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You searched for +publisher:"Penn State University" +contributor:("James Clyde Diperna, Dissertation Advisor/Co-Advisor"). Showing records 1 – 22 of 22 total matches.

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Penn State University

1. Moore, Shermayne Jeannette. ADDRESSING CULTURAL CONFLICT IN STUDENT-TEACHER RELATIONSHIPS: EFFICACY OF BRIDGING CULTURES AT THE ELEMENTARY LEVEL.

Degree: 2016, Penn State University

 Given racial and ethnic demographic changes to the overall U.S. population (U.S. Census Bureau, 2011; U.S. Department of Education, 2003), educators are witnessing an increase… (more)

Subjects/Keywords: teacher; cultural conflict; cultural competence; relationship; Bridging Cultures; multicultural competence

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

APA (6th Edition):

Moore, S. J. (2016). ADDRESSING CULTURAL CONFLICT IN STUDENT-TEACHER RELATIONSHIPS: EFFICACY OF BRIDGING CULTURES AT THE ELEMENTARY LEVEL. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/ns0646018

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):

Moore, Shermayne Jeannette. “ADDRESSING CULTURAL CONFLICT IN STUDENT-TEACHER RELATIONSHIPS: EFFICACY OF BRIDGING CULTURES AT THE ELEMENTARY LEVEL.” 2016. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/ns0646018.

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

MLA Handbook (7th Edition):

Moore, Shermayne Jeannette. “ADDRESSING CULTURAL CONFLICT IN STUDENT-TEACHER RELATIONSHIPS: EFFICACY OF BRIDGING CULTURES AT THE ELEMENTARY LEVEL.” 2016. Web. 20 Oct 2020.

Vancouver:

Moore SJ. ADDRESSING CULTURAL CONFLICT IN STUDENT-TEACHER RELATIONSHIPS: EFFICACY OF BRIDGING CULTURES AT THE ELEMENTARY LEVEL. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/ns0646018.

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

Council of Science Editors:

Moore SJ. ADDRESSING CULTURAL CONFLICT IN STUDENT-TEACHER RELATIONSHIPS: EFFICACY OF BRIDGING CULTURES AT THE ELEMENTARY LEVEL. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/ns0646018

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


Penn State University

2. Black, Kasey. Faking Bad: do high-ability elementary students intentionally underachieve when their work is peer-reviewed? .

Degree: 2012, Penn State University

 While faking bad, or the intentional distortion of assessment results, has been studied extensively with self-report measures (Lim & Butcher, 1996; Roskes, 2009), the possible… (more)

Subjects/Keywords: underachievement; faking bad; high ability; elementary

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APA (6th Edition):

Black, K. (2012). Faking Bad: do high-ability elementary students intentionally underachieve when their work is peer-reviewed? . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16232

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):

Black, Kasey. “Faking Bad: do high-ability elementary students intentionally underachieve when their work is peer-reviewed? .” 2012. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/16232.

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

MLA Handbook (7th Edition):

Black, Kasey. “Faking Bad: do high-ability elementary students intentionally underachieve when their work is peer-reviewed? .” 2012. Web. 20 Oct 2020.

Vancouver:

Black K. Faking Bad: do high-ability elementary students intentionally underachieve when their work is peer-reviewed? . [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/16232.

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

Council of Science Editors:

Black K. Faking Bad: do high-ability elementary students intentionally underachieve when their work is peer-reviewed? . [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/16232

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


Penn State University

3. Schneider, Brian Philip. A Structural Analysis of the Social Skills Improvement System Rating Scales, Parent Form: Measurement Invariance Across Race and Language Format.

Degree: 2013, Penn State University

 The purpose of the current study was to evaluate aspects of structural validity for the Social Skills Improvement System Rating Scales, Parent Form (SSIS-PF). Data… (more)

Subjects/Keywords: social skills; SSIS; cross-cultural social skills assessment; measurement invariance

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APA (6th Edition):

Schneider, B. P. (2013). A Structural Analysis of the Social Skills Improvement System Rating Scales, Parent Form: Measurement Invariance Across Race and Language Format. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16286

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):

Schneider, Brian Philip. “A Structural Analysis of the Social Skills Improvement System Rating Scales, Parent Form: Measurement Invariance Across Race and Language Format.” 2013. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/16286.

