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You searched for +publisher:"Temple University" +contributor:("Fiorello, Catherine"). Showing records 1 – 30 of 71 total matches.

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Temple University

1. Kim, Mina. FACTORS RELATED TO STUDENTS' ON-TASK BEHAVIORS IN AUTISM SUPPORT CLASSROOMS.

Degree: PhD, 2018, Temple University

School Psychology

The number of publications examining autism spectrum disorders (ASD) has increased dramatically over the past 30 years, and research on treatments and interventions… (more)

Subjects/Keywords: Special education; Psychology

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APA (6th Edition):

Kim, M. (2018). FACTORS RELATED TO STUDENTS' ON-TASK BEHAVIORS IN AUTISM SUPPORT CLASSROOMS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,521932

Chicago Manual of Style (16th Edition):

Kim, Mina. “FACTORS RELATED TO STUDENTS' ON-TASK BEHAVIORS IN AUTISM SUPPORT CLASSROOMS.” 2018. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,521932.

MLA Handbook (7th Edition):

Kim, Mina. “FACTORS RELATED TO STUDENTS' ON-TASK BEHAVIORS IN AUTISM SUPPORT CLASSROOMS.” 2018. Web. 21 Jul 2019.

Vancouver:

Kim M. FACTORS RELATED TO STUDENTS' ON-TASK BEHAVIORS IN AUTISM SUPPORT CLASSROOMS. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,521932.

Council of Science Editors:

Kim M. FACTORS RELATED TO STUDENTS' ON-TASK BEHAVIORS IN AUTISM SUPPORT CLASSROOMS. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,521932


Temple University

2. Gilroy, Shawn. TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM.

Degree: PhD, 2015, Temple University

School Psychology

Children on the autism spectrum often demonstrate little variability in their use of language and interaction in social situations. Some of these difficulties… (more)

Subjects/Keywords: Education; Computer engineering;

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APA (6th Edition):

Gilroy, S. (2015). TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,315329

Chicago Manual of Style (16th Edition):

Gilroy, Shawn. “TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM.” 2015. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,315329.

MLA Handbook (7th Edition):

Gilroy, Shawn. “TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM.” 2015. Web. 21 Jul 2019.

Vancouver:

Gilroy S. TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,315329.

Council of Science Editors:

Gilroy S. TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,315329


Temple University

3. Coleman, Bianca. The Effect of Parent Implemented Interventions for Autism on Parent Ratings of Maladaptive Behavior.

Degree: PhD, 2016, Temple University

School Psychology

This study investigated the relationship between parent implemented interventions for Autism and ratings of maladaptive behavior over a 6 month period of time.… (more)

Subjects/Keywords: Psychology; Behavioral psychology;

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APA (6th Edition):

Coleman, B. (2016). The Effect of Parent Implemented Interventions for Autism on Parent Ratings of Maladaptive Behavior. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,393911

Chicago Manual of Style (16th Edition):

Coleman, Bianca. “The Effect of Parent Implemented Interventions for Autism on Parent Ratings of Maladaptive Behavior.” 2016. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,393911.

MLA Handbook (7th Edition):

Coleman, Bianca. “The Effect of Parent Implemented Interventions for Autism on Parent Ratings of Maladaptive Behavior.” 2016. Web. 21 Jul 2019.

Vancouver:

Coleman B. The Effect of Parent Implemented Interventions for Autism on Parent Ratings of Maladaptive Behavior. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,393911.

Council of Science Editors:

Coleman B. The Effect of Parent Implemented Interventions for Autism on Parent Ratings of Maladaptive Behavior. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,393911


Temple University

4. Kiepert, Marissa. AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS.

Degree: PhD, 2009, Temple University

Educational Psychology

The spacing effect is one of the most remarkable and reliable phenomenon to emerge from the experimental research in learning and memory. In… (more)

Subjects/Keywords: Education, Educational Psychology; classroom; educational practice; repetition; spacing effect; survey; teaching strategies

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APA (6th Edition):

Kiepert, M. (2009). AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,43315

Chicago Manual of Style (16th Edition):

Kiepert, Marissa. “AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS.” 2009. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,43315.

MLA Handbook (7th Edition):

Kiepert, Marissa. “AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS.” 2009. Web. 21 Jul 2019.

Vancouver:

Kiepert M. AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,43315.

Council of Science Editors:

Kiepert M. AN EXAMINATION OF REPETITION AND THE SPACING EFFECT IN THE CLASSROOM: A SELF-REPORT SURVEY OF TEACHERS. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,43315


Temple University

5. Sweeney, Bridget Sarita. Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability.

Degree: PhD, 2009, Temple University

School Psychology

Curriculum-based measurement (CBM) is a fast, reliable, and valid set of procedures for measuring student progress in basic skills. However, the predictive validity… (more)

Subjects/Keywords: Education; Mathematics

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APA (6th Edition):

Sweeney, B. S. (2009). Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,43841

Chicago Manual of Style (16th Edition):

Sweeney, Bridget Sarita. “Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability.” 2009. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,43841.

