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You searched for +publisher:"Georgia State University" +contributor:("Nicole Patton-Terry, Ph.D."). Showing records 1 – 7 of 7 total matches.

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Georgia State University

1. Hess, Kristen Louise. Stress for Individuals with Autism Spectrum Disorders: Effects of Age, Gender, and Intelligence Quotient.

Degree: PhD, Educational Psychology and Special Education, 2009, Georgia State University

 ABSTRACT STRESS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS: EFFECTS OF AGE, GENDER, AND INTELLIGENCE QUOTIENT by Kristen Louise Hess Researchers previously have found that individuals… (more)

Subjects/Keywords: Gender; Intelligence Quotient; Age; Stress; Autism; Educational Psychology; Special Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hess, K. L. (2009). Stress for Individuals with Autism Spectrum Disorders: Effects of Age, Gender, and Intelligence Quotient. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/58

Chicago Manual of Style (16th Edition):

Hess, Kristen Louise. “Stress for Individuals with Autism Spectrum Disorders: Effects of Age, Gender, and Intelligence Quotient.” 2009. Doctoral Dissertation, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/epse_diss/58.

MLA Handbook (7th Edition):

Hess, Kristen Louise. “Stress for Individuals with Autism Spectrum Disorders: Effects of Age, Gender, and Intelligence Quotient.” 2009. Web. 22 Nov 2019.

Vancouver:

Hess KL. Stress for Individuals with Autism Spectrum Disorders: Effects of Age, Gender, and Intelligence Quotient. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/epse_diss/58.

Council of Science Editors:

Hess KL. Stress for Individuals with Autism Spectrum Disorders: Effects of Age, Gender, and Intelligence Quotient. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/epse_diss/58


Georgia State University

2. Taylor, Nicole A. Evaluating the Relationship Among Parents' Oral and Written Language Skills, the Home Literacy Environment, and their Preschool Children's Emergent Literacy Skills.

Degree: PhD, Educational Psychology and Special Education, 2011, Georgia State University

  Studies have examined the impact of parents’ educational level on their child’s emergent literacy skills and have found positive associations (Korat, 2009). However, a… (more)

Subjects/Keywords: Emergent Literacy; Home Literacy Environment; Parents' Reading Skills; Educational Psychology; Special Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Taylor, N. A. (2011). Evaluating the Relationship Among Parents' Oral and Written Language Skills, the Home Literacy Environment, and their Preschool Children's Emergent Literacy Skills. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/74

Chicago Manual of Style (16th Edition):

Taylor, Nicole A. “Evaluating the Relationship Among Parents' Oral and Written Language Skills, the Home Literacy Environment, and their Preschool Children's Emergent Literacy Skills.” 2011. Doctoral Dissertation, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/epse_diss/74.

MLA Handbook (7th Edition):

Taylor, Nicole A. “Evaluating the Relationship Among Parents' Oral and Written Language Skills, the Home Literacy Environment, and their Preschool Children's Emergent Literacy Skills.” 2011. Web. 22 Nov 2019.

Vancouver:

Taylor NA. Evaluating the Relationship Among Parents' Oral and Written Language Skills, the Home Literacy Environment, and their Preschool Children's Emergent Literacy Skills. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/epse_diss/74.

Council of Science Editors:

Taylor NA. Evaluating the Relationship Among Parents' Oral and Written Language Skills, the Home Literacy Environment, and their Preschool Children's Emergent Literacy Skills. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/epse_diss/74


Georgia State University

3. Cott, Katherine. The Effect of Repeated Reading with Audio-recorded Modeling on the Reading Fluency and Reading Comprehension of Adolescents with EBD or OHI and Behavioral Difficulties.

Degree: PhD, Educational Psychology and Special Education, 2017, Georgia State University

  Adolescents with behavioral difficulties and emotional and behavior disorders (EBD) or other health impairment (OHI) have demonstrated deficits in reading, and these deficits appear… (more)

Subjects/Keywords: Reading fluency; Reading comprehension; Emotional behavioral disorders; Other health impairment; Audio recording; Modeling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cott, K. (2017). The Effect of Repeated Reading with Audio-recorded Modeling on the Reading Fluency and Reading Comprehension of Adolescents with EBD or OHI and Behavioral Difficulties. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/110

Chicago Manual of Style (16th Edition):

Cott, Katherine. “The Effect of Repeated Reading with Audio-recorded Modeling on the Reading Fluency and Reading Comprehension of Adolescents with EBD or OHI and Behavioral Difficulties.” 2017. Doctoral Dissertation, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/epse_diss/110.

MLA Handbook (7th Edition):

Cott, Katherine. “The Effect of Repeated Reading with Audio-recorded Modeling on the Reading Fluency and Reading Comprehension of Adolescents with EBD or OHI and Behavioral Difficulties.” 2017. Web. 22 Nov 2019.