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

MLA Handbook (7th Edition):

Schneider, Brian Philip. “A Structural Analysis of the Social Skills Improvement System Rating Scales, Parent Form: Measurement Invariance Across Race and Language Format.” 2013. Web. 20 Oct 2020.

Vancouver:

Schneider BP. A Structural Analysis of the Social Skills Improvement System Rating Scales, Parent Form: Measurement Invariance Across Race and Language Format. [Internet] [Thesis]. Penn State University; 2013. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/16286.

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

Council of Science Editors:

Schneider BP. A Structural Analysis of the Social Skills Improvement System Rating Scales, Parent Form: Measurement Invariance Across Race and Language Format. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/16286

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


Penn State University

4. Bowersox, Carissa Marie. Construct Validity of Affective and Cognitive Inhibitory Control Tasks for Preschoolers.

Degree: 2013, Penn State University

 There are decades of mixed literature surrounding the definition, structure, and assessment of executive function (EF), a construct that represents higher-order cognitive processes deemed necessary… (more)

Subjects/Keywords: Inhibitory Control; Executive Functions; Flanker; Choice-Delay; Construct Validity; Preschoolers

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APA (6th Edition):

Bowersox, C. M. (2013). Construct Validity of Affective and Cognitive Inhibitory Control Tasks for Preschoolers. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18181

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):

Bowersox, Carissa Marie. “Construct Validity of Affective and Cognitive Inhibitory Control Tasks for Preschoolers.” 2013. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/18181.

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

MLA Handbook (7th Edition):

Bowersox, Carissa Marie. “Construct Validity of Affective and Cognitive Inhibitory Control Tasks for Preschoolers.” 2013. Web. 20 Oct 2020.

Vancouver:

Bowersox CM. Construct Validity of Affective and Cognitive Inhibitory Control Tasks for Preschoolers. [Internet] [Thesis]. Penn State University; 2013. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/18181.

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

Council of Science Editors:

Bowersox CM. Construct Validity of Affective and Cognitive Inhibitory Control Tasks for Preschoolers. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18181

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


Penn State University

5. Wollersheim, Sarah Anne. Reliability and Validity Evidenc for the Confusion, Hubbub, and Order Scale (CHAOS) when used in Rural Homes.

Degree: 2013, Penn State University

 The purpose of the current study was to examine reliability and validity of scores from the Confusion, Hubbub, and Order Scale (CHAOS; Matheny, Wachs, Ludwig,… (more)

Subjects/Keywords: environmental chaos; household chaos; Family Life Project; Confusion; Hubbub; and Order Scale; Reliability; Validity

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APA (6th Edition):

Wollersheim, S. A. (2013). Reliability and Validity Evidenc for the Confusion, Hubbub, and Order Scale (CHAOS) when used in Rural Homes. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18903

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):

Wollersheim, Sarah Anne. “Reliability and Validity Evidenc for the Confusion, Hubbub, and Order Scale (CHAOS) when used in Rural Homes.” 2013. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/18903.

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

MLA Handbook (7th Edition):

Wollersheim, Sarah Anne. “Reliability and Validity Evidenc for the Confusion, Hubbub, and Order Scale (CHAOS) when used in Rural Homes.” 2013. Web. 20 Oct 2020.

Vancouver:

Wollersheim SA. Reliability and Validity Evidenc for the Confusion, Hubbub, and Order Scale (CHAOS) when used in Rural Homes. [Internet] [Thesis]. Penn State University; 2013. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/18903.

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

Council of Science Editors:

Wollersheim SA. Reliability and Validity Evidenc for the Confusion, Hubbub, and Order Scale (CHAOS) when used in Rural Homes. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18903

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


Penn State University

6. Van Deth, Leah Marie. Validity of the KABC-II Culture-Language Interpretive Matrix: A Comparison of Native English Speakers and Spanish-Speaking English Language Learners.

