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You searched for +publisher:"Indiana University of Pennsylvania" +contributor:("DeAnna M. Laverick, D.Ed."). Showing records 1 – 15 of 15 total matches.

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Indiana University of Pennsylvania

1. Cole, Brenda L. A Qualitative Case Study of Five Mothers' Experiences with Early Intervention Services and Preschool Choices for Their Children with Disabilities.

Degree: Ded, Professional Studies in Education, 2014, Indiana University of Pennsylvania

  This qualitative research study examines the preschool choices made by five mothers of children with disabilities who had interacted with early intervention professionals in… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Cole, B. L. (2014). A Qualitative Case Study of Five Mothers' Experiences with Early Intervention Services and Preschool Choices for Their Children with Disabilities. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/992

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):

Cole, Brenda L. “A Qualitative Case Study of Five Mothers' Experiences with Early Intervention Services and Preschool Choices for Their Children with Disabilities.” 2014. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/992.

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

MLA Handbook (7th Edition):

Cole, Brenda L. “A Qualitative Case Study of Five Mothers' Experiences with Early Intervention Services and Preschool Choices for Their Children with Disabilities.” 2014. Web. 18 Oct 2019.

Vancouver:

Cole BL. A Qualitative Case Study of Five Mothers' Experiences with Early Intervention Services and Preschool Choices for Their Children with Disabilities. [Internet] [Thesis]. Indiana University of Pennsylvania; 2014. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/992.

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

Council of Science Editors:

Cole BL. A Qualitative Case Study of Five Mothers' Experiences with Early Intervention Services and Preschool Choices for Their Children with Disabilities. [Thesis]. Indiana University of Pennsylvania; 2014. Available from: https://knowledge.library.iup.edu/etd/992

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

2. Douglas-Kline, Melissa A. The Perceived Value of Music Teacher Input During IEP Meetings: Special Education Teacher Survey Responses.

Degree: Ded, Professional Studies in Education, 2015, Indiana University of Pennsylvania

  The purpose of this mixed-methods study was to determine special education teachers’ perceptions of music teachers’ involvement in the Individualized Education Plan (IEP) process.… (more)

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APA (6th Edition):

Douglas-Kline, M. A. (2015). The Perceived Value of Music Teacher Input During IEP Meetings: Special Education Teacher Survey Responses. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1336

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):

Douglas-Kline, Melissa A. “The Perceived Value of Music Teacher Input During IEP Meetings: Special Education Teacher Survey Responses.” 2015. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/1336.

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

MLA Handbook (7th Edition):

Douglas-Kline, Melissa A. “The Perceived Value of Music Teacher Input During IEP Meetings: Special Education Teacher Survey Responses.” 2015. Web. 18 Oct 2019.

Vancouver:

Douglas-Kline MA. The Perceived Value of Music Teacher Input During IEP Meetings: Special Education Teacher Survey Responses. [Internet] [Thesis]. Indiana University of Pennsylvania; 2015. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/1336.

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

Council of Science Editors:

Douglas-Kline MA. The Perceived Value of Music Teacher Input During IEP Meetings: Special Education Teacher Survey Responses. [Thesis]. Indiana University of Pennsylvania; 2015. Available from: https://knowledge.library.iup.edu/etd/1336

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


Indiana University of Pennsylvania

3. Jiang, Ying. A Phenomenological Study: Experiences of Chinese Students Using Educational Technology in American Universities.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  This phenomenological study explores the educational technology experiences of ten Chinese international students at American universities. It describes their technology experiences and the influence… (more)

Subjects/Keywords: acculturation; international students; technology experiences; Education; Higher Education

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APA (6th Edition):

Jiang, Y. (2017). A Phenomenological Study: Experiences of Chinese Students Using Educational Technology in American Universities. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1558

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):

Jiang, Ying. “A Phenomenological Study: Experiences of Chinese Students Using Educational Technology in American Universities.” 2017. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/1558.

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

MLA Handbook (7th Edition):

Jiang, Ying. “A Phenomenological Study: Experiences of Chinese Students Using Educational Technology in American Universities.” 2017. Web. 18 Oct 2019.

Vancouver:

Jiang Y. A Phenomenological Study: Experiences of Chinese Students Using Educational Technology in American Universities. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/1558.