Vancouver:

Cott K. The Effect of Repeated Reading with Audio-recorded Modeling on the Reading Fluency and Reading Comprehension of Adolescents with EBD or OHI and Behavioral Difficulties. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/epse_diss/110.

Council of Science Editors:

Cott K. The Effect of Repeated Reading with Audio-recorded Modeling on the Reading Fluency and Reading Comprehension of Adolescents with EBD or OHI and Behavioral Difficulties. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/epse_diss/110


Georgia State University

4. Mitri, Souraya Mansour. Language and Literacy Multilevel Constructs in Young Nonmainstream American English Speakers: Examining Relationships between Latent Variables.

Degree: PhD, Educational Psychology and Special Education, 2014, Georgia State University

  According to the National Assessment of Education Progress (NAEP, 2013), children from race and language minority groups continue to perform significantly lower than their… (more)

Subjects/Keywords: Oral Language; Nonmainstream American English; African American; Literacy

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APA (6th Edition):

Mitri, S. M. (2014). Language and Literacy Multilevel Constructs in Young Nonmainstream American English Speakers: Examining Relationships between Latent Variables. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/95

Chicago Manual of Style (16th Edition):

Mitri, Souraya Mansour. “Language and Literacy Multilevel Constructs in Young Nonmainstream American English Speakers: Examining Relationships between Latent Variables.” 2014. Doctoral Dissertation, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/epse_diss/95.

MLA Handbook (7th Edition):

Mitri, Souraya Mansour. “Language and Literacy Multilevel Constructs in Young Nonmainstream American English Speakers: Examining Relationships between Latent Variables.” 2014. Web. 22 Nov 2019.

Vancouver:

Mitri SM. Language and Literacy Multilevel Constructs in Young Nonmainstream American English Speakers: Examining Relationships between Latent Variables. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/epse_diss/95.

Council of Science Editors:

Mitri SM. Language and Literacy Multilevel Constructs in Young Nonmainstream American English Speakers: Examining Relationships between Latent Variables. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/epse_diss/95


Georgia State University

5. Pendergast, Meghan. Teachers' Perceptions of Accent on Formative Reading Assessments.

Degree: PhD, Early Childhood Education, 2014, Georgia State University

  Spanish-speaking Dual Language Learners (DLLs) constitute the largest language minority subgroup and are the fastest growing school-age population in the United States (McCardle, Mele-McCarthy,… (more)

Subjects/Keywords: Literacy Assessments; Teacher Education; Accent

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pendergast, M. (2014). Teachers' Perceptions of Accent on Formative Reading Assessments. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/29

Chicago Manual of Style (16th Edition):

Pendergast, Meghan. “Teachers' Perceptions of Accent on Formative Reading Assessments.” 2014. Doctoral Dissertation, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/ece_diss/29.

MLA Handbook (7th Edition):

Pendergast, Meghan. “Teachers' Perceptions of Accent on Formative Reading Assessments.” 2014. Web. 22 Nov 2019.

Vancouver:

Pendergast M. Teachers' Perceptions of Accent on Formative Reading Assessments. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/ece_diss/29.

Council of Science Editors:

Pendergast M. Teachers' Perceptions of Accent on Formative Reading Assessments. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/ece_diss/29


Georgia State University

6. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 November 22, 2019. 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. 22 Nov 2019.

Vancouver:

Albritton K. Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children. [Internet] [Thesis]. Georgia State University; 2014. [cited 2019 Nov 22]. 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


Georgia State University

7. Morrier, Michael Joseph. Disproportionate Representation of Preschool-Aged Children with Disabilities.

Degree: PhD, Educational Psychology and Special Education, 2008, Georgia State University

 Historically, students from ethnically diverse backgrounds in grades K-12 have been over-represented in special education, yet little research on disproportionate representation has been conducted with… (more)

Subjects/Keywords: odds ratio; risk index; disproportionate representation; preschoolers with disabilities; inclusion; composition index; relative risk ratio; Educational Psychology; Special Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Morrier, M. J. (2008). Disproportionate Representation of Preschool-Aged Children with Disabilities. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/48

Chicago Manual of Style (16th Edition):

Morrier, Michael Joseph. “Disproportionate Representation of Preschool-Aged Children with Disabilities.” 2008. Doctoral Dissertation, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/epse_diss/48.

MLA Handbook (7th Edition):

Morrier, Michael Joseph. “Disproportionate Representation of Preschool-Aged Children with Disabilities.” 2008. Web. 22 Nov 2019.

Vancouver:

Morrier MJ. Disproportionate Representation of Preschool-Aged Children with Disabilities. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/epse_diss/48.

Council of Science Editors:

Morrier MJ. Disproportionate Representation of Preschool-Aged Children with Disabilities. [Doctoral Dissertation]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/epse_diss/48

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