Degree: 2013, Penn State University

 The purpose of the present study was to investigate the validity of the Culture-Language Interpretive Matrix (C-LIM; Flanagan, Ortiz, & Alfonso, 2013) when applied to… (more)

Subjects/Keywords: English language learners; cognitive assessment; language and culture; IQ tests; validity; culture-language interpretive matrix

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

APA (6th Edition):

Van Deth, L. M. (2013). Validity of the KABC-II Culture-Language Interpretive Matrix: A Comparison of Native English Speakers and Spanish-Speaking English Language Learners. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19137

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):

Van Deth, Leah Marie. “Validity of the KABC-II Culture-Language Interpretive Matrix: A Comparison of Native English Speakers and Spanish-Speaking English Language Learners.” 2013. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/19137.

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

MLA Handbook (7th Edition):

Van Deth, Leah Marie. “Validity of the KABC-II Culture-Language Interpretive Matrix: A Comparison of Native English Speakers and Spanish-Speaking English Language Learners.” 2013. Web. 20 Oct 2020.

Vancouver:

Van Deth LM. Validity of the KABC-II Culture-Language Interpretive Matrix: A Comparison of Native English Speakers and Spanish-Speaking English Language Learners. [Internet] [Thesis]. Penn State University; 2013. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/19137.

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

Council of Science Editors:

Van Deth LM. Validity of the KABC-II Culture-Language Interpretive Matrix: A Comparison of Native English Speakers and Spanish-Speaking English Language Learners. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/19137

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


Penn State University

7. Spanjers, Kelsey Evelyn. Development and Structural Analysis of the Student-School Connectedness Scale (SSCS).

Degree: 2016, Penn State University

 School connectedness is associated with a variety of academic, social, and emotional student outcomes, but there are limitations with existing measures of this construct. As… (more)

Subjects/Keywords: school connectedness; school connectedness scale; elementary; middle school; junior high

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

APA (6th Edition):

Spanjers, K. E. (2016). Development and Structural Analysis of the Student-School Connectedness Scale (SSCS). (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/29591

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):

Spanjers, Kelsey Evelyn. “Development and Structural Analysis of the Student-School Connectedness Scale (SSCS).” 2016. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/29591.

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

MLA Handbook (7th Edition):

Spanjers, Kelsey Evelyn. “Development and Structural Analysis of the Student-School Connectedness Scale (SSCS).” 2016. Web. 20 Oct 2020.

Vancouver:

Spanjers KE. Development and Structural Analysis of the Student-School Connectedness Scale (SSCS). [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/29591.

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

Council of Science Editors:

Spanjers KE. Development and Structural Analysis of the Student-School Connectedness Scale (SSCS). [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/29591

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


Penn State University

8. Reid, Melissa Ann. Validity and Diagnostic Accuracy of Scores from the Autism Diagnostic Observation Schedule-generic.

Degree: 2012, Penn State University

 The purpose of this study was to examine the internal structure, relationships with other variables, and diagnostic accuracy of scores on the Autism Diagnostic Observation… (more)

Subjects/Keywords: assessment of Autism Spectrum Disorders; Autism Diagnostic Observation Schedule

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

APA (6th Edition):

Reid, M. A. (2012). Validity and Diagnostic Accuracy of Scores from the Autism Diagnostic Observation Schedule-generic. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15379

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):

Reid, Melissa Ann. “Validity and Diagnostic Accuracy of Scores from the Autism Diagnostic Observation Schedule-generic.” 2012. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/15379.

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

MLA Handbook (7th Edition):

Reid, Melissa Ann. “Validity and Diagnostic Accuracy of Scores from the Autism Diagnostic Observation Schedule-generic.” 2012. Web. 20 Oct 2020.

Vancouver:

Reid MA. Validity and Diagnostic Accuracy of Scores from the Autism Diagnostic Observation Schedule-generic. [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15379.

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

Council of Science Editors:

Reid MA. Validity and Diagnostic Accuracy of Scores from the Autism Diagnostic Observation Schedule-generic. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15379

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


Penn State University

9. Pavelski, Aisha Irene. Assessing the Mediating Effect of Student Problem Behavior on the Relationship Between Physical Activity and Academic Achievement in the Intermediate Grades.