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

Council of Science Editors:

Jiang Y. A Phenomenological Study: Experiences of Chinese Students Using Educational Technology in American Universities. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1558

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


Indiana University of Pennsylvania

4. Hicks, Jason M. Does Navy Seal Training Have an Impact on Civilian Life?.

Degree: Ded, Professional Studies in Education, 2018, Indiana University of Pennsylvania

  Through books written by Navy SEALs, movies about Navy SEAL missions, and the media, the public has a view of what it is like… (more)

Subjects/Keywords: education; growth mindset; K-12; mental toughness; teamwork; Educational Administration and Supervision

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APA (6th Edition):

Hicks, J. M. (2018). Does Navy Seal Training Have an Impact on Civilian Life?. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1577

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):

Hicks, Jason M. “Does Navy Seal Training Have an Impact on Civilian Life?.” 2018. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/1577.

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

MLA Handbook (7th Edition):

Hicks, Jason M. “Does Navy Seal Training Have an Impact on Civilian Life?.” 2018. Web. 18 Oct 2019.

Vancouver:

Hicks JM. Does Navy Seal Training Have an Impact on Civilian Life?. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/1577.

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

Council of Science Editors:

Hicks JM. Does Navy Seal Training Have an Impact on Civilian Life?. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1577

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


Indiana University of Pennsylvania

5. Gallagher, Rebecca A. University Students' Perceptions of the Effects of Having Been Weight-Teased by Basic Education Teachers.

Degree: Ded, Professional Studies in Education, 2014, Indiana University of Pennsylvania

  The purpose of this study was to determine the extent to which university students report having been weight-teased by basic education teachers and how… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Gallagher, R. A. (2014). University Students' Perceptions of the Effects of Having Been Weight-Teased by Basic Education Teachers. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/931

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):

Gallagher, Rebecca A. “University Students' Perceptions of the Effects of Having Been Weight-Teased by Basic Education Teachers.” 2014. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/931.

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

MLA Handbook (7th Edition):

Gallagher, Rebecca A. “University Students' Perceptions of the Effects of Having Been Weight-Teased by Basic Education Teachers.” 2014. Web. 18 Oct 2019.

Vancouver:

Gallagher RA. University Students' Perceptions of the Effects of Having Been Weight-Teased by Basic Education Teachers. [Internet] [Thesis]. Indiana University of Pennsylvania; 2014. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/931.

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

Council of Science Editors:

Gallagher RA. University Students' Perceptions of the Effects of Having Been Weight-Teased by Basic Education Teachers. [Thesis]. Indiana University of Pennsylvania; 2014. Available from: https://knowledge.library.iup.edu/etd/931

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


Indiana University of Pennsylvania

6. Wen, Huachuan. Use of Social Networking Technologies: Effects on College Students' Academic Writing.

Degree: Ded, Professional Studies in Education, 2015, Indiana University of Pennsylvania

  This study investigated college students’ Facebook use pattern, examined the relationship between their Facebook use and academic writing performance, and explored their perceptions about… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Wen, H. (2015). Use of Social Networking Technologies: Effects on College Students' Academic Writing. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/231

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):

Wen, Huachuan. “Use of Social Networking Technologies: Effects on College Students' Academic Writing.” 2015. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/231.

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

MLA Handbook (7th Edition):

Wen, Huachuan. “Use of Social Networking Technologies: Effects on College Students' Academic Writing.” 2015. Web. 18 Oct 2019.

Vancouver:

Wen H. Use of Social Networking Technologies: Effects on College Students' Academic Writing. [Internet] [Thesis]. Indiana University of Pennsylvania; 2015. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/231.

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

Council of Science Editors:

Wen H. Use of Social Networking Technologies: Effects on College Students' Academic Writing. [Thesis]. Indiana University of Pennsylvania; 2015. Available from: https://knowledge.library.iup.edu/etd/231

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


Indiana University of Pennsylvania

7. O'Harra, Pamela S. Nursing Students' Lived Experiences in Learning Communication Skills in a Theater Class Taught by Theater Faculty.

