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You searched for +publisher:"Georgia State University" +contributor:("Joel Meyers"). Showing records 1 – 30 of 45 total matches.

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Georgia State University

1. DiMeo, Michelle A. After-School Programs: Do Parents Matter?.

Degree: PhD, Psychology, 2011, Georgia State University

  Previous research suggests that parents can benefit from youth participation in after-school programs. However, little research has explored parent involvement in after-school programs as… (more)

Subjects/Keywords: After-school program; Out-of-school time; Positive youth development; Parent involvement; Youth; Bioecological theory; Psychology

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APA (6th Edition):

DiMeo, M. A. (2011). After-School Programs: Do Parents Matter?. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/96

Chicago Manual of Style (16th Edition):

DiMeo, Michelle A. “After-School Programs: Do Parents Matter?.” 2011. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/psych_diss/96.

MLA Handbook (7th Edition):

DiMeo, Michelle A. “After-School Programs: Do Parents Matter?.” 2011. Web. 17 Feb 2020.

Vancouver:

DiMeo MA. After-School Programs: Do Parents Matter?. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/psych_diss/96.

Council of Science Editors:

DiMeo MA. After-School Programs: Do Parents Matter?. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/psych_diss/96


Georgia State University

2. Plescow, Katelyn Cleary. A LONGITUDINAL STUDY OF ELEMENTARY SCHOOL CLIMATE AND ACHIEVEMENT: TESTING A PROTECTIVE RESILIENCE MODEL.

Degree: PhD, Psychology, 2018, Georgia State University

  This study sought to fill a gap in resilience and school climate theory. Research has found that the protective model of resilience allows resources… (more)

Subjects/Keywords: resilience; school climate; student achievement

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APA (6th Edition):

Plescow, K. C. (2018). A LONGITUDINAL STUDY OF ELEMENTARY SCHOOL CLIMATE AND ACHIEVEMENT: TESTING A PROTECTIVE RESILIENCE MODEL. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/188

Chicago Manual of Style (16th Edition):

Plescow, Katelyn Cleary. “A LONGITUDINAL STUDY OF ELEMENTARY SCHOOL CLIMATE AND ACHIEVEMENT: TESTING A PROTECTIVE RESILIENCE MODEL.” 2018. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/psych_diss/188.

MLA Handbook (7th Edition):

Plescow, Katelyn Cleary. “A LONGITUDINAL STUDY OF ELEMENTARY SCHOOL CLIMATE AND ACHIEVEMENT: TESTING A PROTECTIVE RESILIENCE MODEL.” 2018. Web. 17 Feb 2020.

Vancouver:

Plescow KC. A LONGITUDINAL STUDY OF ELEMENTARY SCHOOL CLIMATE AND ACHIEVEMENT: TESTING A PROTECTIVE RESILIENCE MODEL. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/psych_diss/188.

Council of Science Editors:

Plescow KC. A LONGITUDINAL STUDY OF ELEMENTARY SCHOOL CLIMATE AND ACHIEVEMENT: TESTING A PROTECTIVE RESILIENCE MODEL. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/psych_diss/188


Georgia State University

3. Hufstetler, Schell. The role of individual and classroom moral disengagement in bullying and bystanding behaviors.

Degree: PhD, Psychology, 2017, Georgia State University

  There is much research studying bullying and bystanding behaviors during adolescence. Recently, research has focused on social variables in an attempt to prevent or… (more)

Subjects/Keywords: Bullying; Defending; Bystanding; Moral disengagment

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APA (6th Edition):

Hufstetler, S. (2017). The role of individual and classroom moral disengagement in bullying and bystanding behaviors. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/165

Chicago Manual of Style (16th Edition):

Hufstetler, Schell. “The role of individual and classroom moral disengagement in bullying and bystanding behaviors.” 2017. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/psych_diss/165.

MLA Handbook (7th Edition):

Hufstetler, Schell. “The role of individual and classroom moral disengagement in bullying and bystanding behaviors.” 2017. Web. 17 Feb 2020.

Vancouver:

Hufstetler S. The role of individual and classroom moral disengagement in bullying and bystanding behaviors. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/psych_diss/165.

Council of Science Editors:

Hufstetler S. The role of individual and classroom moral disengagement in bullying and bystanding behaviors. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/psych_diss/165


Georgia State University

4. Graybill, Emily. Social Justice Advocacy Trends Related to Gay/Straight Alliance Advisors' Experiences in Schools.

Degree: PhD, Counseling and Psychological Services, 2011, Georgia State University

  Social justice within education increasingly has been emphasized over the past decade (Kraft, 2007; Oakes et al., 2000; Riester et al., 2002). Little is… (more)

Subjects/Keywords: Gay/Straight Alliance; Lesbian; Gay; Bisexual; and Transgender Youth; Social Justice; Advocacy; Exploratory Factor Analysis; Regression Analysis; Survey Study; Student Counseling and Personnel Services

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APA (6th Edition):

Graybill, E. (2011). Social Justice Advocacy Trends Related to Gay/Straight Alliance Advisors' Experiences in Schools. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/57

Chicago Manual of Style (16th Edition):

Graybill, Emily. “Social Justice Advocacy Trends Related to Gay/Straight Alliance Advisors' Experiences in Schools.” 2011. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/57.

