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You searched for +publisher:"Rutgers University" +contributor:("McCune, Lorraine "). Showing records 1 – 8 of 8 total matches.

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Rutgers University

1. Clarke, Jennifer D., 1975-. Development of speech motor control for language: motor analysis from phonetic transcripts.

Degree: PhD, Education, 2020, Rutgers University

The developmental sequence of speech motor control has yet to be directly examined in the emergence of spoken language. Contemporary accounts of the emergence of… (more)

Subjects/Keywords: Speech motor control; Speech

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

APA (6th Edition):

Clarke, Jennifer D., 1. (2020). Development of speech motor control for language: motor analysis from phonetic transcripts. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/62910/

Chicago Manual of Style (16th Edition):

Clarke, Jennifer D., 1975-. “Development of speech motor control for language: motor analysis from phonetic transcripts.” 2020. Doctoral Dissertation, Rutgers University. Accessed July 15, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/62910/.

MLA Handbook (7th Edition):

Clarke, Jennifer D., 1975-. “Development of speech motor control for language: motor analysis from phonetic transcripts.” 2020. Web. 15 Jul 2020.

Vancouver:

Clarke, Jennifer D. 1. Development of speech motor control for language: motor analysis from phonetic transcripts. [Internet] [Doctoral dissertation]. Rutgers University; 2020. [cited 2020 Jul 15]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/62910/.

Council of Science Editors:

Clarke, Jennifer D. 1. Development of speech motor control for language: motor analysis from phonetic transcripts. [Doctoral Dissertation]. Rutgers University; 2020. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/62910/

2. Peleg, Janet. Generation 1.5 students' perceptions of written feedback on their essays from multiple sources: a qualitative research study.

Degree: Literacy Education, 2011, Rutgers University

Subjects/Keywords: English language—Study and teaching (Higher) – New Jersey; Basic writing (Remedial education) – New Jersey

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APA (6th Edition):

Peleg, J. (2011). Generation 1.5 students' perceptions of written feedback on their essays from multiple sources: a qualitative research study. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065005

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):

Peleg, Janet. “Generation 1.5 students' perceptions of written feedback on their essays from multiple sources: a qualitative research study.” 2011. Thesis, Rutgers University. Accessed July 15, 2020. http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065005.

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

MLA Handbook (7th Edition):

Peleg, Janet. “Generation 1.5 students' perceptions of written feedback on their essays from multiple sources: a qualitative research study.” 2011. Web. 15 Jul 2020.

Vancouver:

Peleg J. Generation 1.5 students' perceptions of written feedback on their essays from multiple sources: a qualitative research study. [Internet] [Thesis]. Rutgers University; 2011. [cited 2020 Jul 15]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065005.

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

Council of Science Editors:

Peleg J. Generation 1.5 students' perceptions of written feedback on their essays from multiple sources: a qualitative research study. [Thesis]. Rutgers University; 2011. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065005

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

3. Schramm-Possinger, Megan, 1971-. Student teacher beliefs before and after the internship.

Degree: Education, 2012, Rutgers University

Subjects/Keywords: Student teachers – Attitudes; Student teaching

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APA (6th Edition):

Schramm-Possinger, Megan, 1. (2012). Student teacher beliefs before and after the internship. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065262

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):

Schramm-Possinger, Megan, 1971-. “Student teacher beliefs before and after the internship.” 2012. Thesis, Rutgers University. Accessed July 15, 2020. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065262.

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

MLA Handbook (7th Edition):

Schramm-Possinger, Megan, 1971-. “Student teacher beliefs before and after the internship.” 2012. Web. 15 Jul 2020.

Vancouver:

Schramm-Possinger, Megan 1. Student teacher beliefs before and after the internship. [Internet] [Thesis]. Rutgers University; 2012. [cited 2020 Jul 15]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065262.

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

Council of Science Editors:

Schramm-Possinger, Megan 1. Student teacher beliefs before and after the internship. [Thesis]. Rutgers University; 2012. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065262

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

4. Gunteski, Anne M., 1955-. Professional development training in special education: a case study of family-professional collaboration.

Degree: Special Education, 2011, Rutgers University

Subjects/Keywords: Special education; Parents of developmentally disabled children

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

APA (6th Edition):

Gunteski, Anne M., 1. (2011). Professional development training in special education: a case study of family-professional collaboration. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000061007

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):

Gunteski, Anne M., 1955-. “Professional development training in special education: a case study of family-professional collaboration.” 2011. Thesis, Rutgers University. Accessed July 15, 2020. http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000061007.

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

MLA Handbook (7th Edition):

Gunteski, Anne M., 1955-. “Professional development training in special education: a case study of family-professional collaboration.” 2011. Web. 15 Jul 2020.

Vancouver:

Gunteski, Anne M. 1. Professional development training in special education: a case study of family-professional collaboration. [Internet] [Thesis]. Rutgers University; 2011. [cited 2020 Jul 15]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000061007.