Degree: 2016, Penn State University

 The purpose of this study was to examine the possible mediating effect of student problem behavior on the longitudinal relationship between physical activity and academic… (more)

Subjects/Keywords: Physical Activity; Internalizing Behaviors; Externalizing Behaviors; Academic Achievement

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

APA (6th Edition):

Pavelski, A. I. (2016). Assessing the Mediating Effect of Student Problem Behavior on the Relationship Between Physical Activity and Academic Achievement in the Intermediate Grades. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/7w62f821k

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):

Pavelski, Aisha Irene. “Assessing the Mediating Effect of Student Problem Behavior on the Relationship Between Physical Activity and Academic Achievement in the Intermediate Grades.” 2016. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/7w62f821k.

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

MLA Handbook (7th Edition):

Pavelski, Aisha Irene. “Assessing the Mediating Effect of Student Problem Behavior on the Relationship Between Physical Activity and Academic Achievement in the Intermediate Grades.” 2016. Web. 20 Oct 2020.

Vancouver:

Pavelski AI. Assessing the Mediating Effect of Student Problem Behavior on the Relationship Between Physical Activity and Academic Achievement in the Intermediate Grades. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/7w62f821k.

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

Council of Science Editors:

Pavelski AI. Assessing the Mediating Effect of Student Problem Behavior on the Relationship Between Physical Activity and Academic Achievement in the Intermediate Grades. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/7w62f821k

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


Penn State University

10. Strunk, Theresa Anne. An Exploration of the Relationships Between Academic Enablers and Middle School Achievement.

Degree: 2014, Penn State University

 The purpose of the present study was to explore the relationships between middle school students’ academic enablers and their later academic achievement. Based on previous… (more)

Subjects/Keywords: academic enablers; self-efficacy; academic achievement; middle school

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

APA (6th Edition):

Strunk, T. A. (2014). An Exploration of the Relationships Between Academic Enablers and Middle School Achievement. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/23618

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):

Strunk, Theresa Anne. “An Exploration of the Relationships Between Academic Enablers and Middle School Achievement.” 2014. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/23618.

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

MLA Handbook (7th Edition):

Strunk, Theresa Anne. “An Exploration of the Relationships Between Academic Enablers and Middle School Achievement.” 2014. Web. 20 Oct 2020.

Vancouver:

Strunk TA. An Exploration of the Relationships Between Academic Enablers and Middle School Achievement. [Internet] [Thesis]. Penn State University; 2014. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/23618.

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

Council of Science Editors:

Strunk TA. An Exploration of the Relationships Between Academic Enablers and Middle School Achievement. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/23618

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


Penn State University

11. Manjunath, Shruthi Neha. STRUCTURAL ANALYSIS OF THE ACADEMIC COMPETENCE EVALUATION SCALES-STUDENT FORM (ACES-SF) IN THE MIDDLE GRADES.

Degree: 2018, Penn State University

 The primary purpose of the proposed study was to test the structural validity of the Academic Competence Evaluation Scales – Student Form (ACES-SF; DiPerna &… (more)

Subjects/Keywords: Academic Competence Evaluation Scales; ACES; Structural Validity; Academic Competence; Academic Enablers; Academic Skills

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

APA (6th Edition):

Manjunath, S. N. (2018). STRUCTURAL ANALYSIS OF THE ACADEMIC COMPETENCE EVALUATION SCALES-STUDENT FORM (ACES-SF) IN THE MIDDLE GRADES. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15545sim5278

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):

Manjunath, Shruthi Neha. “STRUCTURAL ANALYSIS OF THE ACADEMIC COMPETENCE EVALUATION SCALES-STUDENT FORM (ACES-SF) IN THE MIDDLE GRADES.” 2018. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/15545sim5278.

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

MLA Handbook (7th Edition):

Manjunath, Shruthi Neha. “STRUCTURAL ANALYSIS OF THE ACADEMIC COMPETENCE EVALUATION SCALES-STUDENT FORM (ACES-SF) IN THE MIDDLE GRADES.” 2018. Web. 20 Oct 2020.