MLA Handbook (7th Edition):

Graybill, Emily. “Social Justice Advocacy Trends Related to Gay/Straight Alliance Advisors' Experiences in Schools.” 2011. Web. 17 Feb 2020.

Vancouver:

Graybill E. Social Justice Advocacy Trends Related to Gay/Straight Alliance Advisors' Experiences in Schools. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/57.

Council of Science Editors:

Graybill E. Social Justice Advocacy Trends Related to Gay/Straight Alliance Advisors' Experiences in Schools. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/cps_diss/57

5. Wixson, Corinne. The Effectiveness Of Child-Centered Play Therapy On The Challenging Behaviors Of Early Elementary School Students.

Degree: PhD, Counseling and Psychological Services, 2015, Georgia State University

  With the high prevalence of mental health disorders among children, there is a growing need for effective mental health interventions that will enhance overall… (more)

Subjects/Keywords: Child-centered play therapy; Challenging behaviors; Evidence-based interventions; Mental health; Play therapy; School-based interventions

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APA (6th Edition):

Wixson, C. (2015). The Effectiveness Of Child-Centered Play Therapy On The Challenging Behaviors Of Early Elementary School Students. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/108

Chicago Manual of Style (16th Edition):

Wixson, Corinne. “The Effectiveness Of Child-Centered Play Therapy On The Challenging Behaviors Of Early Elementary School Students.” 2015. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/108.

MLA Handbook (7th Edition):

Wixson, Corinne. “The Effectiveness Of Child-Centered Play Therapy On The Challenging Behaviors Of Early Elementary School Students.” 2015. Web. 17 Feb 2020.

Vancouver:

Wixson C. The Effectiveness Of Child-Centered Play Therapy On The Challenging Behaviors Of Early Elementary School Students. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/108.

Council of Science Editors:

Wixson C. The Effectiveness Of Child-Centered Play Therapy On The Challenging Behaviors Of Early Elementary School Students. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/cps_diss/108


Georgia State University

6. Ladner, Jana R. African American Mothers' and Professionals' Perceptions of Transition to Special Needs Preschool.

Degree: PhD, Counseling and Psychological Services, 2011, Georgia State University

  The Individuals with Disabilities Education Improvement Act (IDEIA) mandates services from birth through age 21 for children with disabilities and their families (U.S. Department… (more)

Subjects/Keywords: African American; Transition; Early Intervention; Preschool; Special Education; Student Counseling and Personnel Services

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APA (6th Edition):

Ladner, J. R. (2011). African American Mothers' and Professionals' Perceptions of Transition to Special Needs Preschool. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/58

Chicago Manual of Style (16th Edition):

Ladner, Jana R. “African American Mothers' and Professionals' Perceptions of Transition to Special Needs Preschool.” 2011. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/58.

MLA Handbook (7th Edition):

Ladner, Jana R. “African American Mothers' and Professionals' Perceptions of Transition to Special Needs Preschool.” 2011. Web. 17 Feb 2020.

Vancouver:

Ladner JR. African American Mothers' and Professionals' Perceptions of Transition to Special Needs Preschool. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/58.

Council of Science Editors:

Ladner JR. African American Mothers' and Professionals' Perceptions of Transition to Special Needs Preschool. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/cps_diss/58


Georgia State University

7. Albritton, Kizzy. Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children.

Degree: Counseling and Psychological Services, 2014, Georgia State University

  Although a growing body of literature indicates that preschool and/or prekindergarten programs can improve child outcomes, research evidence suggests that some preschool teachers may… (more)

Subjects/Keywords: consultation; early childhood education; phonological awareness; teachers

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APA (6th Edition):

Albritton, K. (2014). Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/106

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):

Albritton, Kizzy. “Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children.” 2014. Thesis, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/106.

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

MLA Handbook (7th Edition):

Albritton, Kizzy. “Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children.” 2014. Web. 17 Feb 2020.

Vancouver:

Albritton K. Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children. [Internet] [Thesis]. Georgia State University; 2014. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/106.

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

Council of Science Editors:

Albritton K. Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children. [Thesis]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/cps_diss/106

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

8. Kim, Samuel Yi. A Social Cognitive Model of Bystander Behavior and the Mediating Role of Self-Efficacy on Bullying Victimization.

Degree: PhD, Counseling and Psychological Services, 2014, Georgia State University

  This dissertation introduces a social cognitive model of bystander behavior and examines the mediating role of self-efficacy on the relationship between bullying victimization and… (more)

Subjects/Keywords: Bullying; Bystanders; Social Cognitive Theory; Self-Efficacy; Moral Disengagement; Victimization

…teacher, and friend to me throughout my years at Georgia State University. It would be… …Department of Counseling and Psychological Services in the College of Education Georgia State… …co-chairs and advisors, Dr. Kristen Varjas and Dr. Joel Meyers, you have been a mentor… …University Atlanta, GA 2013 Copyright by Samuel Yi Kim 2013 ACKNOWLEDGEMENTS To my committee… 

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APA (6th Edition):

Kim, S. Y. (2014). A Social Cognitive Model of Bystander Behavior and the Mediating Role of Self-Efficacy on Bullying Victimization. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/98

Chicago Manual of Style (16th Edition):

Kim, Samuel Yi. “A Social Cognitive Model of Bystander Behavior and the Mediating Role of Self-Efficacy on Bullying Victimization.” 2014. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/98.