MLA Handbook (7th Edition):

Sweeney, Bridget Sarita. “Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability.” 2009. Web. 21 Jul 2019.

Vancouver:

Sweeney BS. Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,43841.

Council of Science Editors:

Sweeney BS. Two forms of math curriculum-based measurement: An examination of predictive validity and teacher acceptability. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,43841


Temple University

6. Davidson, Yonaton Sahar. SELF-RELEVANCE CONSTRUCTIONS OF BIOLOGY CONCEPTS: MEANING-MAKING AND IDENTITY-FORMATION.

Degree: PhD, 2017, Temple University

School Psychology

Recent research supports the benefit of students’ construction of relevance through writing about the connection of content to their life. However, most such… (more)

Subjects/Keywords: Psychology; Biology; Educational psychology;

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APA (6th Edition):

Davidson, Y. S. (2017). SELF-RELEVANCE CONSTRUCTIONS OF BIOLOGY CONCEPTS: MEANING-MAKING AND IDENTITY-FORMATION. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,457522

Chicago Manual of Style (16th Edition):

Davidson, Yonaton Sahar. “SELF-RELEVANCE CONSTRUCTIONS OF BIOLOGY CONCEPTS: MEANING-MAKING AND IDENTITY-FORMATION.” 2017. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,457522.

MLA Handbook (7th Edition):

Davidson, Yonaton Sahar. “SELF-RELEVANCE CONSTRUCTIONS OF BIOLOGY CONCEPTS: MEANING-MAKING AND IDENTITY-FORMATION.” 2017. Web. 21 Jul 2019.

Vancouver:

Davidson YS. SELF-RELEVANCE CONSTRUCTIONS OF BIOLOGY CONCEPTS: MEANING-MAKING AND IDENTITY-FORMATION. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,457522.

Council of Science Editors:

Davidson YS. SELF-RELEVANCE CONSTRUCTIONS OF BIOLOGY CONCEPTS: MEANING-MAKING AND IDENTITY-FORMATION. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,457522


Temple University

7. Jones, Paul Christopher. Evaluating the Relationship between Minority Stress and Working Memory: The Influence of Psychological Distress and Identity Valence.

Degree: PhD, 2017, Temple University

School Psychology

The minority stress theory proposes that higher rates of mental illness among individuals who identify as lesbian, gay, or bisexual result from various… (more)

Subjects/Keywords: Psychology; LGBTQ studies;

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APA (6th Edition):

Jones, P. C. (2017). Evaluating the Relationship between Minority Stress and Working Memory: The Influence of Psychological Distress and Identity Valence. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,461560

Chicago Manual of Style (16th Edition):

Jones, Paul Christopher. “Evaluating the Relationship between Minority Stress and Working Memory: The Influence of Psychological Distress and Identity Valence.” 2017. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,461560.

MLA Handbook (7th Edition):

Jones, Paul Christopher. “Evaluating the Relationship between Minority Stress and Working Memory: The Influence of Psychological Distress and Identity Valence.” 2017. Web. 21 Jul 2019.

Vancouver:

Jones PC. Evaluating the Relationship between Minority Stress and Working Memory: The Influence of Psychological Distress and Identity Valence. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,461560.

Council of Science Editors:

Jones PC. Evaluating the Relationship between Minority Stress and Working Memory: The Influence of Psychological Distress and Identity Valence. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,461560


Temple University

8. Serbun, Sara. An Exploration of High School Completion and its Psychosocial Correlates in Adult Males with Substance Use Disorders.

Degree: PhD, 2016, Temple University

School Psychology

Substance use disorders (SUD) are a prominent public health problem in the United States of America. Substance use disorders, by definition, beget significant… (more)

Subjects/Keywords: Psychology; Adult education; Public health;

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APA (6th Edition):

Serbun, S. (2016). An Exploration of High School Completion and its Psychosocial Correlates in Adult Males with Substance Use Disorders. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,385489

Chicago Manual of Style (16th Edition):

Serbun, Sara. “An Exploration of High School Completion and its Psychosocial Correlates in Adult Males with Substance Use Disorders.” 2016. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,385489.

MLA Handbook (7th Edition):

Serbun, Sara. “An Exploration of High School Completion and its Psychosocial Correlates in Adult Males with Substance Use Disorders.” 2016. Web. 21 Jul 2019.

Vancouver:

Serbun S. An Exploration of High School Completion and its Psychosocial Correlates in Adult Males with Substance Use Disorders. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,385489.

