University of North Texas.
Salem Alhajeri, S. (2011). Relationships between supervisory behaviors and school
climate as perceived by secondary school teachers in the state of Kuwait.
Terre Haute, Indiana: Indiana State University.
Seifring, K. C. (2010). Best practices in a high quality preschool program:
Change recommendations for the Mount Ephraim School district.
New Castle, Delaware: Wilmington University.
Shidemantle, S. P. (2008). Connecting the role of school superintendents
to teaching and learning in schools: A research synthesis of
three educational administration peer reviewed research journals between 1983 2006.
Texas: Texas A&M University.
da Silva, C. A. (2010). Navigating the turbulent seas of education reform for
English language learners: How leadership affects teacher quality
and educational opportunity. New York: New York University.
Suski, L. A. (2009). School district administrators' perceptions of the quality
of professional development in Pennsylvanias public school districts.
Chester, Pennsylvania: Widener University.
Terzian, S. (2010). Curriculum reform in post-Soviet Armenia: Balancing
local and global contexts in Armenian secondary schools.
Chicago, Illinois: Loyola University Chicago.
Ziba, S. A. (2011). The decentralization and centralization of curriculum
in the primary education of Burkina Faso.
Chicago, Illinois: Loyola University Chicago.
Strategies
Johnston, K. (2011). Instructional strategies perceived by elementary school
principals and fourth-grade teachers that substantially support the development
of standard English language skills and reading proficiency
in African American students.La Verne, California:
University of La Verne.
Lopez, C. H. (2011). It takes a community: Professional development
strategies to support inclusion in a catholic high school.
Morristown, New Jersey: College of Saint Elizabeth.
McDonald, S. L. (2009). Resource allocation practices in relation to
identified school reform strategies.
California: University of Southern Calofornia.
Muller, T. (2008). Achievement gap in the highly selective German school system: A
critical analysis of strategies for equitable education in a primary school.
Kingston, Ontario: Queens University.
Rice, D. (2012). Leadership strategies utilized by principals in a
South Texas school district to support multicultural education.
Prescott Valley, Arizona: Northcentral University.
Supervision / Superintendents / Supervisory
Alhajeri, S. (2011). Relationships between supervisory behaviors and school
climate as perceived by secondary school teachers in the state of Kuwait.
Terre Haute, Indiana: Indiana State University.
Barish, L. S. (2008). Leading in science: Teachers' perceptions of their principal's
supervisory effectiveness. New York: Fordham University.
Blakely, C. D. (2009). Effectiveness of school counselor supervision: Trainees utilizing
the ASCA model. Virginia: Regent University.
Calzini, C. R. (2011). Educational efficiency in Virginia Public School Divisions.
Williamsburg, Virginia: The College of William and Mary.
Dunn, R. L. (2004). The knowledge and competencies of effective school counselor
supervision. Ohio: The Ohio State University.
Hill, J. W. (2009). The effect of differentiated supervision on the development of tenured
teacher leaders in two Central Illinois high schools. Illinois: Illinois State University.
Ivrendi, A. (2004). The influence of kindergarten teachers and principals supervisory
associations on curriculum and teaching. Pennsylvania: Pennsylvania State University.
Johns, V. E. (1984). An analysis of supervisory tasks performed in elementary schools.
Philadelphia: Temple University.
Luke, M. (2007). The dimensionality of the discrimination model
within a school counseling supervisory context:
Supervisors perceptions of supervision.
New York: Syracuse University.
Madani, Y. (2008). The meaning of evaluation in the supervisory relationship for
counselors-in-training. Fort Collins, Colorado: Colorado State University.
Minnear-Peplinski, R. M. (2009). Principals and teachers perceptions of teacher
supervision. Las Vegas, Nevada: University of Nevada, Las Vegas.
Misra, K. (2010). Does competition improve public school efficiency? A spatial analysis.
Mississippi: Mississippi State University.
O'Neal, E. M. (2008). Middle school teachers' understandings of supervision:
Exploring feedback for professional growth in teacher performance
and student achievement. Delaware: Wilmington University.
Papaemanuel, V. D. (2008). Supervision in School Psychology: Assessing the Relationship
with Professional Practices. Florida: University of South Florida.
Shidemantle, S. P. (2008). Connecting the role of school superintendents
to teaching and learning in schools: A research synthesis
of three educational administration
peer reviewed research journals between 1983 2006.
Texas: Texas A&M University.
Tanaka, H. (2009). The relationship between supervisors power bases and supervisory
styles. Louisiana: University of New Orleans.
Ting, H. C. (2009). Satisfaction with supervision as a function of the supervisory
working alliance and self-efficacy among Taiwanese master-level
counseling internship students. South Carolina:
University of South Carolina.
Varley, S. M. (2004). Supervisory practices of three female principals in the era of
No Child Left Behind. Pensylvania: University of Pittsburgh.
Watkins, S. E. (2011). Successful Title I schools: Teacher and supervisor perceptions of
the supervision and evaluation processes. Minneapolis, MN: Capella University.
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