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Higher-Order Thinking

Crum, K. S., & Sherman, W. H. (2008). Facilitating high achievement. Journal of Educational Administration, 46(5), 562-580. doi:http://dx.doi.org.nnu.idm.oclc.org/10.1108/09578230810895492


Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92. Retrieved from https://nnu.idm.oclc.org/login?url=http://search.proquest.com.nnu.idm.oclc.org/docview/1648548120?accountid=36492


Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, 41(2), 124-142. Retrieved from https://nnu.idm.oclc.org/login?url=http://search.proquest.com.nnu.idm.oclc.org/docview/220454714?accountid=36492


Alijani, G. S., Kwun, O., & Yu, Y. (2014). EFFECTIVENESS OF BLENDED LEARNING IN KIPP NEW ORLEANS' SCHOOLS. Academy of Educational Leadership Journal, 18(2), 125-141. Retrieved from https://nnu.idm.oclc.org/login?url=http://search.proquest.com.nnu.idm.oclc.org/docview/1645850304?accountid=36492


Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information Technologies, 6(4), 251-266. doi:http://dx.doi.org.nnu.idm.oclc.org/10.1023/A:1012976702296


Bottge, B. A., Ma, X., Gassaway, L., Toland, M. D., Butler, M., & Cho, S. (2014). Effects of blended instructional models on math performance. Exceptional Children, 80(4), 423-437. Retrieved from https://nnu.idm.oclc.org/login?url=http://search.proquest.com.nnu.idm.oclc.org/docview/1737518954?accountid=36492