Council of Science Editors:

Serbun S. An Exploration of High School Completion and its Psychosocial Correlates in Adult Males with Substance Use Disorders. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,385489


Temple University

9. Serbun, Sara. BioPsychoSocial.pdf.

Degree: PhD, 2016, Temple University

School Psychology

Substance use disorders (SUD) are a prominent public health problem in the United States of America. Substance use disorders, by definition, beget significant… (more)

Subjects/Keywords: Psychology; Adult education; Public health;

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APA (6th Edition):

Serbun, S. (2016). BioPsychoSocial.pdf. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,385506

Chicago Manual of Style (16th Edition):

Serbun, Sara. “BioPsychoSocial.pdf.” 2016. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,385506.

MLA Handbook (7th Edition):

Serbun, Sara. “BioPsychoSocial.pdf.” 2016. Web. 21 Jul 2019.

Vancouver:

Serbun S. BioPsychoSocial.pdf. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,385506.

Council of Science Editors:

Serbun S. BioPsychoSocial.pdf. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,385506


Temple University

10. Seiple, Deborah Ann. AN INVESTIGATION OF THE CONCURRENT CRITERION-RELATED VALIDITY OF THE COMPREHENSIVE EXECUTIVE FUNCTION INVENTORY (CEFI) - SELF-REPORT MEASURE.

Degree: PhD, 2016, Temple University

School Psychology

Executive function (EF) processes are crucial for meeting demands in the classroom. Because of this impact on schooling, it is important to have… (more)

Subjects/Keywords: Educational psychology; Cognitive psychology;

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APA (6th Edition):

Seiple, D. A. (2016). AN INVESTIGATION OF THE CONCURRENT CRITERION-RELATED VALIDITY OF THE COMPREHENSIVE EXECUTIVE FUNCTION INVENTORY (CEFI) - SELF-REPORT MEASURE. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,387690

Chicago Manual of Style (16th Edition):

Seiple, Deborah Ann. “AN INVESTIGATION OF THE CONCURRENT CRITERION-RELATED VALIDITY OF THE COMPREHENSIVE EXECUTIVE FUNCTION INVENTORY (CEFI) - SELF-REPORT MEASURE.” 2016. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,387690.

MLA Handbook (7th Edition):

Seiple, Deborah Ann. “AN INVESTIGATION OF THE CONCURRENT CRITERION-RELATED VALIDITY OF THE COMPREHENSIVE EXECUTIVE FUNCTION INVENTORY (CEFI) - SELF-REPORT MEASURE.” 2016. Web. 21 Jul 2019.

Vancouver:

Seiple DA. AN INVESTIGATION OF THE CONCURRENT CRITERION-RELATED VALIDITY OF THE COMPREHENSIVE EXECUTIVE FUNCTION INVENTORY (CEFI) - SELF-REPORT MEASURE. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,387690.

Council of Science Editors:

Seiple DA. AN INVESTIGATION OF THE CONCURRENT CRITERION-RELATED VALIDITY OF THE COMPREHENSIVE EXECUTIVE FUNCTION INVENTORY (CEFI) - SELF-REPORT MEASURE. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,387690


Temple University

11. Yoon, Ji-Young. STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION.

Degree: PhD, 2016, Temple University

School Psychology

Perceptions of discrimination have been linked to a variety of negative academic and social outcomes for adolescents. Relatively few studies have investigated school… (more)

Subjects/Keywords: Psychology; Black studies; Educational psychology

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APA (6th Edition):

Yoon, J. (2016). STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,391476

Chicago Manual of Style (16th Edition):

Yoon, Ji-Young. “STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION.” 2016. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,391476.

MLA Handbook (7th Edition):

Yoon, Ji-Young. “STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION.” 2016. Web. 21 Jul 2019.

Vancouver:

Yoon J. STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,391476.

Council of Science Editors:

Yoon J. STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,391476


Temple University

12. Hellmuth, Jennifer. Attitudes, Identification, Decisions to Report, and Bystander Factors Among College Freshman Regarding Sexual Assault.

Degree: PhD, 2016, Temple University

School Psychology

Sexual assault has increasingly become a large problem on college and university campuses in the United States. Not only is the frequency of… (more)

Subjects/Keywords: Psychology; Social psychology;

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APA (6th Edition):

Hellmuth, J. (2016). Attitudes, Identification, Decisions to Report, and Bystander Factors Among College Freshman Regarding Sexual Assault. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,397906

Chicago Manual of Style (16th Edition):

Hellmuth, Jennifer. “Attitudes, Identification, Decisions to Report, and Bystander Factors Among College Freshman Regarding Sexual Assault.” 2016. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,397906.

MLA Handbook (7th Edition):

Hellmuth, Jennifer. “Attitudes, Identification, Decisions to Report, and Bystander Factors Among College Freshman Regarding Sexual Assault.” 2016. Web. 21 Jul 2019.

Vancouver:

Hellmuth J. Attitudes, Identification, Decisions to Report, and Bystander Factors Among College Freshman Regarding Sexual Assault. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,397906.