MLA Handbook (7th Edition):

Kim, Samuel Yi. “A Social Cognitive Model of Bystander Behavior and the Mediating Role of Self-Efficacy on Bullying Victimization.” 2014. Web. 17 Feb 2020.

Vancouver:

Kim SY. A Social Cognitive Model of Bystander Behavior and the Mediating Role of Self-Efficacy on Bullying Victimization. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/98.

Council of Science Editors:

Kim SY. A Social Cognitive Model of Bystander Behavior and the Mediating Role of Self-Efficacy on Bullying Victimization. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/cps_diss/98

9. Psimas, Lynnae L. Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration.

Degree: PhD, Counseling and Psychological Services, 2012, Georgia State University

  The current study explored the collaborative processes present in a collaboration between an urban university in the Southeast United States, a state-funded educational support… (more)

Subjects/Keywords: inter-organizational; collaboration; collaboration model; professional learning; inter-disciplinary

…Department of Counseling and Psychological Services in the College of Education Georgia State… …hope it doesn’t end here! To my committee members, Dr. Diane Truscott, Dr. Joel Meyers, and… …University Atlanta, GA 2012 Copyright by Lynnae L. Psimas 2012 ACKNOWLEDGEMENTS To my… 

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APA (6th Edition):

Psimas, L. L. (2012). Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/71

Chicago Manual of Style (16th Edition):

Psimas, Lynnae L. “Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration.” 2012. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/71.

MLA Handbook (7th Edition):

Psimas, Lynnae L. “Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration.” 2012. Web. 17 Feb 2020.

Vancouver:

Psimas LL. Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/71.

Council of Science Editors:

Psimas LL. Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/cps_diss/71

10. Parris, Leandra N. The Development and Application of the Coping with Bullying Scale for Children.

Degree: PhD, Counseling and Psychological Services, 2013, Georgia State University

  The Multidimensional Model for Coping with Bullying (MMCB; Parris, in development) was conceptualized based on a literature review of coping with bullying and by… (more)

Subjects/Keywords: Bullying; Coping; Scale Development; Student Outcomes

…and Psychological Services in the College of Education Georgia State University Atlanta, GA… …unwavering support and friendship throughout our time together at Georgia State University. I would… …committee co-chairs and advisors, Dr. Kris Varjas and Dr. Joel Meyers, for their guidance and… 

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APA (6th Edition):

Parris, L. N. (2013). The Development and Application of the Coping with Bullying Scale for Children. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/93

Chicago Manual of Style (16th Edition):

Parris, Leandra N. “The Development and Application of the Coping with Bullying Scale for Children.” 2013. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/93.

MLA Handbook (7th Edition):

Parris, Leandra N. “The Development and Application of the Coping with Bullying Scale for Children.” 2013. Web. 17 Feb 2020.

Vancouver:

Parris LN. The Development and Application of the Coping with Bullying Scale for Children. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/93.

Council of Science Editors:

Parris LN. The Development and Application of the Coping with Bullying Scale for Children. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/cps_diss/93

11. Carboni, Jessica A. The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder.

Degree: PhD, Counseling and Psychological Services, 2012, Georgia State University

  Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders in the United States. Although many children with an ADHD… (more)

Subjects/Keywords: ADHD; Mindfulness; Hyperactivity; Single-subject design

Georgia State University Atlanta, GA 2012 ! Copyright by Jessica A. Carboni 2012… …duration of this process. To my committee members, Dr. Catherine Cadenhead, Dr. Joel Meyers, and… 

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APA (6th Edition):

Carboni, J. A. (2012). The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/72

Chicago Manual of Style (16th Edition):

Carboni, Jessica A. “The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder.” 2012. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/72.

MLA Handbook (7th Edition):

Carboni, Jessica A. “The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder.” 2012. Web. 17 Feb 2020.

Vancouver:

Carboni JA. The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/72.

Council of Science Editors:

Carboni JA. The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/cps_diss/72

12. Harper, Erin. School-based Prevention of Commercial Sexual Exploitation: A Special Focus on the Needs of and Effective Services for At-Risk Urban African American Girls.

Degree: PhD, Counseling and Psychological Services, 2013, Georgia State University

  The commercial sexual exploitation of children (CSEC) is a form of childhood sexual abuse that involves sexual exploitation for financial or economic gain. Low-income… (more)

Subjects/Keywords: School-Based; African-American; CSEC; Prevention; Health; Mental

Georgia State University Atlanta, GA 2013 Copyright by Erin A. Harper 2013 ACKNOWLEDGMENTS… …Foremost my dissertation co-chairs, Dr. Joel Meyers and Dr. Ann Cale Kruger. Joel and Ann, thank… 

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APA (6th Edition):

Harper, E. (2013). School-based Prevention of Commercial Sexual Exploitation: A Special Focus on the Needs of and Effective Services for At-Risk Urban African American Girls. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/90

Chicago Manual of Style (16th Edition):

Harper, Erin. “School-based Prevention of Commercial Sexual Exploitation: A Special Focus on the Needs of and Effective Services for At-Risk Urban African American Girls.” 2013. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/90.

