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Reframing Smith’s Atheist Development Model
Navigating Challenges to Facilitate Success for College Students with Autism
COVID-19 in Florida
From Democratic to "Need to Know"
Exploration of Actionable Insights Regarding College Students with Autism
Helping parents with the initial diagnosis of autism
Support Systems for Students with Autism Spectrum Disorder During their Transition to Higher Education
Improving Indicators Of College Readiness
Are 2-Year Colleges the Key? Institutional Variation and the Gender Gap in Undergraduate STEM Degrees
Changing the Default to Support Open Access to Education Research
Parental disclosure of ASD diagnosis to the child
Bridging the Cultural Gap
Ni De Aquí, Ni De Allá
Lip Service or Actionable Insights?
Engagement, Persistence, and Gender in Computer Science
College Students in Crisis
Metastable Pain-Attention Dynamics during Incremental Exhaustive Exercise.
College experiences for students with Autism Spectrum Disorder (ASD)
Female Undergraduate STEM Persistence
Implementing Mother Tongue Instruction in the Real World
Life Happens (Outside of College)
Lesson study in Florida
Self-Authorship in Student Affairs
Understanding effective high schools
Perceptions Matter: How Schools Can Enhance Underrepresented Students’ Resilience on the Rocky Path to College
Perceptions and Resilience in Underrepresented Students' Pathways to College
Perceived Mathematical Ability under Challenge
Hidden Trauma, Quiet Drama
Assessing Reading Fluency in Kenya
Creating a Meaningful Learning Environment
Are You Leaving?
Teacher Coaching in Kenya
Working with Missing Data in Higher Education Research
School Persistence in the Wake of War
Professional learning activities in context
Female and Male Adolescents' Subjective Orientations to Mathematics and the Influence          of Those Orientations on Postsecondary Majors
Walter Dill Scott and the Student Personnel Movement
Early Childhood Education, Child Development and School Readiness
impact of education on sexual behavior in sub-Saharan Africa
Culture of Teaching
Individual and Institutional Factors that Encourage Faculty to Promote Student          Encounters with Difference in First-Year Courses
Pedagogical signals of faculty approachability
Creating Meaningful Environments for Leadership Education
Reflective Pedagogy
Teaching and Learning Social Justice through Online Service-Learning Courses
High Hopes, Grim Reality
Faculty-Student Interaction Outside of Class
Who Needs Guidance
Exploring Institutional Change
Meeting the Needs of Students