Council of Science Editors:

Hellmuth J. Attitudes, Identification, Decisions to Report, and Bystander Factors Among College Freshman Regarding Sexual Assault. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,397906


Temple University

13. DeLong, Earl Eugene. The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting.

Degree: PhD, 2010, Temple University

School Psychology

The purpose of this study was to examine whether removing disruptive students to a behavior support office (BSO) is an effective intervention in… (more)

Subjects/Keywords: Psychology, Behavioral; behavio; Emotional disturbance; Emotionally disturbed; intervention; office referral; support

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APA (6th Edition):

DeLong, E. E. (2010). The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,67413

Chicago Manual of Style (16th Edition):

DeLong, Earl Eugene. “The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting.” 2010. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,67413.

MLA Handbook (7th Edition):

DeLong, Earl Eugene. “The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting.” 2010. Web. 21 Jul 2019.

Vancouver:

DeLong EE. The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,67413.

Council of Science Editors:

DeLong EE. The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,67413


Temple University

14. Lipschutz, Betsy D. The Use of Digital Storytelling to Improve the Effectiveness of Social and Conflict Resolution Skill Training for Elementary Students.

Degree: PhD, 2010, Temple University

Educational Psychology

School safety is one of the most important issues facing administrators, teachers, and parents. Several risk factors have been identified as antecedents to… (more)

Subjects/Keywords: Education, Educational Psychology; Education, Curriculum and Instruction; Conflict Resolution Education; Digital Storytelling; Positive Behavior Support; Prevention Science; Social and Emotional Learning

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APA (6th Edition):

Lipschutz, B. D. (2010). The Use of Digital Storytelling to Improve the Effectiveness of Social and Conflict Resolution Skill Training for Elementary Students. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,80821

Chicago Manual of Style (16th Edition):

Lipschutz, Betsy D. “The Use of Digital Storytelling to Improve the Effectiveness of Social and Conflict Resolution Skill Training for Elementary Students.” 2010. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,80821.

MLA Handbook (7th Edition):

Lipschutz, Betsy D. “The Use of Digital Storytelling to Improve the Effectiveness of Social and Conflict Resolution Skill Training for Elementary Students.” 2010. Web. 21 Jul 2019.

Vancouver:

Lipschutz BD. The Use of Digital Storytelling to Improve the Effectiveness of Social and Conflict Resolution Skill Training for Elementary Students. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,80821.

Council of Science Editors:

Lipschutz BD. The Use of Digital Storytelling to Improve the Effectiveness of Social and Conflict Resolution Skill Training for Elementary Students. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,80821


Temple University

15. Hogan, Lindsey Snyder. The Role of Parental Involvement in the Academic Achievement of Latino Youth.

Degree: PhD, 2010, Temple University

School Psychology

The educational plight of Latino students in the U.S. is an increasing concern given the low achievement and attainment status of this population.… (more)

Subjects/Keywords: Education, Educational Psychology; Education, Elementary; Education, Early Childhood; achievement; elementary; Hispanic; involvement; Latino; parent

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APA (6th Edition):

Hogan, L. S. (2010). The Role of Parental Involvement in the Academic Achievement of Latino Youth. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,80937

Chicago Manual of Style (16th Edition):

Hogan, Lindsey Snyder. “The Role of Parental Involvement in the Academic Achievement of Latino Youth.” 2010. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,80937.

MLA Handbook (7th Edition):

Hogan, Lindsey Snyder. “The Role of Parental Involvement in the Academic Achievement of Latino Youth.” 2010. Web. 21 Jul 2019.

Vancouver:

Hogan LS. The Role of Parental Involvement in the Academic Achievement of Latino Youth. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,80937.

Council of Science Editors:

Hogan LS. The Role of Parental Involvement in the Academic Achievement of Latino Youth. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,80937


Temple University

16. Bierker, Eric George. EXPLORING PARENTS' AND THEIR HIGH SCHOOL STUDENTS' UNDERSTANDING AND PERSPECTIVES ABOUT COLLEGE PREPARATION KNOWLEDGE.

Degree: PhD, 2010, Temple University

Educational Psychology

This research investigated high school students, their parents, and high school counselors self-reported views about the nature and relative importance of different aspects… (more)

Subjects/Keywords: School Counseling; Psychology, Developmental; Education, Higher; College Preparation; College Preparation Knowledge; Guidance Department; High School; Parenting; School Counseling

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APA (6th Edition):

Bierker, E. G. (2010). EXPLORING PARENTS' AND THEIR HIGH SCHOOL STUDENTS' UNDERSTANDING AND PERSPECTIVES ABOUT COLLEGE PREPARATION KNOWLEDGE. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,82209

Chicago Manual of Style (16th Edition):

Bierker, Eric George. “EXPLORING PARENTS' AND THEIR HIGH SCHOOL STUDENTS' UNDERSTANDING AND PERSPECTIVES ABOUT COLLEGE PREPARATION KNOWLEDGE.” 2010. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,82209.

