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    FormatThesis (4)SubjectLeadership (2)Academic achievement (1)Active learning (1)African American arts (1)African American students -- Education (1)... View MoreDate Issued
    2007 (4)
    Author/ContributorMartin, Barbara N. (Barbara Nell), 1952- (4)Burns, Gwen Jeannine, 1954- (1)Combs, Christine L., 1956- (1)Hall, Tracy D., 1967- (1)Orchard, Patricia, 1957- (1)Advisor
    Martin, Barbara N. (Barbara Nell), 1952- (4)
    Thesis DepartmentEducational leadership and policy analysis (MU) (4)Language (ISO)
    English (4)

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    Invitational leadership in public schools 

    Burns, Gwen Jeannine, 1954- (University of Missouri--Columbia, 2007)
    for this research study consisted of all practicing public school principals in a Midwest state, as well as the teachers who serve under their leadership. Study participants consisted of 178 individuals. The Perceptions of Leader-ship Practices surveys were utilized...

    An examination of learner-centered professional development for reluctant teachers 

    Orchard, Patricia, 1957- (University of Missouri--Columbia, 2007)
    This study focused on professional development practices that empowered reluctant teachers to implement and sustain improved instructional practices. Constructs were viewed through the perspective of learner-centered principles in order to connect...

    A pedagogy of freedom : using hip hop in the classroom to engage African-American students 

    Hall, Tracy D., 1967- (University of Missouri--Columbia, 2007)
    articulated the importance of climate, faculty and "hip hop" pedagogy to African American student engagement. The implications of this inquiry for practice in education could impact both K-12 and higher education institutions as they address the issues...

    The role of leadership capacity in sustaining the school improvement initiative of schoolwide positive behavior supports 

    Combs, Christine L., 1956- (University of Missouri--Columbia, 2007)
    represents for the school, in sharing knowledge through questioning and inquiry, to participate fully in decision-making based on evidence, and reflecting on how practice impacts student learning....

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