Vancouver:

Manjunath SN. STRUCTURAL ANALYSIS OF THE ACADEMIC COMPETENCE EVALUATION SCALES-STUDENT FORM (ACES-SF) IN THE MIDDLE GRADES. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15545sim5278.

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

Council of Science Editors:

Manjunath SN. STRUCTURAL ANALYSIS OF THE ACADEMIC COMPETENCE EVALUATION SCALES-STUDENT FORM (ACES-SF) IN THE MIDDLE GRADES. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15545sim5278

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


Penn State University

12. Mason, Amber Elizabeth. Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement.

Degree: 2018, Penn State University

 The purpose of the present study was to examine the longitudinal and reciprocal effects of students’ self-regulation (as measured by self-control, motivation, and engagement) and… (more)

Subjects/Keywords: self-regulation; math; reading; achievement

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APA (6th Edition):

Mason, A. E. (2018). Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15643aem302

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):

Mason, Amber Elizabeth. “Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement.” 2018. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/15643aem302.

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

MLA Handbook (7th Edition):

Mason, Amber Elizabeth. “Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement.” 2018. Web. 20 Oct 2020.

Vancouver:

Mason AE. Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15643aem302.

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

Council of Science Editors:

Mason AE. Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15643aem302

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


Penn State University

13. Gianella, Lyndsey. PREDICTORS OF BEING A VICTIM OR PERPETRATOR OF AGGRESSION IN THE PRIMARY GRADES: INSIGHTS FROM THE ECLS-K 2010-11.

Degree: 2019, Penn State University

 The purpose of the study was to examine student (e.g., sex, race), behavioral (e.g., externalizing, internalizing) and contextual (e.g., student-teacher relationships) predictors of being a… (more)

Subjects/Keywords: Aggression; Victimization; Bullying; Perpetration

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APA (6th Edition):

Gianella, L. (2019). PREDICTORS OF BEING A VICTIM OR PERPETRATOR OF AGGRESSION IN THE PRIMARY GRADES: INSIGHTS FROM THE ECLS-K 2010-11. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16708lmg329

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):

Gianella, Lyndsey. “PREDICTORS OF BEING A VICTIM OR PERPETRATOR OF AGGRESSION IN THE PRIMARY GRADES: INSIGHTS FROM THE ECLS-K 2010-11.” 2019. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/16708lmg329.

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

MLA Handbook (7th Edition):

Gianella, Lyndsey. “PREDICTORS OF BEING A VICTIM OR PERPETRATOR OF AGGRESSION IN THE PRIMARY GRADES: INSIGHTS FROM THE ECLS-K 2010-11.” 2019. Web. 20 Oct 2020.

Vancouver:

Gianella L. PREDICTORS OF BEING A VICTIM OR PERPETRATOR OF AGGRESSION IN THE PRIMARY GRADES: INSIGHTS FROM THE ECLS-K 2010-11. [Internet] [Thesis]. Penn State University; 2019. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/16708lmg329.

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

Council of Science Editors:

Gianella L. PREDICTORS OF BEING A VICTIM OR PERPETRATOR OF AGGRESSION IN THE PRIMARY GRADES: INSIGHTS FROM THE ECLS-K 2010-11. [Thesis]. Penn State University; 2019. Available from: https://submit-etda.libraries.psu.edu/catalog/16708lmg329

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


Penn State University

14. Merrigan, Teresa. Alternative Methods to Curriculum-based Measurement for Written Expression: Implications for Reliability and Validity of the Scores.

Degree: 2012, Penn State University

 The purpose of the current study was to evaluate the psychometric properties of alternative approaches to administering and scoring curriculum-based measurement for written expression. Specifically,… (more)

Subjects/Keywords: curriculum-based measures; written expression

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

APA (6th Edition):

Merrigan, T. (2012). Alternative Methods to Curriculum-based Measurement for Written Expression: Implications for Reliability and Validity of the Scores. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16277

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):

Merrigan, Teresa. “Alternative Methods to Curriculum-based Measurement for Written Expression: Implications for Reliability and Validity of the Scores.” 2012. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/16277.