MLA Handbook (7th Edition):

Harper, Erin. “School-based Prevention of Commercial Sexual Exploitation: A Special Focus on the Needs of and Effective Services for At-Risk Urban African American Girls.” 2013. Web. 17 Feb 2020.

Vancouver:

Harper E. School-based Prevention of Commercial Sexual Exploitation: A Special Focus on the Needs of and Effective Services for At-Risk Urban African American Girls. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/90.

Council of Science Editors:

Harper E. School-based Prevention of Commercial Sexual Exploitation: A Special Focus on the Needs of and Effective Services for At-Risk Urban African American Girls. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/cps_diss/90

13. Xiao, Juan. Academic Stress, Test Anxiety, and Performance in a Chinese High School Sample: The Moderating Effects of Coping Strategies and Perceived Social Support.

Degree: PhD, Counseling and Psychological Services, 2013, Georgia State University

  Test taking can produce elevated stress and anxiety, with subsequent negative influences on test performance. This has been a focus of prior research. However,… (more)

Subjects/Keywords: academic stress; test anxiety; test performance; coping strategies; perceived social support

…College of Education Georgia State University Atlanta, GA 2013… …duration of my study at Georgia State University. ii TABLE OF CONTENTS Page List of… …committee members, Dr. Joel Meyers, Dr. Don Davis, Dr. Ann Kruger, and Dr. Yali Zhao. I would also… 

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APA (6th Edition):

Xiao, J. (2013). Academic Stress, Test Anxiety, and Performance in a Chinese High School Sample: The Moderating Effects of Coping Strategies and Perceived Social Support. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/88

Chicago Manual of Style (16th Edition):

Xiao, Juan. “Academic Stress, Test Anxiety, and Performance in a Chinese High School Sample: The Moderating Effects of Coping Strategies and Perceived Social Support.” 2013. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/88.

MLA Handbook (7th Edition):

Xiao, Juan. “Academic Stress, Test Anxiety, and Performance in a Chinese High School Sample: The Moderating Effects of Coping Strategies and Perceived Social Support.” 2013. Web. 17 Feb 2020.

Vancouver:

Xiao J. Academic Stress, Test Anxiety, and Performance in a Chinese High School Sample: The Moderating Effects of Coping Strategies and Perceived Social Support. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/88.

Council of Science Editors:

Xiao J. Academic Stress, Test Anxiety, and Performance in a Chinese High School Sample: The Moderating Effects of Coping Strategies and Perceived Social Support. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/cps_diss/88

14. Fretwell, Quentin. Addressing Bullying in Schools: The Perceptions, Thoughts and Beliefs of Middle-School Principals.

Degree: PhD, Educational Policy Studies, 2015, Georgia State University

  ABSTRACT Bullying in schools is a major problem that can greatly impact the academic achievement and overall well-being of students. It also continues to… (more)

Subjects/Keywords: Bullying; Perceptions; Discipline; Code of student conduct; Self-efficacy

…in the College of Education Georgia State University Atlanta, Georgia 2015 Copyright by… 

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APA (6th Edition):

Fretwell, Q. (2015). Addressing Bullying in Schools: The Perceptions, Thoughts and Beliefs of Middle-School Principals. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/132

Chicago Manual of Style (16th Edition):

Fretwell, Quentin. “Addressing Bullying in Schools: The Perceptions, Thoughts and Beliefs of Middle-School Principals.” 2015. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/eps_diss/132.

MLA Handbook (7th Edition):

Fretwell, Quentin. “Addressing Bullying in Schools: The Perceptions, Thoughts and Beliefs of Middle-School Principals.” 2015. Web. 17 Feb 2020.

Vancouver:

Fretwell Q. Addressing Bullying in Schools: The Perceptions, Thoughts and Beliefs of Middle-School Principals. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/eps_diss/132.

Council of Science Editors:

Fretwell Q. Addressing Bullying in Schools: The Perceptions, Thoughts and Beliefs of Middle-School Principals. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/132

15. Malm, Esther K. The Association of Parent Factors with Bullying, Victimization and Bystander Behaviors.

Degree: PhD, Psychology, 2013, Georgia State University

  This study sought to examine two gaps in the field of bullying research – (1) the lack of clear cut theoretical underpinnings and frameworks… (more)

Subjects/Keywords: Bullying; Victimization; Bystander behaviors; Parent factors; Belsky’s parenting model; Interventions

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APA (6th Edition):

Malm, E. K. (2013). The Association of Parent Factors with Bullying, Victimization and Bystander Behaviors. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/122

Chicago Manual of Style (16th Edition):

Malm, Esther K. “The Association of Parent Factors with Bullying, Victimization and Bystander Behaviors.” 2013. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/psych_diss/122.

MLA Handbook (7th Edition):

Malm, Esther K. “The Association of Parent Factors with Bullying, Victimization and Bystander Behaviors.” 2013. Web. 17 Feb 2020.

Vancouver:

Malm EK. The Association of Parent Factors with Bullying, Victimization and Bystander Behaviors. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/psych_diss/122.

