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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
201

Capital Improvement to Principal Leadership: Diversity, Equity, and Inclusion Policy Implementation

Viviani, Lauren M. January 2022 (has links)
Thesis advisor: Vincent Cho / This individual case study is part of a larger group study examining how principals benefit from and shape professional capital to improve schools. Specifically, this study sought to understand what organizational and individual factors contributed to principals’ decision-making about implementing diversity, equity, and inclusion (DEI) policies in a large, urban school district in Massachusetts. The research team interviewed a total of 21 participants, including central office leaders, principals, and educators. The study found that principals use a variety of factors to make sense of DEI policies. In particular, they were responsive to organizational changes instituted by the central office, notably the creation of an executive team to lead the district’s DEI initiatives and the first ever district-wide professional development day dedicated to DEI. While most principals indicated that they believed in the work of the DEI office, there was less evidence that they were self-reflective about their role in how to implement DEI policies. Further, the data suggested that principals made few individual decisions to take action with regard to the DEI policy implementation. However, coupling organizational learning with research on policy implementation shows that self-reflection and individual learning stem from individual sense-making of organizational changes, and that these changes become cyclical and ongoing, leading to greater implementation. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
202

TEACHER-IDENTIFIED INFORMATION COMPONENTS FOR INDIVIDUALIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A DELPHI STUDY

SKELTON, SEENA M. 11 October 2001 (has links)
No description available.
203

Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools

Crumbacher, Christine Ann 30 July 2007 (has links)
No description available.
204

A novel seeding methodology for determining the detectability and effects of inclusions in titanium castings

Ret, Paul Louis 03 March 2004 (has links)
No description available.
205

Social Inclusion of the Indigenous in Bolivia after the Return to Democracy

Lafuente-Rodriguez, Ramiro Hernan January 2021 (has links)
No description available.
206

Determining Ohio Agricultural Organizations Engagement with Diversity and Inclusion: An Ohio Case Study

Rinehart, Kameron Slade 09 August 2022 (has links)
No description available.
207

Lunch and Learn - Ageism Awareness & Age-Friendly University

Southerland, Jodi 20 February 2024 (has links)
No description available.
208

Lunch and Learn - DEI and Well-Being

Brooks, Kevin 14 February 2023 (has links)
No description available.
209

Lunch and Learn - DEI and the Criminal Justice System

Hough, Richard 08 March 2023 (has links)
No description available.
210

Lunch and Learn - Diversity, Inclusion, and Career Services: Helping Students Navigate Their Career Through and After College

Alston, Jeffery 27 October 2020 (has links)
No description available.

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