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

MLA Handbook (7th Edition):

Merrigan, Teresa. “Alternative Methods to Curriculum-based Measurement for Written Expression: Implications for Reliability and Validity of the Scores.” 2012. Web. 20 Oct 2020.

Vancouver:

Merrigan T. Alternative Methods to Curriculum-based Measurement for Written Expression: Implications for Reliability and Validity of the Scores. [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/16277.

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

Council of Science Editors:

Merrigan T. Alternative Methods to Curriculum-based Measurement for Written Expression: Implications for Reliability and Validity of the Scores. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/16277

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


Penn State University

15. Norwalk, Kate. Peer Relations and Behavioral Characteristics of Isolated Children in Elementary School: A Longitudinal Investigation.

Degree: 2013, Penn State University

 Research clearly shows that heterogeneity exists in the etiology, associated characteristics, and outcomes of social withdrawal/isolation. While individual level characteristics are thought to contribute to… (more)

Subjects/Keywords: Isolates; Social Withdrawal; Social Isolation; Social Network; SOciometric Status

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APA (6th Edition):

Norwalk, K. (2013). Peer Relations and Behavioral Characteristics of Isolated Children in Elementary School: A Longitudinal Investigation. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19141

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):

Norwalk, Kate. “Peer Relations and Behavioral Characteristics of Isolated Children in Elementary School: A Longitudinal Investigation.” 2013. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/19141.

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

MLA Handbook (7th Edition):

Norwalk, Kate. “Peer Relations and Behavioral Characteristics of Isolated Children in Elementary School: A Longitudinal Investigation.” 2013. Web. 20 Oct 2020.

Vancouver:

Norwalk K. Peer Relations and Behavioral Characteristics of Isolated Children in Elementary School: A Longitudinal Investigation. [Internet] [Thesis]. Penn State University; 2013. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/19141.

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

Council of Science Editors:

Norwalk K. Peer Relations and Behavioral Characteristics of Isolated Children in Elementary School: A Longitudinal Investigation. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/19141

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


Penn State University

16. Bellinger, Jillian Marie. Teaching Social Skills to Students with Autism Spectrum Disorders: Efficacy of a Social Learning Approach .

Degree: 2012, Penn State University

 As the number of children diagnosed with an autism spectrum disorder (ASD) is rising, there is increasing demand for evidence-based interventions that are efficient and… (more)

Subjects/Keywords: Autism; Social Learning; Autism Spectrum Disorder; Social Skills

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APA (6th Edition):

Bellinger, J. M. (2012). Teaching Social Skills to Students with Autism Spectrum Disorders: Efficacy of a Social Learning Approach . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12476

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):

Bellinger, Jillian Marie. “Teaching Social Skills to Students with Autism Spectrum Disorders: Efficacy of a Social Learning Approach .” 2012. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/12476.

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

MLA Handbook (7th Edition):

Bellinger, Jillian Marie. “Teaching Social Skills to Students with Autism Spectrum Disorders: Efficacy of a Social Learning Approach .” 2012. Web. 20 Oct 2020.

Vancouver:

Bellinger JM. Teaching Social Skills to Students with Autism Spectrum Disorders: Efficacy of a Social Learning Approach . [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/12476.

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

Council of Science Editors:

Bellinger JM. Teaching Social Skills to Students with Autism Spectrum Disorders: Efficacy of a Social Learning Approach . [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/12476

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


Penn State University

17. Anthony, Christopher James. Using Item Response Theory to Improve the Efficient Measurement of Academic Competence.

Degree: 2016, Penn State University

 Academic competence is a broad construct encompassing skills, attitudes and behaviors promoting students’ success in schools (DiPerna & Elliott, 2000). Although there are various measures… (more)

Subjects/Keywords: Academic Enablers; Short Form Scale Development; Item Response Theory; Academic Competence Evaluation Scales

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APA (6th Edition):

Anthony, C. J. (2016). Using Item Response Theory to Improve the Efficient Measurement of Academic Competence. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/28826

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):

Anthony, Christopher James. “Using Item Response Theory to Improve the Efficient Measurement of Academic Competence.” 2016. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/28826.