Degree: Ded, Professional Studies in Education, 2015, Indiana University of Pennsylvania

  This qualitative phenomenological study describes the "lived experiences" of ten junior and senior baccalaureate nursing students after learning nursing communication practices in a theater… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

O'Harra, P. S. (2015). Nursing Students' Lived Experiences in Learning Communication Skills in a Theater Class Taught by Theater Faculty. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/774

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):

O'Harra, Pamela S. “Nursing Students' Lived Experiences in Learning Communication Skills in a Theater Class Taught by Theater Faculty.” 2015. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/774.

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

MLA Handbook (7th Edition):

O'Harra, Pamela S. “Nursing Students' Lived Experiences in Learning Communication Skills in a Theater Class Taught by Theater Faculty.” 2015. Web. 18 Oct 2019.

Vancouver:

O'Harra PS. Nursing Students' Lived Experiences in Learning Communication Skills in a Theater Class Taught by Theater Faculty. [Internet] [Thesis]. Indiana University of Pennsylvania; 2015. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/774.

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

Council of Science Editors:

O'Harra PS. Nursing Students' Lived Experiences in Learning Communication Skills in a Theater Class Taught by Theater Faculty. [Thesis]. Indiana University of Pennsylvania; 2015. Available from: https://knowledge.library.iup.edu/etd/774

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


Indiana University of Pennsylvania

8. Wallace, Jesse T., III. The Effects of K-2 Commercialized Reading Programs on 3rd Grade Reading Mastery as Measured by the Pennsylvania System of School Assessment (PSSA).

Degree: Ded, 2016, Indiana University of Pennsylvania

  The purpose of this a two-phase explanatory sequential mixed–methods research designed study was to determine if a significant difference exists between four modalities of… (more)

Subjects/Keywords: Reading Choices; Reading Comprehension; Reading Programs; Student Background

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APA (6th Edition):

Wallace, Jesse T., I. (2016). The Effects of K-2 Commercialized Reading Programs on 3rd Grade Reading Mastery as Measured by the Pennsylvania System of School Assessment (PSSA). (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1363

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):

Wallace, Jesse T., III. “The Effects of K-2 Commercialized Reading Programs on 3rd Grade Reading Mastery as Measured by the Pennsylvania System of School Assessment (PSSA).” 2016. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/1363.

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

MLA Handbook (7th Edition):

Wallace, Jesse T., III. “The Effects of K-2 Commercialized Reading Programs on 3rd Grade Reading Mastery as Measured by the Pennsylvania System of School Assessment (PSSA).” 2016. Web. 18 Oct 2019.

Vancouver:

Wallace, Jesse T. I. The Effects of K-2 Commercialized Reading Programs on 3rd Grade Reading Mastery as Measured by the Pennsylvania System of School Assessment (PSSA). [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/1363.

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

Council of Science Editors:

Wallace, Jesse T. I. The Effects of K-2 Commercialized Reading Programs on 3rd Grade Reading Mastery as Measured by the Pennsylvania System of School Assessment (PSSA). [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1363

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


Indiana University of Pennsylvania

9. Casses, Melissa M. Early Intervention Sessions for Infants and Toddlers With Autism Spectrum Disorders: Providers' Use of Routines, A Case Study.

Degree: Ded, Professional Studies in Education, 2016, Indiana University of Pennsylvania

  This qualitative case within a case study examined the support provided to a family of a toddler with an Autism Spectrum Disorder in the… (more)

Subjects/Keywords: Case within a case study; Early intervention; Family routines; Provider practices; Qualitative

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APA (6th Edition):

Casses, M. M. (2016). Early Intervention Sessions for Infants and Toddlers With Autism Spectrum Disorders: Providers' Use of Routines, A Case Study. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1392

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):

Casses, Melissa M. “Early Intervention Sessions for Infants and Toddlers With Autism Spectrum Disorders: Providers' Use of Routines, A Case Study.” 2016. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/1392.

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

MLA Handbook (7th Edition):

Casses, Melissa M. “Early Intervention Sessions for Infants and Toddlers With Autism Spectrum Disorders: Providers' Use of Routines, A Case Study.” 2016. Web. 18 Oct 2019.

Vancouver:

Casses MM. Early Intervention Sessions for Infants and Toddlers With Autism Spectrum Disorders: Providers' Use of Routines, A Case Study. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/1392.