MLA Handbook (7th Edition):

Bierker, Eric George. “EXPLORING PARENTS' AND THEIR HIGH SCHOOL STUDENTS' UNDERSTANDING AND PERSPECTIVES ABOUT COLLEGE PREPARATION KNOWLEDGE.” 2010. Web. 21 Jul 2019.

Vancouver:

Bierker EG. EXPLORING PARENTS' AND THEIR HIGH SCHOOL STUDENTS' UNDERSTANDING AND PERSPECTIVES ABOUT COLLEGE PREPARATION KNOWLEDGE. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,82209.

Council of Science Editors:

Bierker EG. EXPLORING PARENTS' AND THEIR HIGH SCHOOL STUDENTS' UNDERSTANDING AND PERSPECTIVES ABOUT COLLEGE PREPARATION KNOWLEDGE. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,82209


Temple University

17. Tarnoff, Jay. An Investigation of the Role of Confirmation Bias in the Evaluation of Informal Reasoning Fallacies.

Degree: PhD, 2010, Temple University

School Psychology

A total of 168 undergraduate students at Temple University provided a measure of their prior beliefs and measures of attitude strength on three… (more)

Subjects/Keywords: Psychology, General; Psychology, Cognitive; Education, General; Argumentation; Confirmation Bias; Fallacies; Informal Logic; Informal Reasoning; School Psychology

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APA (6th Edition):

Tarnoff, J. (2010). An Investigation of the Role of Confirmation Bias in the Evaluation of Informal Reasoning Fallacies. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,93269

Chicago Manual of Style (16th Edition):

Tarnoff, Jay. “An Investigation of the Role of Confirmation Bias in the Evaluation of Informal Reasoning Fallacies.” 2010. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,93269.

MLA Handbook (7th Edition):

Tarnoff, Jay. “An Investigation of the Role of Confirmation Bias in the Evaluation of Informal Reasoning Fallacies.” 2010. Web. 21 Jul 2019.

Vancouver:

Tarnoff J. An Investigation of the Role of Confirmation Bias in the Evaluation of Informal Reasoning Fallacies. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,93269.

Council of Science Editors:

Tarnoff J. An Investigation of the Role of Confirmation Bias in the Evaluation of Informal Reasoning Fallacies. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,93269


Temple University

18. Dreger, Denise Michelle. The Relationship of Teacher Positivity to Physical and Relational Aggression in the Classroom.

Degree: PhD, 2010, Temple University

School Psychology

Researchers have been studying school aggression (often termed bullying) for many years, but it was not until the 1980's that the deleterious effects… (more)

Subjects/Keywords: Education, Educational Psychology; Psychology, Social; aggression; classroom climate; physical aggression; relational aggression; school violence; teacher positivity

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APA (6th Edition):

Dreger, D. M. (2010). The Relationship of Teacher Positivity to Physical and Relational Aggression in the Classroom. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,97589

Chicago Manual of Style (16th Edition):

Dreger, Denise Michelle. “The Relationship of Teacher Positivity to Physical and Relational Aggression in the Classroom.” 2010. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,97589.

MLA Handbook (7th Edition):

Dreger, Denise Michelle. “The Relationship of Teacher Positivity to Physical and Relational Aggression in the Classroom.” 2010. Web. 21 Jul 2019.

Vancouver:

Dreger DM. The Relationship of Teacher Positivity to Physical and Relational Aggression in the Classroom. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,97589.

Council of Science Editors:

Dreger DM. The Relationship of Teacher Positivity to Physical and Relational Aggression in the Classroom. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,97589


Temple University

19. Rudin-Gorelik, Julia Beth. Examining Relationships in Head Start: Relations among Risk, Relationships, Child Characteristics, and Social and Academic Outcomes.

Degree: PhD, 2010, Temple University

School Psychology

Quality teacher-child and teacher-parent relationships may function to protect young high-risk children from developing poor social and academic outcomes. The current study uses… (more)

Subjects/Keywords: Education, Educational Psychology; Education, Early Childhood; Psychology, Developmental; Early Childhood; Head Start; Resilience; Risk; Teacher-Child Relationships; Teacher-Parent Relationships

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APA (6th Edition):

Rudin-Gorelik, J. B. (2010). Examining Relationships in Head Start: Relations among Risk, Relationships, Child Characteristics, and Social and Academic Outcomes. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,101304

Chicago Manual of Style (16th Edition):

Rudin-Gorelik, Julia Beth. “Examining Relationships in Head Start: Relations among Risk, Relationships, Child Characteristics, and Social and Academic Outcomes.” 2010. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,101304.

MLA Handbook (7th Edition):

Rudin-Gorelik, Julia Beth. “Examining Relationships in Head Start: Relations among Risk, Relationships, Child Characteristics, and Social and Academic Outcomes.” 2010. Web. 21 Jul 2019.