Council of Science Editors:

Malm EK. The Association of Parent Factors with Bullying, Victimization and Bystander Behaviors. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/psych_diss/122

16. La Salle, Tamika. Cultural and Ecological Considerations within the Context of School Climate.

Degree: PhD, Counseling and Psychological Services, 2013, Georgia State University

  School climate has been established as an important construct to measure because of its connections to student psychological, social, and academic outcomes. Existing research… (more)

Subjects/Keywords: School Climate; Culture; Education; Ecology; Cultural-Ecological Model; School Climate Survey

Georgia State University Atlanta, GA 2013 Copyright by Tamika P. La Salle 2013… …you began at Georgia State University. To my committee as a whole, I am so grateful for the… …ACKNOWLEDGEMENTS I would like to thank my advisor, Dr. Joel Meyers for his time, continued support and… 

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APA (6th Edition):

La Salle, T. (2013). Cultural and Ecological Considerations within the Context of School Climate. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/92

Chicago Manual of Style (16th Edition):

La Salle, Tamika. “Cultural and Ecological Considerations within the Context of School Climate.” 2013. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/92.

MLA Handbook (7th Edition):

La Salle, Tamika. “Cultural and Ecological Considerations within the Context of School Climate.” 2013. Web. 17 Feb 2020.

Vancouver:

La Salle T. Cultural and Ecological Considerations within the Context of School Climate. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/92.

Council of Science Editors:

La Salle T. Cultural and Ecological Considerations within the Context of School Climate. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/cps_diss/92

17. Marshall, Megan L. Teachers' Perceived Barriers to Effective Bullying Intervention.

Degree: PhD, Counseling and Psychological Services, 2012, Georgia State University

  Despite the critical role teachers play in the management and reduction of bullying in schools (Craig, Henderson, & Murphy, 2000; Frey, Jones, Hirschstein, &… (more)

Subjects/Keywords: Bullying; Teachers; Intervention; Barriers; Perceptions; Responses

Georgia State University Atlanta, GA 2012 Copyright by Megan Leigh Marshall 2012… …ACKNOWLEDGEMENTS I would like to thank my committee members, Dr. Joel Meyers, Dr. Kris Varjas, Dr… 

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APA (6th Edition):

Marshall, M. L. (2012). Teachers' Perceived Barriers to Effective Bullying Intervention. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/70

Chicago Manual of Style (16th Edition):

Marshall, Megan L. “Teachers' Perceived Barriers to Effective Bullying Intervention.” 2012. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/70.

MLA Handbook (7th Edition):

Marshall, Megan L. “Teachers' Perceived Barriers to Effective Bullying Intervention.” 2012. Web. 17 Feb 2020.

Vancouver:

Marshall ML. Teachers' Perceived Barriers to Effective Bullying Intervention. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/70.

Council of Science Editors:

Marshall ML. Teachers' Perceived Barriers to Effective Bullying Intervention. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/cps_diss/70

18. Huddleston, Lillie. Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention.

Degree: PhD, Counseling and Psychological Services, 2012, Georgia State University

  Treatment acceptability and treatment integrity are essential constructs to consider when designing, implementing, and evaluating school-based interventions. Existing literature has described treatment acceptability and… (more)

Subjects/Keywords: intervention; bullying; mixed methods; acceptability; integrity; school-based

…and Psychological Services in the College of Education Georgia State University Atlanta, GA… …process. I extend my heartfelt appreciation to my advisors Dr. Joel Meyers and Dr. Kris Varjas… 

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APA (6th Edition):

Huddleston, L. (2012). Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/86

Chicago Manual of Style (16th Edition):

Huddleston, Lillie. “Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention.” 2012. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/86.

MLA Handbook (7th Edition):

Huddleston, Lillie. “Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention.” 2012. Web. 17 Feb 2020.

Vancouver:

Huddleston L. Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/86.

Council of Science Editors:

Huddleston L. Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/cps_diss/86

19. Bolling, Michelle. From Traditional to Reform: Exploring the Involvement of School Psychologists in the Provision of Educator Professional Learning.

Degree: PhD, Counseling and Psychological Services, 2014, Georgia State University

  School Psychologists may be well-suited to provide Professional Learning (PL) to assist schools in meeting increased student standards, responding to demands for accountability, and… (more)

Subjects/Keywords: School psychology; Professional Learning; School Psychology Practices; Teacher Capacity Building; Inservice Training

…College of Education Georgia State University Atlanta, GA 2013 Copyright by Michelle Avila… …Joel Meyers and Dr. Jonathan Orr: I thank you so much for all of your time, effort and… 

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APA (6th Edition):

Bolling, M. (2014). From Traditional to Reform: Exploring the Involvement of School Psychologists in the Provision of Educator Professional Learning. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/94

Chicago Manual of Style (16th Edition):

Bolling, Michelle. “From Traditional to Reform: Exploring the Involvement of School Psychologists in the Provision of Educator Professional Learning.” 2014. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/94.

MLA Handbook (7th Edition):

Bolling, Michelle. “From Traditional to Reform: Exploring the Involvement of School Psychologists in the Provision of Educator Professional Learning.” 2014. Web. 17 Feb 2020.

Vancouver:

Bolling M. From Traditional to Reform: Exploring the Involvement of School Psychologists in the Provision of Educator Professional Learning. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/94.

Council of Science Editors:

Bolling M. From Traditional to Reform: Exploring the Involvement of School Psychologists in the Provision of Educator Professional Learning. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/cps_diss/94

20. Odenat, Lydia. 'Means of Survival' as Moderator of the Relationship between Cumulative Torture Experiences and Posttraumatic Stress Disorder among Refugees.

