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You searched for +publisher:"Florida International University" +contributor:("Joanne Sanders-Reio"). Showing records 1 – 8 of 8 total matches.

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Florida International University

1. Crocco, Christina. The Effect of Covert Audio Coaching on the Attending Behavior of Elementary Students with Autism Spectrum Disorder in the Classroom Setting.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2017, Florida International University

  Autism Spectrum Disorder (ASD) is the fastest growing disability category in U.S. schools. Current legislation mandates that students with disabilities be educated in the… (more)

Subjects/Keywords: Autism; Covert Audio Coaching; Intervention; Special Education; Behavior Analysis; Applied Behavior Analysis; Special Education and Teaching

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APA (6th Edition):

Crocco, C. (2017). The Effect of Covert Audio Coaching on the Attending Behavior of Elementary Students with Autism Spectrum Disorder in the Classroom Setting. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3458 ; 10.25148/etd.FIDC001936 ; FIDC001936

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Crocco, Christina. “The Effect of Covert Audio Coaching on the Attending Behavior of Elementary Students with Autism Spectrum Disorder in the Classroom Setting.” 2017. Thesis, Florida International University. Accessed September 21, 2019. http://digitalcommons.fiu.edu/etd/3458 ; 10.25148/etd.FIDC001936 ; FIDC001936.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Crocco, Christina. “The Effect of Covert Audio Coaching on the Attending Behavior of Elementary Students with Autism Spectrum Disorder in the Classroom Setting.” 2017. Web. 21 Sep 2019.

Vancouver:

Crocco C. The Effect of Covert Audio Coaching on the Attending Behavior of Elementary Students with Autism Spectrum Disorder in the Classroom Setting. [Internet] [Thesis]. Florida International University; 2017. [cited 2019 Sep 21]. Available from: http://digitalcommons.fiu.edu/etd/3458 ; 10.25148/etd.FIDC001936 ; FIDC001936.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crocco C. The Effect of Covert Audio Coaching on the Attending Behavior of Elementary Students with Autism Spectrum Disorder in the Classroom Setting. [Thesis]. Florida International University; 2017. Available from: http://digitalcommons.fiu.edu/etd/3458 ; 10.25148/etd.FIDC001936 ; FIDC001936

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida International University

2. Morata, Juan M. Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track.

Degree: Doctor of Education (EdD), Higher Education Administration, 2017, Florida International University

  A number of studies have sought to identify factors influencing STEM students’ success in colleges and universities (Crisp et al., 2009; Excelencia, 2011; Hagedorn… (more)

Subjects/Keywords: Mentoring; STEM students; Latinos; South Florida; STEM program; Education; Higher Education; Higher Education Administration

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APA (6th Edition):

Morata, J. M. (2017). Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Morata, Juan M. “Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track.” 2017. Thesis, Florida International University. Accessed September 21, 2019. https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Morata, Juan M. “Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track.” 2017. Web. 21 Sep 2019.

Vancouver:

Morata JM. Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track. [Internet] [Thesis]. Florida International University; 2017. [cited 2019 Sep 21]. Available from: https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morata JM. Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track. [Thesis]. Florida International University; 2017. Available from: https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida International University

3. Batra, Renu. Exploring Perceptions of Middle Class Urban Indian Women Regarding Socio-Cultural Deterrents Influencing Participation in Adult and Continuing Educational Programs.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2015, Florida International University

  Unlike its childhood counterpart, adult and continuing education is a voluntary activity, where adult learners partake in educational programs for the sake of realizing… (more)

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APA (6th Edition):

Batra, R. (2015). Exploring Perceptions of Middle Class Urban Indian Women Regarding Socio-Cultural Deterrents Influencing Participation in Adult and Continuing Educational Programs. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2010 ; 10.25148/etd.FIDC000138 ; FIDC000138

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Batra, Renu. “Exploring Perceptions of Middle Class Urban Indian Women Regarding Socio-Cultural Deterrents Influencing Participation in Adult and Continuing Educational Programs.” 2015. Thesis, Florida International University. Accessed September 21, 2019. http://digitalcommons.fiu.edu/etd/2010 ; 10.25148/etd.FIDC000138 ; FIDC000138.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Batra, Renu. “Exploring Perceptions of Middle Class Urban Indian Women Regarding Socio-Cultural Deterrents Influencing Participation in Adult and Continuing Educational Programs.” 2015. Web. 21 Sep 2019.