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

Council of Science Editors:

Casses MM. Early Intervention Sessions for Infants and Toddlers With Autism Spectrum Disorders: Providers' Use of Routines, A Case Study. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1392

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


Indiana University of Pennsylvania

10. Strahler, Brianna R. A Mixed-Methods Study: Motivational Aspects of a Summer Reading Program for Young Adolescents with Low Reading Achievement.

Degree: Ded, Professional Studies in Education, 2013, Indiana University of Pennsylvania

  Throughout the United States, school districts are integrating programs into their reading curricula in response to an increased focus on reading achievement. While many… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Strahler, B. R. (2013). A Mixed-Methods Study: Motivational Aspects of a Summer Reading Program for Young Adolescents with Low Reading Achievement. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/95

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):

Strahler, Brianna R. “A Mixed-Methods Study: Motivational Aspects of a Summer Reading Program for Young Adolescents with Low Reading Achievement.” 2013. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/95.

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

MLA Handbook (7th Edition):

Strahler, Brianna R. “A Mixed-Methods Study: Motivational Aspects of a Summer Reading Program for Young Adolescents with Low Reading Achievement.” 2013. Web. 18 Oct 2019.

Vancouver:

Strahler BR. A Mixed-Methods Study: Motivational Aspects of a Summer Reading Program for Young Adolescents with Low Reading Achievement. [Internet] [Thesis]. Indiana University of Pennsylvania; 2013. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/95.

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

Council of Science Editors:

Strahler BR. A Mixed-Methods Study: Motivational Aspects of a Summer Reading Program for Young Adolescents with Low Reading Achievement. [Thesis]. Indiana University of Pennsylvania; 2013. Available from: https://knowledge.library.iup.edu/etd/95

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


Indiana University of Pennsylvania

11. Hirsh, Rae Ann. Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives.

Degree: Ded, Professional Studies in Education, 2014, Indiana University of Pennsylvania

  This research explored the emotions experienced by second and third grade children struggling with learning to read. The study employed grounded theory methodology to… (more)

Subjects/Keywords: anxiety; avoidance; children; emotions; reading; Title I

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APA (6th Edition):

Hirsh, R. A. (2014). Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/781

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):

Hirsh, Rae Ann. “Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives.” 2014. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/781.

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

MLA Handbook (7th Edition):

Hirsh, Rae Ann. “Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives.” 2014. Web. 18 Oct 2019.

Vancouver:

Hirsh RA. Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives. [Internet] [Thesis]. Indiana University of Pennsylvania; 2014. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/781.

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

Council of Science Editors:

Hirsh RA. Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives. [Thesis]. Indiana University of Pennsylvania; 2014. Available from: https://knowledge.library.iup.edu/etd/781

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


Indiana University of Pennsylvania

12. Shoemake, James J. Former Students’ and Their Learning Coaches’ Perceptions of Their Cyber-Charter School Experiences: A Case Study.

Degree: Ded, Professional Studies in Education, 2018, Indiana University of Pennsylvania

  This qualitative case study examined the perceptions of former students who are economically disadvantaged from a poor, rural district in central Pennsylvania who left… (more)

Subjects/Keywords: charter; cyber; online; student achievement; Educational Leadership

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APA (6th Edition):

Shoemake, J. J. (2018). Former Students’ and Their Learning Coaches’ Perceptions of Their Cyber-Charter School Experiences: A Case Study. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1578

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):

Shoemake, James J. “Former Students’ and Their Learning Coaches’ Perceptions of Their Cyber-Charter School Experiences: A Case Study.” 2018. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/1578.

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

MLA Handbook (7th Edition):

Shoemake, James J. “Former Students’ and Their Learning Coaches’ Perceptions of Their Cyber-Charter School Experiences: A Case Study.” 2018. Web. 18 Oct 2019.

Vancouver:

Shoemake JJ. Former Students’ and Their Learning Coaches’ Perceptions of Their Cyber-Charter School Experiences: A Case Study. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/1578.