Degree: PhD, Counseling and Psychological Services, 2012, Georgia State University

  Refugee torture survivors often present with a myriad of psychological challenges, such as posttraumatic stress and depression, stemming from their exposure to torture and… (more)

Subjects/Keywords: refugees; torture; trauma; PTSD; coping; posttraumatic stress

…Education Georgia State University Atlanta, GA 2012 Copyright by Lydia Odenat 2012… 

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APA (6th Edition):

Odenat, L. (2012). 'Means of Survival' as Moderator of the Relationship between Cumulative Torture Experiences and Posttraumatic Stress Disorder among Refugees. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/85

Chicago Manual of Style (16th Edition):

Odenat, Lydia. “'Means of Survival' as Moderator of the Relationship between Cumulative Torture Experiences and Posttraumatic Stress Disorder among Refugees.” 2012. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/85.

MLA Handbook (7th Edition):

Odenat, Lydia. “'Means of Survival' as Moderator of the Relationship between Cumulative Torture Experiences and Posttraumatic Stress Disorder among Refugees.” 2012. Web. 17 Feb 2020.

Vancouver:

Odenat L. 'Means of Survival' as Moderator of the Relationship between Cumulative Torture Experiences and Posttraumatic Stress Disorder among Refugees. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/85.

Council of Science Editors:

Odenat L. 'Means of Survival' as Moderator of the Relationship between Cumulative Torture Experiences and Posttraumatic Stress Disorder among Refugees. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/cps_diss/85


Georgia State University

21. Buck, Chad Anthony. The Effects of Direct and Indirect Experiences with School Crime and Violence on High School Teacher Burnout.

Degree: PhD, Psychology, 2006, Georgia State University

 School violence is considered the most significant problem facing United States schools (Elam, Rose, & Gallup, 1999, 2003, 2004). Although school shootings receive the bulk… (more)

Subjects/Keywords: Indirect victimization; Teacher burnout; School violence; Psychology

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APA (6th Edition):

Buck, C. A. (2006). The Effects of Direct and Indirect Experiences with School Crime and Violence on High School Teacher Burnout. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/15

Chicago Manual of Style (16th Edition):

Buck, Chad Anthony. “The Effects of Direct and Indirect Experiences with School Crime and Violence on High School Teacher Burnout.” 2006. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/psych_diss/15.

MLA Handbook (7th Edition):

Buck, Chad Anthony. “The Effects of Direct and Indirect Experiences with School Crime and Violence on High School Teacher Burnout.” 2006. Web. 17 Feb 2020.

Vancouver:

Buck CA. The Effects of Direct and Indirect Experiences with School Crime and Violence on High School Teacher Burnout. [Internet] [Doctoral dissertation]. Georgia State University; 2006. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/psych_diss/15.

Council of Science Editors:

Buck CA. The Effects of Direct and Indirect Experiences with School Crime and Violence on High School Teacher Burnout. [Doctoral Dissertation]. Georgia State University; 2006. Available from: https://scholarworks.gsu.edu/psych_diss/15


Georgia State University

22. Wilkins, Natalie Jayne. Family Processes Promoting Achievement Motivation and Perceived School Competence among Latino Youth: A Cultural Ecological-Transactional Perspective.

Degree: PhD, Psychology, 2009, Georgia State University

 This longitudinal study uses a cultural ecological-transactional perspective (Garcia-Coll, et. al., 1996; Kuperminc, et al., in press) to examine whether relational factors (familism and parental… (more)

Subjects/Keywords: School; Hispanic; Familism; Parent involvement; Youth; School competence; Adolescence; Achievement motivation; Immigration; Latino; Psychology

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APA (6th Edition):

Wilkins, N. J. (2009). Family Processes Promoting Achievement Motivation and Perceived School Competence among Latino Youth: A Cultural Ecological-Transactional Perspective. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/44

Chicago Manual of Style (16th Edition):

Wilkins, Natalie Jayne. “Family Processes Promoting Achievement Motivation and Perceived School Competence among Latino Youth: A Cultural Ecological-Transactional Perspective.” 2009. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/psych_diss/44.

MLA Handbook (7th Edition):

Wilkins, Natalie Jayne. “Family Processes Promoting Achievement Motivation and Perceived School Competence among Latino Youth: A Cultural Ecological-Transactional Perspective.” 2009. Web. 17 Feb 2020.

Vancouver:

Wilkins NJ. Family Processes Promoting Achievement Motivation and Perceived School Competence among Latino Youth: A Cultural Ecological-Transactional Perspective. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/psych_diss/44.

Council of Science Editors:

Wilkins NJ. Family Processes Promoting Achievement Motivation and Perceived School Competence among Latino Youth: A Cultural Ecological-Transactional Perspective. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/psych_diss/44


Georgia State University

23. Chambless, Courtney Brooke. Long-Term Effects of Bullying: Exploring the Relationships among Recalled Experiences with Bullying, Current Coping Resources, and Reported Symptoms of Distress.