Vancouver:

Rudin-Gorelik JB. Examining Relationships in Head Start: Relations among Risk, Relationships, Child Characteristics, and Social and Academic Outcomes. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,101304.

Council of Science Editors:

Rudin-Gorelik JB. Examining Relationships in Head Start: Relations among Risk, Relationships, Child Characteristics, and Social and Academic Outcomes. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,101304


Temple University

20. Zielinski, Kristin Ann. Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments.

Degree: PhD, 2010, Temple University

School Psychology

To insure academic success for students with learning disabilities, it is critical that educators are able to make timely and effective instructional decisions.… (more)

Subjects/Keywords: Psychology, General; Oral Reading Fluency; Reading; Wilson Reading System; Woodcock Johnson Tests of Achievement

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APA (6th Edition):

Zielinski, K. A. (2010). Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,103659

Chicago Manual of Style (16th Edition):

Zielinski, Kristin Ann. “Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments.” 2010. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,103659.

MLA Handbook (7th Edition):

Zielinski, Kristin Ann. “Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments.” 2010. Web. 21 Jul 2019.

Vancouver:

Zielinski KA. Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,103659.

Council of Science Editors:

Zielinski KA. Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,103659


Temple University

21. Cintron. Jessica. Exploring Parent Acculturation and Student Characteristics that are Related to Teacher Academic Ratings Among Latino Students with Symptoms of ADHD.

Degree: PhD, 2011, Temple University

School Psychology

Given that children who have academic and/or mental health issues exhibit underachievement, measures completed by teachers become a primary source of information for… (more)

Subjects/Keywords: Educational Tests and Measurements; Education, General; Psychology; Academic Achievement; Acculturation; ADHD; Latino youth and parents; Teacher Academic Ratings; Teacher judgment

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APA (6th Edition):

Jessica, C. (2011). Exploring Parent Acculturation and Student Characteristics that are Related to Teacher Academic Ratings Among Latino Students with Symptoms of ADHD. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,137310

Chicago Manual of Style (16th Edition):

Jessica, Cintron.. “Exploring Parent Acculturation and Student Characteristics that are Related to Teacher Academic Ratings Among Latino Students with Symptoms of ADHD.” 2011. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,137310.

MLA Handbook (7th Edition):

Jessica, Cintron.. “Exploring Parent Acculturation and Student Characteristics that are Related to Teacher Academic Ratings Among Latino Students with Symptoms of ADHD.” 2011. Web. 21 Jul 2019.

Vancouver:

Jessica C. Exploring Parent Acculturation and Student Characteristics that are Related to Teacher Academic Ratings Among Latino Students with Symptoms of ADHD. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,137310.

Council of Science Editors:

Jessica C. Exploring Parent Acculturation and Student Characteristics that are Related to Teacher Academic Ratings Among Latino Students with Symptoms of ADHD. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,137310


Temple University

22. Zdanis, Maureen. Examining the Relative Influence of Peer and Parental Attachment on School Victimization.

Degree: PhD, 2011, Temple University

School Psychology

There is considerable evidence showing that attachment to parents and peers serves as a protective factor against adolescent anti-social behavior. However, less is… (more)

Subjects/Keywords: Psychology; Educational Psychology; acculturation; attachment; parent; peer; victimization

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APA (6th Edition):

Zdanis, M. (2011). Examining the Relative Influence of Peer and Parental Attachment on School Victimization. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,142732

Chicago Manual of Style (16th Edition):

Zdanis, Maureen. “Examining the Relative Influence of Peer and Parental Attachment on School Victimization.” 2011. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,142732.

MLA Handbook (7th Edition):

Zdanis, Maureen. “Examining the Relative Influence of Peer and Parental Attachment on School Victimization.” 2011. Web. 21 Jul 2019.

Vancouver:

Zdanis M. Examining the Relative Influence of Peer and Parental Attachment on School Victimization. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,142732.

Council of Science Editors:

Zdanis M. Examining the Relative Influence of Peer and Parental Attachment on School Victimization. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,142732


Temple University

23. Sinai-Bental, Chen. SCHOOL PSYCHOLOGISTS' PERCEPTIONS OF ASSESSMENT PRACTICES AND EDUCATIONAL PLACEMENT DECISIONS IN EARLY CHILDHOOD SETTINGS.

Degree: PhD, 2011, Temple University

School Psychology

In comparison to school age special education practices, preschool special education practices have received far less attention in the research community. Each year… (more)

Subjects/Keywords: Early Childhood Education; Psychology; Special Education; ASSESSMENT; DEVELOPMENTAL DELAY; EARLY CHILDHOOD; EDUCATIONAL PLACEMENT; PRESCHOOL SPECIAL EDUCATION; SCHOOL PSYCHOLOGY

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APA (6th Edition):

Sinai-Bental, C. (2011). SCHOOL PSYCHOLOGISTS' PERCEPTIONS OF ASSESSMENT PRACTICES AND EDUCATIONAL PLACEMENT DECISIONS IN EARLY CHILDHOOD SETTINGS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,145434

Chicago Manual of Style (16th Edition):

Sinai-Bental, Chen. “SCHOOL PSYCHOLOGISTS' PERCEPTIONS OF ASSESSMENT PRACTICES AND EDUCATIONAL PLACEMENT DECISIONS IN EARLY CHILDHOOD SETTINGS.” 2011. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,145434.