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

MLA Handbook (7th Edition):

Anthony, Christopher James. “Using Item Response Theory to Improve the Efficient Measurement of Academic Competence.” 2016. Web. 20 Oct 2020.

Vancouver:

Anthony CJ. Using Item Response Theory to Improve the Efficient Measurement of Academic Competence. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/28826.

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

Council of Science Editors:

Anthony CJ. Using Item Response Theory to Improve the Efficient Measurement of Academic Competence. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/28826

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


Penn State University

18. Sandilos, Lia Elaine. Measuring quality in rural kindergarten classrooms: Reliability and validity evidence for the Classroom Assessment Scoring System, Kindergarten – Third Grade (CLASS K-3).

Degree: 2012, Penn State University

 The purpose of the current study was to evaluate the structural validity and stability of scores on a measure of global classroom quality, the Classroom… (more)

Subjects/Keywords: CLASS K-3; observation scale; teachers; early childhood education; structural validity

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APA (6th Edition):

Sandilos, L. E. (2012). Measuring quality in rural kindergarten classrooms: Reliability and validity evidence for the Classroom Assessment Scoring System, Kindergarten – Third Grade (CLASS K-3). (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15121

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):

Sandilos, Lia Elaine. “Measuring quality in rural kindergarten classrooms: Reliability and validity evidence for the Classroom Assessment Scoring System, Kindergarten – Third Grade (CLASS K-3).” 2012. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/15121.

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

MLA Handbook (7th Edition):

Sandilos, Lia Elaine. “Measuring quality in rural kindergarten classrooms: Reliability and validity evidence for the Classroom Assessment Scoring System, Kindergarten – Third Grade (CLASS K-3).” 2012. Web. 20 Oct 2020.

Vancouver:

Sandilos LE. Measuring quality in rural kindergarten classrooms: Reliability and validity evidence for the Classroom Assessment Scoring System, Kindergarten – Third Grade (CLASS K-3). [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15121.

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

Council of Science Editors:

Sandilos LE. Measuring quality in rural kindergarten classrooms: Reliability and validity evidence for the Classroom Assessment Scoring System, Kindergarten – Third Grade (CLASS K-3). [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15121

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


Penn State University

19. McGinnis, Anne Madeline. Student Behaviors as Predictors of Later Academic Achievement: School Entry Through Fifth Grade .

Degree: 2009, Penn State University

 The purpose of this study was to examine the relationships between student behaviors and academic achievement at various academic time periods, ranging from kindergarten entry… (more)

Subjects/Keywords: student behavior; academic achievement; elementary students; prosocial skills; approaches to learning; problem behaviors

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APA (6th Edition):

McGinnis, A. M. (2009). Student Behaviors as Predictors of Later Academic Achievement: School Entry Through Fifth Grade . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/9852

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):

McGinnis, Anne Madeline. “Student Behaviors as Predictors of Later Academic Achievement: School Entry Through Fifth Grade .” 2009. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/9852.

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

MLA Handbook (7th Edition):

McGinnis, Anne Madeline. “Student Behaviors as Predictors of Later Academic Achievement: School Entry Through Fifth Grade .” 2009. Web. 20 Oct 2020.

Vancouver:

McGinnis AM. Student Behaviors as Predictors of Later Academic Achievement: School Entry Through Fifth Grade . [Internet] [Thesis]. Penn State University; 2009. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/9852.

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

Council of Science Editors:

McGinnis AM. Student Behaviors as Predictors of Later Academic Achievement: School Entry Through Fifth Grade . [Thesis]. Penn State University; 2009. Available from: https://submit-etda.libraries.psu.edu/catalog/9852

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


Penn State University

20. Hahn, Kathryn Rose. INCLUSION OF STUDENTS WITH DISABILITIES: PREPARATION AND PRACTICES OF MUSIC EDUCATORS.

Degree: 2010, Penn State University

 The purpose of this study was to examine the current professional preparation and practices of music educators in relation to teaching students with formally identified… (more)

Subjects/Keywords: inclusion; students with disabilities; preparation; practices; music educators

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APA (6th Edition):

Hahn, K. R. (2010). INCLUSION OF STUDENTS WITH DISABILITIES: PREPARATION AND PRACTICES OF MUSIC EDUCATORS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/10614

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):

Hahn, Kathryn Rose. “INCLUSION OF STUDENTS WITH DISABILITIES: PREPARATION AND PRACTICES OF MUSIC EDUCATORS.” 2010. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/10614.