Degree: PhD, Counseling and Psychological Services, 2010, Georgia State University

  Retrospective studies of college students who recall experiencing bullying during childhood and/or adolescence have found that being the target of bullying may place one… (more)

Subjects/Keywords: Bullying; Psychosocial Distress; College Students

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APA (6th Edition):

Chambless, C. B. (2010). Long-Term Effects of Bullying: Exploring the Relationships among Recalled Experiences with Bullying, Current Coping Resources, and Reported Symptoms of Distress. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/53

Chicago Manual of Style (16th Edition):

Chambless, Courtney Brooke. “Long-Term Effects of Bullying: Exploring the Relationships among Recalled Experiences with Bullying, Current Coping Resources, and Reported Symptoms of Distress.” 2010. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/53.

MLA Handbook (7th Edition):

Chambless, Courtney Brooke. “Long-Term Effects of Bullying: Exploring the Relationships among Recalled Experiences with Bullying, Current Coping Resources, and Reported Symptoms of Distress.” 2010. Web. 17 Feb 2020.

Vancouver:

Chambless CB. Long-Term Effects of Bullying: Exploring the Relationships among Recalled Experiences with Bullying, Current Coping Resources, and Reported Symptoms of Distress. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/53.

Council of Science Editors:

Chambless CB. Long-Term Effects of Bullying: Exploring the Relationships among Recalled Experiences with Bullying, Current Coping Resources, and Reported Symptoms of Distress. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/cps_diss/53


Georgia State University

24. Gregory-Bryan, Myrnelle L. Life Portraits: A Comparative Case Study of Four Veteran Spanish Teachers.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2010, Georgia State University

  In foreign language education the classification native or nonnative speaker of a language often evokes thoughts related to degrees of competence in language teaching… (more)

Subjects/Keywords: native speaker; nonnative speaker; role identity; Language Teacher Efficacy; Education

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APA (6th Edition):

Gregory-Bryan, M. L. (2010). Life Portraits: A Comparative Case Study of Four Veteran Spanish Teachers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/73

Chicago Manual of Style (16th Edition):

Gregory-Bryan, Myrnelle L. “Life Portraits: A Comparative Case Study of Four Veteran Spanish Teachers.” 2010. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/msit_diss/73.

MLA Handbook (7th Edition):

Gregory-Bryan, Myrnelle L. “Life Portraits: A Comparative Case Study of Four Veteran Spanish Teachers.” 2010. Web. 17 Feb 2020.

Vancouver:

Gregory-Bryan ML. Life Portraits: A Comparative Case Study of Four Veteran Spanish Teachers. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/msit_diss/73.

Council of Science Editors:

Gregory-Bryan ML. Life Portraits: A Comparative Case Study of Four Veteran Spanish Teachers. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/msit_diss/73


Georgia State University

25. Leong, Jennifer. High School Students' Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2007, Georgia State University

 Despite agreement among researchers about the powerful influence of attitudes and beliefs on the development of students’ mathematical knowledge base (Leder, Pehkonen, & Törner, 2002),… (more)

Subjects/Keywords: statistics education; statistical affect; mathematics education; mathematical affect; self efficacy; beliefs about doing statistics; beliefs about doing mathematics; beliefs regarding statistics; beliefs regarding mathematics; attitudes toward statistics; attitudes toward mathematics; utilization of mathematics; utilization of statistics; confidence doing mathematics; confidence doing statistics; attitudes toward service learning; Education

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APA (6th Edition):

Leong, J. (2007). High School Students' Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/12

Chicago Manual of Style (16th Edition):

Leong, Jennifer. “High School Students' Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course.” 2007. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/msit_diss/12.

MLA Handbook (7th Edition):

Leong, Jennifer. “High School Students' Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course.” 2007. Web. 17 Feb 2020.

Vancouver:

Leong J. High School Students' Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course. [Internet] [Doctoral dissertation]. Georgia State University; 2007. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/msit_diss/12.

Council of Science Editors:

Leong J. High School Students' Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course. [Doctoral Dissertation]. Georgia State University; 2007. Available from: https://scholarworks.gsu.edu/msit_diss/12


Georgia State University

26. Cobb, Mark B. Keep Your Eyes on Ms. Clark: Two Mexican Immigrant Children Make the Transition to Kindergarten.

Degree: PhD, Early Childhood Education, 2008, Georgia State University

  Presented are case studies of two children as they make the transition from Mexican immigrant homes to kindergarten in an English-dominant school in the… (more)

Subjects/Keywords: transition; kindergarten; Mexican; bilingual; anchor points; holistic

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APA (6th Edition):

Cobb, M. B. (2008). Keep Your Eyes on Ms. Clark: Two Mexican Immigrant Children Make the Transition to Kindergarten. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/4

Chicago Manual of Style (16th Edition):

Cobb, Mark B. “Keep Your Eyes on Ms. Clark: Two Mexican Immigrant Children Make the Transition to Kindergarten.” 2008. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/ece_diss/4.

MLA Handbook (7th Edition):

Cobb, Mark B. “Keep Your Eyes on Ms. Clark: Two Mexican Immigrant Children Make the Transition to Kindergarten.” 2008. Web. 17 Feb 2020.

Vancouver:

Cobb MB. Keep Your Eyes on Ms. Clark: Two Mexican Immigrant Children Make the Transition to Kindergarten. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/ece_diss/4.