Vancouver:

Batra R. Exploring Perceptions of Middle Class Urban Indian Women Regarding Socio-Cultural Deterrents Influencing Participation in Adult and Continuing Educational Programs. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Sep 21]. Available from: http://digitalcommons.fiu.edu/etd/2010 ; 10.25148/etd.FIDC000138 ; FIDC000138.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Batra R. Exploring Perceptions of Middle Class Urban Indian Women Regarding Socio-Cultural Deterrents Influencing Participation in Adult and Continuing Educational Programs. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/2010 ; 10.25148/etd.FIDC000138 ; FIDC000138

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida International University

4. Brunetta, Fabiana. Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2018, Florida International University

  While most of the existing research on the topic of workplace incivility has focused upon its consequences on employee and organizational well-being, researchers are… (more)

Subjects/Keywords: Workplace incivility; social dominance orientation; emotion regulation; Industrial and Organizational Psychology; Organizational Behavior and Theory; Personality and Social Contexts; Social Psychology; Social Psychology and Interaction; Training and Development

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APA (6th Edition):

Brunetta, F. (2018). Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3907 ; FIDC007000

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brunetta, Fabiana. “Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate.” 2018. Thesis, Florida International University. Accessed September 21, 2019. https://digitalcommons.fiu.edu/etd/3907 ; FIDC007000.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brunetta, Fabiana. “Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate.” 2018. Web. 21 Sep 2019.

Vancouver:

Brunetta F. Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate. [Internet] [Thesis]. Florida International University; 2018. [cited 2019 Sep 21]. Available from: https://digitalcommons.fiu.edu/etd/3907 ; FIDC007000.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brunetta F. Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate. [Thesis]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3907 ; FIDC007000

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Jiang, Xuan. Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory.

Degree: PhD, Curriculum and Instruction, 2014, Florida International University

  English has been taught as a core and compulsory subject in China for decades. Recently, the demand for English in China has increased dramatically.… (more)

Subjects/Keywords: mixed methods; English learners in China; vocabulary learning; Picture Word Inductive Model; Cognitive Load Theory; elementary school; secondary school

…LOAD THEORY by Xuan Jiang Florida International University, 2014 Miami, Florida Professor… 

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APA (6th Edition):

Jiang, X. (2014). Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1528 ; 10.25148/etd.FI14071150 ; FI14071150

Chicago Manual of Style (16th Edition):

Jiang, Xuan. “Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory.” 2014. Doctoral Dissertation, Florida International University. Accessed September 21, 2019. http://digitalcommons.fiu.edu/etd/1528 ; 10.25148/etd.FI14071150 ; FI14071150.

MLA Handbook (7th Edition):

Jiang, Xuan. “Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory.” 2014. Web. 21 Sep 2019.

Vancouver:

Jiang X. Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory. [Internet] [Doctoral dissertation]. Florida International University; 2014. [cited 2019 Sep 21]. Available from: http://digitalcommons.fiu.edu/etd/1528 ; 10.25148/etd.FI14071150 ; FI14071150.

Council of Science Editors:

Jiang X. Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory. [Doctoral Dissertation]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1528 ; 10.25148/etd.FI14071150 ; FI14071150

6. Joseph, Esther. Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline.

Degree: PhD, Curriculum and Instruction, 2014, Florida International University

  As of 1999, high school teachers without majors in their subject areas number 37% of biology teachers, 59% of physical science teachers, and 60%… (more)

Subjects/Keywords: math education; science education; recruitment; teacher pipeline; Curriculum and Instruction; Science and Mathematics Education

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Joseph, E. (2014). Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1724 ; 10.25148/etd.FI14110749 ; FI14110749

Chicago Manual of Style (16th Edition):

Joseph, Esther. “Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline.” 2014. Doctoral Dissertation, Florida International University. Accessed September 21, 2019. http://digitalcommons.fiu.edu/etd/1724 ; 10.25148/etd.FI14110749 ; FI14110749.

MLA Handbook (7th Edition):

Joseph, Esther. “Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline.” 2014. Web. 21 Sep 2019.

Vancouver:

Joseph E. Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline. [Internet] [Doctoral dissertation]. Florida International University; 2014. [cited 2019 Sep 21]. Available from: http://digitalcommons.fiu.edu/etd/1724 ; 10.25148/etd.FI14110749 ; FI14110749.

Council of Science Editors:

Joseph E. Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline. [Doctoral Dissertation]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1724 ; 10.25148/etd.FI14110749 ; FI14110749

7. Hamilton, Shelly-Ann. It Takes an Institution's Village to Retain a Student: A Comprehensive Look at Two Early Warning System Undergraduate Retention Programs and Administrators' Perceptions of Students' Experiences and the Retention Services they Provide Students in the Early Warning System Retention Programs.