MLA Handbook (7th Edition):

Sinai-Bental, Chen. “SCHOOL PSYCHOLOGISTS' PERCEPTIONS OF ASSESSMENT PRACTICES AND EDUCATIONAL PLACEMENT DECISIONS IN EARLY CHILDHOOD SETTINGS.” 2011. Web. 21 Jul 2019.

Vancouver:

Sinai-Bental C. SCHOOL PSYCHOLOGISTS' PERCEPTIONS OF ASSESSMENT PRACTICES AND EDUCATIONAL PLACEMENT DECISIONS IN EARLY CHILDHOOD SETTINGS. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,145434.

Council of Science Editors:

Sinai-Bental C. SCHOOL PSYCHOLOGISTS' PERCEPTIONS OF ASSESSMENT PRACTICES AND EDUCATIONAL PLACEMENT DECISIONS IN EARLY CHILDHOOD SETTINGS. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,145434


Temple University

24. Collins, Jennifer. Validity of Teacher Ratings on the Behavior Rating Inventory of Executive Function-Preschool Version.

Degree: PhD, 2011, Temple University

School Psychology

This study tested the construct validity of a preschool measure of executive function (Behavior Rating Inventory of Executive Function; BRIEF-P) through support of… (more)

Subjects/Keywords: Psychology; ADHD; BRIEF-P; Construct Validity; Executive Function

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APA (6th Edition):

Collins, J. (2011). Validity of Teacher Ratings on the Behavior Rating Inventory of Executive Function-Preschool Version. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,147478

Chicago Manual of Style (16th Edition):

Collins, Jennifer. “Validity of Teacher Ratings on the Behavior Rating Inventory of Executive Function-Preschool Version.” 2011. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,147478.

MLA Handbook (7th Edition):

Collins, Jennifer. “Validity of Teacher Ratings on the Behavior Rating Inventory of Executive Function-Preschool Version.” 2011. Web. 21 Jul 2019.

Vancouver:

Collins J. Validity of Teacher Ratings on the Behavior Rating Inventory of Executive Function-Preschool Version. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,147478.

Council of Science Editors:

Collins J. Validity of Teacher Ratings on the Behavior Rating Inventory of Executive Function-Preschool Version. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,147478


Temple University

25. Coleman, Schehera. Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed.

Degree: PhD, 2012, Temple University

School Psychology

Students who are diagnosed with an emotional disturbance experience the greatest levels of school failure and poor social outcomes after leaving school than… (more)

Subjects/Keywords: Psychology; Education; Behavior Rating Inventory of Executive Function; Emotional Disturbance; Executive Functioning

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APA (6th Edition):

Coleman, S. (2012). Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,159884

Chicago Manual of Style (16th Edition):

Coleman, Schehera. “Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed.” 2012. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,159884.

MLA Handbook (7th Edition):

Coleman, Schehera. “Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed.” 2012. Web. 21 Jul 2019.

Vancouver:

Coleman S. Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,159884.

Council of Science Editors:

Coleman S. Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,159884


Temple University

26. Sher, Robert. THE RELATIONSHIP BETWEEN THE ROLE OF THE SCHOOL PSYCHOLOGIST AND POST-SECONDARY SCHOOL OUTCOMES FOR SPECIAL EDUCATION STUDENTS.

Degree: PhD, 2012, Temple University

School Psychology

Since the federal law IDEIA of 2004 allowed for the determination of LD eligibility for Special Education services, it was expected that School… (more)

Subjects/Keywords: Psychology; Educational psychology; Education; Assessment; graduation; Outcomes; ratio

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APA (6th Edition):

Sher, R. (2012). THE RELATIONSHIP BETWEEN THE ROLE OF THE SCHOOL PSYCHOLOGIST AND POST-SECONDARY SCHOOL OUTCOMES FOR SPECIAL EDUCATION STUDENTS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,161298

Chicago Manual of Style (16th Edition):

Sher, Robert. “THE RELATIONSHIP BETWEEN THE ROLE OF THE SCHOOL PSYCHOLOGIST AND POST-SECONDARY SCHOOL OUTCOMES FOR SPECIAL EDUCATION STUDENTS.” 2012. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,161298.

MLA Handbook (7th Edition):

Sher, Robert. “THE RELATIONSHIP BETWEEN THE ROLE OF THE SCHOOL PSYCHOLOGIST AND POST-SECONDARY SCHOOL OUTCOMES FOR SPECIAL EDUCATION STUDENTS.” 2012. Web. 21 Jul 2019.