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

Council of Science Editors:

Shoemake JJ. Former Students’ and Their Learning Coaches’ Perceptions of Their Cyber-Charter School Experiences: A Case Study. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1578

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

13. Larcinese, Amy L. Kindergarten Teachers' Perceptions of the Effect of Preschool on Academic and Social Skills.

Degree: Ded, Professional Studies in Education, 2016, Indiana University of Pennsylvania

  The purpose of this study was to determine teacher perceptions of the impact of four-year preschool programs on a child’s academic and social skills.… (more)

Subjects/Keywords: Academic Skills; Early Childhood; Kindergarten; Preschool; Social Skills; Teacher Perceptions

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APA (6th Edition):

Larcinese, A. L. (2016). Kindergarten Teachers' Perceptions of the Effect of Preschool on Academic and Social Skills. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1349

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):

Larcinese, Amy L. “Kindergarten Teachers' Perceptions of the Effect of Preschool on Academic and Social Skills.” 2016. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/1349.

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

MLA Handbook (7th Edition):

Larcinese, Amy L. “Kindergarten Teachers' Perceptions of the Effect of Preschool on Academic and Social Skills.” 2016. Web. 18 Oct 2019.

Vancouver:

Larcinese AL. Kindergarten Teachers' Perceptions of the Effect of Preschool on Academic and Social Skills. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/1349.

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

Council of Science Editors:

Larcinese AL. Kindergarten Teachers' Perceptions of the Effect of Preschool on Academic and Social Skills. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1349

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

14. Bond, Sarah. The Predictive Nature of the Phelps Kindergarten Readiness Scale Perceptual Score and Reading Achievement: A Mixed-Methods Study.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  The purpose of this mixed-methods study was to identify and describe what correlations, if any, exist between the composite Phelps Kindergarten Readiness Scale (PKRS)… (more)

Subjects/Keywords: emergent literacy; kindergarten; reading; school readiness; visual perception; Early Childhood Education; Education; Educational Methods

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APA (6th Edition):

Bond, S. (2017). The Predictive Nature of the Phelps Kindergarten Readiness Scale Perceptual Score and Reading Achievement: A Mixed-Methods Study. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1423

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):

Bond, Sarah. “The Predictive Nature of the Phelps Kindergarten Readiness Scale Perceptual Score and Reading Achievement: A Mixed-Methods Study.” 2017. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/1423.

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

MLA Handbook (7th Edition):

Bond, Sarah. “The Predictive Nature of the Phelps Kindergarten Readiness Scale Perceptual Score and Reading Achievement: A Mixed-Methods Study.” 2017. Web. 18 Oct 2019.

Vancouver:

Bond S. The Predictive Nature of the Phelps Kindergarten Readiness Scale Perceptual Score and Reading Achievement: A Mixed-Methods Study. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/1423.

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

Council of Science Editors:

Bond S. The Predictive Nature of the Phelps Kindergarten Readiness Scale Perceptual Score and Reading Achievement: A Mixed-Methods Study. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1423

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

15. McCain, Bethann. Effects of Teacher Grit on Student Grit and Reading Achievement: A Mixed-Methods Study.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  Grit is a two-factored, non-cognitive skill including perseverance and passion. Grit is quantified through the grit-S survey, which measures an individual’s degree of grit.… (more)

Subjects/Keywords: grit; perserverance; student achievement; success; Curriculum and Instruction

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

APA (6th Edition):

McCain, B. (2017). Effects of Teacher Grit on Student Grit and Reading Achievement: A Mixed-Methods Study. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1482

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):

McCain, Bethann. “Effects of Teacher Grit on Student Grit and Reading Achievement: A Mixed-Methods Study.” 2017. Thesis, Indiana University of Pennsylvania. Accessed October 18, 2019. https://knowledge.library.iup.edu/etd/1482.

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

MLA Handbook (7th Edition):

McCain, Bethann. “Effects of Teacher Grit on Student Grit and Reading Achievement: A Mixed-Methods Study.” 2017. Web. 18 Oct 2019.

Vancouver:

McCain B. Effects of Teacher Grit on Student Grit and Reading Achievement: A Mixed-Methods Study. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Oct 18]. Available from: https://knowledge.library.iup.edu/etd/1482.

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

Council of Science Editors:

McCain B. Effects of Teacher Grit on Student Grit and Reading Achievement: A Mixed-Methods Study. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1482

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

.