Degree: Doctor of Education (EdD), Higher Education, 2013, Florida International University

  Institutions have implemented many campus interventions to address student persistence/retention, one of which is Early Warning Systems (EWS). However, few research studies show evidence… (more)

Subjects/Keywords: Undergraduate; Early Warning Systems; Administrators' Perceptions; Students' Experiences; Retention Services; Higher Education

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Hamilton, S. (2013). It Takes an Institution's Village to Retain a Student: A Comprehensive Look at Two Early Warning System Undergraduate Retention Programs and Administrators' Perceptions of Students' Experiences and the Retention Services they Provide Students in the Early Warning System Retention Programs. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1008 ; 10.25148/etd.FI13120909 ; FI13120909

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hamilton, Shelly-Ann. “It Takes an Institution's Village to Retain a Student: A Comprehensive Look at Two Early Warning System Undergraduate Retention Programs and Administrators' Perceptions of Students' Experiences and the Retention Services they Provide Students in the Early Warning System Retention Programs.” 2013. Thesis, Florida International University. Accessed September 21, 2019. http://digitalcommons.fiu.edu/etd/1008 ; 10.25148/etd.FI13120909 ; FI13120909.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hamilton, Shelly-Ann. “It Takes an Institution's Village to Retain a Student: A Comprehensive Look at Two Early Warning System Undergraduate Retention Programs and Administrators' Perceptions of Students' Experiences and the Retention Services they Provide Students in the Early Warning System Retention Programs.” 2013. Web. 21 Sep 2019.

Vancouver:

Hamilton S. It Takes an Institution's Village to Retain a Student: A Comprehensive Look at Two Early Warning System Undergraduate Retention Programs and Administrators' Perceptions of Students' Experiences and the Retention Services they Provide Students in the Early Warning System Retention Programs. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Sep 21]. Available from: http://digitalcommons.fiu.edu/etd/1008 ; 10.25148/etd.FI13120909 ; FI13120909.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hamilton S. It Takes an Institution's Village to Retain a Student: A Comprehensive Look at Two Early Warning System Undergraduate Retention Programs and Administrators' Perceptions of Students' Experiences and the Retention Services they Provide Students in the Early Warning System Retention Programs. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/1008 ; 10.25148/etd.FI13120909 ; FI13120909

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Amir Kiaei, Yalda. The Relationship between Metacognition, Self-Actualization, and Well-Being among University Students: Reviving Self-Actualization as the Purpose of Education.

Degree: PhD, Curriculum and Instruction, 2014, Florida International University

  This non-experimental, correlational study (N = 513) examined the relationships among self-actualization, well-being, and metacognition. Need-satisfaction and non-defensiveness were also tested as mediators in… (more)

Subjects/Keywords: Philosophy of Education; Self-Actualization; Metacognition; Well-Being; Eudaimonia; Need-Satisfaction; Coping; Psychological Defense; Curriculum and Instruction; Educational Psychology; Social and Philosophical Foundations of Education

Florida International University, 2014 Miami, Florida Professor Thomas G. Reio, Jr., Major… 

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APA (6th Edition):

Amir Kiaei, Y. (2014). The Relationship between Metacognition, Self-Actualization, and Well-Being among University Students: Reviving Self-Actualization as the Purpose of Education. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1367 ; 10.25148/etd.FI14040889 ; FI14040889

Chicago Manual of Style (16th Edition):

Amir Kiaei, Yalda. “The Relationship between Metacognition, Self-Actualization, and Well-Being among University Students: Reviving Self-Actualization as the Purpose of Education.” 2014. Doctoral Dissertation, Florida International University. Accessed September 21, 2019. http://digitalcommons.fiu.edu/etd/1367 ; 10.25148/etd.FI14040889 ; FI14040889.

MLA Handbook (7th Edition):

Amir Kiaei, Yalda. “The Relationship between Metacognition, Self-Actualization, and Well-Being among University Students: Reviving Self-Actualization as the Purpose of Education.” 2014. Web. 21 Sep 2019.

Vancouver:

Amir Kiaei Y. The Relationship between Metacognition, Self-Actualization, and Well-Being among University Students: Reviving Self-Actualization as the Purpose of Education. [Internet] [Doctoral dissertation]. Florida International University; 2014. [cited 2019 Sep 21]. Available from: http://digitalcommons.fiu.edu/etd/1367 ; 10.25148/etd.FI14040889 ; FI14040889.

Council of Science Editors:

Amir Kiaei Y. The Relationship between Metacognition, Self-Actualization, and Well-Being among University Students: Reviving Self-Actualization as the Purpose of Education. [Doctoral Dissertation]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1367 ; 10.25148/etd.FI14040889 ; FI14040889

.