Vancouver:

Sher R. THE RELATIONSHIP BETWEEN THE ROLE OF THE SCHOOL PSYCHOLOGIST AND POST-SECONDARY SCHOOL OUTCOMES FOR SPECIAL EDUCATION STUDENTS. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,161298.

Council of Science Editors:

Sher R. THE RELATIONSHIP BETWEEN THE ROLE OF THE SCHOOL PSYCHOLOGIST AND POST-SECONDARY SCHOOL OUTCOMES FOR SPECIAL EDUCATION STUDENTS. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,161298


Temple University

27. Malone, Celeste Monique. The Examination of the School Psychology Multicultural Competence Scale.

Degree: PhD, 2012, Temple University

School Psychology

The School Psychology Multicultural Competence Scale (SPMCS) is a 45-item, self-report measure designed to assess the multicultural competence of school psychologists and school… (more)

Subjects/Keywords: Psychology; Culture; Multicultural Competence; School Psychology; Training

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APA (6th Edition):

Malone, C. M. (2012). The Examination of the School Psychology Multicultural Competence Scale. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,161515

Chicago Manual of Style (16th Edition):

Malone, Celeste Monique. “The Examination of the School Psychology Multicultural Competence Scale.” 2012. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,161515.

MLA Handbook (7th Edition):

Malone, Celeste Monique. “The Examination of the School Psychology Multicultural Competence Scale.” 2012. Web. 21 Jul 2019.

Vancouver:

Malone CM. The Examination of the School Psychology Multicultural Competence Scale. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,161515.

Council of Science Editors:

Malone CM. The Examination of the School Psychology Multicultural Competence Scale. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,161515


Temple University

28. Youse, Keith. LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT: INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY.

Degree: PhD, 2012, Temple University

School Psychology

The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a… (more)

Subjects/Keywords: Psychology

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APA (6th Edition):

Youse, K. (2012). LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT: INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,161627

Chicago Manual of Style (16th Edition):

Youse, Keith. “LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT: INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY.” 2012. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,161627.

MLA Handbook (7th Edition):

Youse, Keith. “LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT: INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY.” 2012. Web. 21 Jul 2019.

Vancouver:

Youse K. LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT: INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,161627.

Council of Science Editors:

Youse K. LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT: INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,161627


Temple University

29. Bechberger, Alison M. The Role of School Psychologists in Partial Hospitalization Program-to-School Transitions.

Degree: PhD, 2012, Temple University

School Psychology

Children and adolescents transitioning from partial hospitalization programs-to-schools have both mental health and educational needs. As the leading mental health experts in schools,… (more)

Subjects/Keywords: Psychology; Special education;

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APA (6th Edition):

Bechberger, A. M. (2012). The Role of School Psychologists in Partial Hospitalization Program-to-School Transitions. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,162310

Chicago Manual of Style (16th Edition):

Bechberger, Alison M. “The Role of School Psychologists in Partial Hospitalization Program-to-School Transitions.” 2012. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,162310.

MLA Handbook (7th Edition):

Bechberger, Alison M. “The Role of School Psychologists in Partial Hospitalization Program-to-School Transitions.” 2012. Web. 21 Jul 2019.

Vancouver:

Bechberger AM. The Role of School Psychologists in Partial Hospitalization Program-to-School Transitions. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,162310.

Council of Science Editors:

Bechberger AM. The Role of School Psychologists in Partial Hospitalization Program-to-School Transitions. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,162310


Temple University

30. Greenwell, Rebecca. Examining the Relationship Between Students' Life Satisfaction and School-Based Social and Behavioral Success.

Degree: PhD, 2012, Temple University

School Psychology

Life satisfaction is key indicator of psychological well-being, a central component of positive psychology, and an important correlate of positive development. Concurrent and… (more)

Subjects/Keywords: Educational psychology; Psychology; School counseling; Behavioral Success; Life Satisfaction; Positive Psychology; School Psychology; Social-emotional Screening; Social Success

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APA (6th Edition):

Greenwell, R. (2012). Examining the Relationship Between Students' Life Satisfaction and School-Based Social and Behavioral Success. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,162496

Chicago Manual of Style (16th Edition):

Greenwell, Rebecca. “Examining the Relationship Between Students' Life Satisfaction and School-Based Social and Behavioral Success.” 2012. Doctoral Dissertation, Temple University. Accessed July 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,162496.

MLA Handbook (7th Edition):

Greenwell, Rebecca. “Examining the Relationship Between Students' Life Satisfaction and School-Based Social and Behavioral Success.” 2012. Web. 21 Jul 2019.

Vancouver:

Greenwell R. Examining the Relationship Between Students' Life Satisfaction and School-Based Social and Behavioral Success. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Jul 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,162496.

Council of Science Editors:

Greenwell R. Examining the Relationship Between Students' Life Satisfaction and School-Based Social and Behavioral Success. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,162496

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