Council of Science Editors:

Cobb MB. Keep Your Eyes on Ms. Clark: Two Mexican Immigrant Children Make the Transition to Kindergarten. [Doctoral Dissertation]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/ece_diss/4


Georgia State University

27. Choi, Jayoung. Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club.

Degree: PhD, Middle and Secondary Education, 2009, Georgia State University

  For English language learners (ELLs) who traverse two different sociocultural and linguistic worlds, identity construction is a particularly complicated process. However, examining learners’ identity… (more)

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APA (6th Edition):

Choi, J. (2009). Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/144

Chicago Manual of Style (16th Edition):

Choi, Jayoung. “Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club.” 2009. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/msit_diss/144.

MLA Handbook (7th Edition):

Choi, Jayoung. “Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club.” 2009. Web. 17 Feb 2020.

Vancouver:

Choi J. Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/msit_diss/144.

Council of Science Editors:

Choi J. Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/144


Georgia State University

28. Kurumada, Katharine S. "...And, If You Have a Class Like That, I'd Like To Sign Up!": Beginning Teachers Navigating the Constraints of Teaching Literacy in a Culturally and Linguistically Diverse, Professional Development School.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2010, Georgia State University

  Preparing all teachers to work with culturally and linguistically diverse (CLD) populations is essential in teacher education (Banks, Cochran-Smith, Moll, Richert, Zeichner, LePage, Darling-Hammond,… (more)

Subjects/Keywords: Culturally and Linguistically Diverse Learners; Literacy Education; Teacher Education; Professional Development Schools; Alternative Teacher Preparation; Four Resources Model

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APA (6th Edition):

Kurumada, K. S. (2010). "...And, If You Have a Class Like That, I'd Like To Sign Up!": Beginning Teachers Navigating the Constraints of Teaching Literacy in a Culturally and Linguistically Diverse, Professional Development School. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/68

Chicago Manual of Style (16th Edition):

Kurumada, Katharine S. “"...And, If You Have a Class Like That, I'd Like To Sign Up!": Beginning Teachers Navigating the Constraints of Teaching Literacy in a Culturally and Linguistically Diverse, Professional Development School.” 2010. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/msit_diss/68.

MLA Handbook (7th Edition):

Kurumada, Katharine S. “"...And, If You Have a Class Like That, I'd Like To Sign Up!": Beginning Teachers Navigating the Constraints of Teaching Literacy in a Culturally and Linguistically Diverse, Professional Development School.” 2010. Web. 17 Feb 2020.

Vancouver:

Kurumada KS. "...And, If You Have a Class Like That, I'd Like To Sign Up!": Beginning Teachers Navigating the Constraints of Teaching Literacy in a Culturally and Linguistically Diverse, Professional Development School. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/msit_diss/68.

Council of Science Editors:

Kurumada KS. "...And, If You Have a Class Like That, I'd Like To Sign Up!": Beginning Teachers Navigating the Constraints of Teaching Literacy in a Culturally and Linguistically Diverse, Professional Development School. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/msit_diss/68


Georgia State University

29. Jaffe, Christy Thorne. Multiple Perspectives on Georgia's Early Intervention Program: A Qualitative Inquiry.

Degree: PhD, Counseling and Psychological Services, 2006, Georgia State University

 This qualitative study used naturalistic methods to compare a local implementation of a state funded early intervention program (EIP) with its stated goals. A large… (more)

Subjects/Keywords: early intervention programs; school psychology; qualitative research; elementary students; Student Counseling and Personnel Services

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APA (6th Edition):

Jaffe, C. T. (2006). Multiple Perspectives on Georgia's Early Intervention Program: A Qualitative Inquiry. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/3

Chicago Manual of Style (16th Edition):

Jaffe, Christy Thorne. “Multiple Perspectives on Georgia's Early Intervention Program: A Qualitative Inquiry.” 2006. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/cps_diss/3.

MLA Handbook (7th Edition):

Jaffe, Christy Thorne. “Multiple Perspectives on Georgia's Early Intervention Program: A Qualitative Inquiry.” 2006. Web. 17 Feb 2020.

Vancouver:

Jaffe CT. Multiple Perspectives on Georgia's Early Intervention Program: A Qualitative Inquiry. [Internet] [Doctoral dissertation]. Georgia State University; 2006. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/cps_diss/3.

Council of Science Editors:

Jaffe CT. Multiple Perspectives on Georgia's Early Intervention Program: A Qualitative Inquiry. [Doctoral Dissertation]. Georgia State University; 2006. Available from: https://scholarworks.gsu.edu/cps_diss/3


Georgia State University

30. Wilson, Serena Celeste. Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College.

Degree: PhD, Educational Policy Studies, 2009, Georgia State University

  HAVEN FOR ALL HUNGRY SOULS: THE INFLUENCE OF THE AFRICAN METHODIST EPISCOPAL CHURCH AND THE SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS ON MORRIS BROWN… (more)

Subjects/Keywords: Morris Brown College; Accreditation; AME Church; SACS; Historically Black Colleges and Universities; Atlanta University Center

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APA (6th Edition):

Wilson, S. C. (2009). Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/31

Chicago Manual of Style (16th Edition):

Wilson, Serena Celeste. “Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College.” 2009. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/eps_diss/31.

MLA Handbook (7th Edition):

Wilson, Serena Celeste. “Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College.” 2009. Web. 17 Feb 2020.

Vancouver:

Wilson SC. Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/eps_diss/31.

Council of Science Editors:

Wilson SC. Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/eps_diss/31

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