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

MLA Handbook (7th Edition):

Hahn, Kathryn Rose. “INCLUSION OF STUDENTS WITH DISABILITIES: PREPARATION AND PRACTICES OF MUSIC EDUCATORS.” 2010. Web. 20 Oct 2020.

Vancouver:

Hahn KR. INCLUSION OF STUDENTS WITH DISABILITIES: PREPARATION AND PRACTICES OF MUSIC EDUCATORS. [Internet] [Thesis]. Penn State University; 2010. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/10614.

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

Council of Science Editors:

Hahn KR. INCLUSION OF STUDENTS WITH DISABILITIES: PREPARATION AND PRACTICES OF MUSIC EDUCATORS. [Thesis]. Penn State University; 2010. Available from: https://submit-etda.libraries.psu.edu/catalog/10614

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


Penn State University

21. Reid, Erin E. Promoting Early Numeracy Skill Growth in Head Start Children.

Degree: 2010, Penn State University

 Although evidence suggests that Head Start has demonstrated some success in promoting certain child outcomes, such as vocabulary development and social skills, recent reports indicate… (more)

Subjects/Keywords: numeracy; mathematics; preschool; Head Start; early childhood education; intervention

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APA (6th Edition):

Reid, E. E. (2010). Promoting Early Numeracy Skill Growth in Head Start Children. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11163

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):

Reid, Erin E. “Promoting Early Numeracy Skill Growth in Head Start Children.” 2010. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/11163.

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

MLA Handbook (7th Edition):

Reid, Erin E. “Promoting Early Numeracy Skill Growth in Head Start Children.” 2010. Web. 20 Oct 2020.

Vancouver:

Reid EE. Promoting Early Numeracy Skill Growth in Head Start Children. [Internet] [Thesis]. Penn State University; 2010. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/11163.

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

Council of Science Editors:

Reid EE. Promoting Early Numeracy Skill Growth in Head Start Children. [Thesis]. Penn State University; 2010. Available from: https://submit-etda.libraries.psu.edu/catalog/11163

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


Penn State University

22. Culler, Erica D. EFFECTS OF PRACTICING PASSAGE RETELL TO A FLUENCY CRITERION TO INCREASE SUMMARIZATION .

Degree: 2010, Penn State University

 Despite increased focus on reading comprehension, the literature is limited in regards to comprehension strategies that can be effectively taught, and subsequently practiced to a… (more)

Subjects/Keywords: summarization; retell fluency

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APA (6th Edition):

Culler, E. D. (2010). EFFECTS OF PRACTICING PASSAGE RETELL TO A FLUENCY CRITERION TO INCREASE SUMMARIZATION . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11365

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):

Culler, Erica D. “EFFECTS OF PRACTICING PASSAGE RETELL TO A FLUENCY CRITERION TO INCREASE SUMMARIZATION .” 2010. Thesis, Penn State University. Accessed October 20, 2020. https://submit-etda.libraries.psu.edu/catalog/11365.

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

MLA Handbook (7th Edition):

Culler, Erica D. “EFFECTS OF PRACTICING PASSAGE RETELL TO A FLUENCY CRITERION TO INCREASE SUMMARIZATION .” 2010. Web. 20 Oct 2020.

Vancouver:

Culler ED. EFFECTS OF PRACTICING PASSAGE RETELL TO A FLUENCY CRITERION TO INCREASE SUMMARIZATION . [Internet] [Thesis]. Penn State University; 2010. [cited 2020 Oct 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/11365.

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

Council of Science Editors:

Culler ED. EFFECTS OF PRACTICING PASSAGE RETELL TO A FLUENCY CRITERION TO INCREASE SUMMARIZATION . [Thesis]. Penn State University; 2010. Available from: https://submit-etda.libraries.psu.edu/catalog/11365

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

.