Thesis (Ph. D.)--Catholic University of America, 1930. / At head of title: The Catholic university of America. "The [ecclesiastical] province of San Antonio comprises the whole state of Texas, with the exception of El Paso County, and the state of Oklahoma."--P. 1. Bibliography: p. 93-94.

Thesis (Ph. D.)--Catholic University of America, 1932. / At head of title: The Catholic University of America. Vita. Bibliography: p. 61-62.

Issued also as thesis, Université de Paris, under title: Le baccalauréat de l'enseignement secondaire. / At head of title: J.-B. Piobetta. "Bibliographie": p. 1033-1038.

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 98-104).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 98-104). Also available in print.

Issued also as thesis, Université de Paris, under title: Le baccalauréat de l'enseignement secondaire. / At head of title: J.-B. Piobetta. "Bibliographie": p. 1033-1038.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 159-164).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1988. / Also available in print.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2417. Adviser: Wanda Pillow. Includes bibliographical references (leaves 366-377) Available on microfilm from Pro Quest Information and Learning.

<p> This study aspired to understand the practices implemented by school leaders to ensure deaf and hard-of-hearing students have access to nonacademic and extracurricular activities and services commensurate with their hearing peers. The participants for this study were school leaders as well as non-school leaders who worked with deaf and hard-of-hearing students in their nonacademic and extracurricular activities in secondary public schools. The data were collected through document reviews and semi-structured interviews to address the research question: What are the practices, if any, that school leaders implement and employ to support their staff in developing transformative leadership skills to ensure a culture of inclusion that ensures deaf and hard-of-hearing students have access to nonacademic and extracurricular services commensurate with their hearing peers? The data were analyzed through the lens of transformative leadership theory and illuminated three themes: administrative guidance, resources, and culture. Key findings indicated the need for more explicit policies at the district and school levels, more access to resources, and greater professional development opportunities to support the development of a strong culture. </p><p>