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

Council of Science Editors:

Gunteski, Anne M. 1. Professional development training in special education: a case study of family-professional collaboration. [Thesis]. Rutgers University; 2011. Available from: http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000061007

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

5. Chernobilsky, Ellina D., 1968. Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers.

Degree: PhD, Education, 2009, Rutgers University

To what extent do children developing bilingually show similar grammatical development to their monolingual peers? This study considers overall grammatical development in Russian and English… (more)

Subjects/Keywords: Bilingualism in children; Communicative competence in children; Linguistics

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APA (6th Edition):

Chernobilsky, Ellina D., 1. (2009). Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051186

Chicago Manual of Style (16th Edition):

Chernobilsky, Ellina D., 1968. “Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers.” 2009. Doctoral Dissertation, Rutgers University. Accessed July 15, 2020. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051186.

MLA Handbook (7th Edition):

Chernobilsky, Ellina D., 1968. “Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers.” 2009. Web. 15 Jul 2020.

Vancouver:

Chernobilsky, Ellina D. 1. Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2020 Jul 15]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051186.

Council of Science Editors:

Chernobilsky, Ellina D. 1. Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051186

6. Zhang, Meng. Representing and reasoning about time in young children.

Degree: PhD, Psychology, 2019, Rutgers University

Understanding time is essential for people to be able to structure their own experience. Children’s understanding of time develops as they become more and more… (more)

Subjects/Keywords: Time perception in children; Reasoning in children

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

APA (6th Edition):

Zhang, M. (2019). Representing and reasoning about time in young children. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/61074/

Chicago Manual of Style (16th Edition):

Zhang, Meng. “Representing and reasoning about time in young children.” 2019. Doctoral Dissertation, Rutgers University. Accessed July 15, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/61074/.

MLA Handbook (7th Edition):

Zhang, Meng. “Representing and reasoning about time in young children.” 2019. Web. 15 Jul 2020.

Vancouver:

Zhang M. Representing and reasoning about time in young children. [Internet] [Doctoral dissertation]. Rutgers University; 2019. [cited 2020 Jul 15]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/61074/.

Council of Science Editors:

Zhang M. Representing and reasoning about time in young children. [Doctoral Dissertation]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/61074/


Rutgers University

7. Coté, Carol A. Field dependence and working memory capacity in children's ability to copy figures within a misleading context.

Degree: PhD, Education, 2008, Rutgers University

Visual motor abilities are a concern for many elementary age children. Design copying tasks are often used to assess development in this area. The purpose… (more)

Subjects/Keywords: Cognition; Cognitive psychology

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APA (6th Edition):

Coté, C. A. (2008). Field dependence and working memory capacity in children's ability to copy figures within a misleading context. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17295

Chicago Manual of Style (16th Edition):

Coté, Carol A. “Field dependence and working memory capacity in children's ability to copy figures within a misleading context.” 2008. Doctoral Dissertation, Rutgers University. Accessed July 15, 2020. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17295.

MLA Handbook (7th Edition):

Coté, Carol A. “Field dependence and working memory capacity in children's ability to copy figures within a misleading context.” 2008. Web. 15 Jul 2020.

Vancouver:

Coté CA. Field dependence and working memory capacity in children's ability to copy figures within a misleading context. [Internet] [Doctoral dissertation]. Rutgers University; 2008. [cited 2020 Jul 15]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17295.

Council of Science Editors:

Coté CA. Field dependence and working memory capacity in children's ability to copy figures within a misleading context. [Doctoral Dissertation]. Rutgers University; 2008. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17295


Rutgers University

8. Mayhew, Estelle M. Y. (Estelle-Marie Yvonne). Planning space versus planning time: analysis of planning across contexts.

Degree: PhD, Psychology, 2009, Rutgers University

This study investigated the contribution of task constraints to planning processes and outcomes across four tasks which contained varying numbers of spatial and temporal constraints.… (more)

Subjects/Keywords: Planning; Organization

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

APA (6th Edition):

Mayhew, E. M. Y. (. Y. (2009). Planning space versus planning time: analysis of planning across contexts. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051047

Chicago Manual of Style (16th Edition):

Mayhew, Estelle M Y (Estelle-Marie Yvonne). “Planning space versus planning time: analysis of planning across contexts.” 2009. Doctoral Dissertation, Rutgers University. Accessed July 15, 2020. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051047.

MLA Handbook (7th Edition):

Mayhew, Estelle M Y (Estelle-Marie Yvonne). “Planning space versus planning time: analysis of planning across contexts.” 2009. Web. 15 Jul 2020.

Vancouver:

Mayhew EMY(Y. Planning space versus planning time: analysis of planning across contexts. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2020 Jul 15]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051047.

Council of Science Editors:

Mayhew EMY(Y. Planning space versus planning time: analysis of planning across contexts. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051047

.