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You searched for +publisher:"Texas A&M University" +contributor:("Riccio, Cynthia A."). Showing records 1 – 30 of 34 total matches.

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Texas A&M University

1. Villarreal, Nichole. Children with Psychological Distress or Epilepsy: Somatization and Adaptive Skills.

Degree: 2012, Texas A&M University

 The following study examines two samples of children; children diagnosed as having a chronic illness, and children experiencing psychological distress. Children from both samples are… (more)

Subjects/Keywords: somatization; seizures; adaptive; children; adolescents

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APA (6th Edition):

Villarreal, N. (2012). Children with Psychological Distress or Epilepsy: Somatization and Adaptive Skills. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11543

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):

Villarreal, Nichole. “Children with Psychological Distress or Epilepsy: Somatization and Adaptive Skills.” 2012. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11543.

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

MLA Handbook (7th Edition):

Villarreal, Nichole. “Children with Psychological Distress or Epilepsy: Somatization and Adaptive Skills.” 2012. Web. 15 Oct 2019.

Vancouver:

Villarreal N. Children with Psychological Distress or Epilepsy: Somatization and Adaptive Skills. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11543.

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

Council of Science Editors:

Villarreal N. Children with Psychological Distress or Epilepsy: Somatization and Adaptive Skills. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11543

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


Texas A&M University

2. [No author]. An Examination of Motor Skills in Children who Stutter.

Degree: 2012, Texas A&M University

 Recently, research has postulated that stuttering is a motor disorder that results from brain abnormalities within the central nervous system. Based on evidence of numerous… (more)

Subjects/Keywords: stuttering; motor skills; BOT-2; disfluency; CWS

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APA (6th Edition):

author], [. (2012). An Examination of Motor Skills in Children who Stutter. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11616

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):

author], [No. “An Examination of Motor Skills in Children who Stutter.” 2012. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11616.

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

MLA Handbook (7th Edition):

author], [No. “An Examination of Motor Skills in Children who Stutter.” 2012. Web. 15 Oct 2019.

Vancouver:

author] [. An Examination of Motor Skills in Children who Stutter. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11616.

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

Council of Science Editors:

author] [. An Examination of Motor Skills in Children who Stutter. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11616

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


Texas A&M University

3. Wehrly, Sarah Elizabeth. The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors.

Degree: 2015, Texas A&M University

 Internalizing problems are prevalent among school-aged children and have a significant negative impact on social and academic outcomes. Despite well-established evidence for the influence of… (more)

Subjects/Keywords: internalizing symptoms; internalizing behavior; teacher-student relationship quality; trajectory

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APA (6th Edition):

Wehrly, S. E. (2015). The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155411

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):

Wehrly, Sarah Elizabeth. “The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors.” 2015. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/155411.

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

MLA Handbook (7th Edition):

Wehrly, Sarah Elizabeth. “The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors.” 2015. Web. 15 Oct 2019.

Vancouver:

Wehrly SE. The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/155411.

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

Council of Science Editors:

Wehrly SE. The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155411

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


Texas A&M University

4. Estrella, Ivonne. Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms.

Degree: PhD, School Psychology, 2016, Texas A&M University

 English language learners (ELLs) are one of the fastest growing student populations in the United States. Teachers have an important role in the lives of… (more)

Subjects/Keywords: English Language Learners; Pre-service teachers; In-service teachers; Teacher self-efficacy

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APA (6th Edition):

Estrella, I. (2016). Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158635

Chicago Manual of Style (16th Edition):

Estrella, Ivonne. “Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms.” 2016. Doctoral Dissertation, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/158635.

MLA Handbook (7th Edition):

Estrella, Ivonne. “Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms.” 2016. Web. 15 Oct 2019.

Vancouver:

Estrella I. Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/158635.

Council of Science Editors:

Estrella I. Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158635


Texas A&M University

5. Dennison, Andrea Beth. Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents.

Degree: 2015, Texas A&M University

 As the population of the U.S. becomes increasingly diverse, and greater numbers of children in U.S. public schools speak a language other than English at… (more)

Subjects/Keywords: Bilingual education; culture; mental health; psychological health; well-being; acculturation; acculturation stress; Latino; Hispanic; Mexican; Mexican-heritage; preadolescence; early adolescence; Immigrant Paradox; English Language Learners

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APA (6th Edition):

Dennison, A. B. (2015). Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155647

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):

Dennison, Andrea Beth. “Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents.” 2015. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/155647.

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

MLA Handbook (7th Edition):

Dennison, Andrea Beth. “Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents.” 2015. Web. 15 Oct 2019.

Vancouver:

Dennison AB. Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/155647.

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

Council of Science Editors:

Dennison AB. Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155647

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


Texas A&M University

6. Ramos, Noe. Hispanic teachers' perceptions of children with ADHD.

Degree: 2009, Texas A&M University

 A vast number of children, approximating nearly 4 million, have received a diagnosis of ADHD. It is important that teachers are well educated with regard… (more)

Subjects/Keywords: Hispanic1; ADHD2

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APA (6th Edition):

Ramos, N. (2009). Hispanic teachers' perceptions of children with ADHD. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3072

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):

Ramos, Noe. “Hispanic teachers' perceptions of children with ADHD.” 2009. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3072.

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

MLA Handbook (7th Edition):

Ramos, Noe. “Hispanic teachers' perceptions of children with ADHD.” 2009. Web. 15 Oct 2019.

Vancouver:

Ramos N. Hispanic teachers' perceptions of children with ADHD. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3072.

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

Council of Science Editors:

Ramos N. Hispanic teachers' perceptions of children with ADHD. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3072

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


Texas A&M University

7. Rodriguez-Escobar, Olga Lydia. Application of the cumulative risk model in predicting school readiness in Head Start children.

Degree: 2009, Texas A&M University

 This study investigates the degree to which the cumulative risk index predicted school readiness in a Head Start population. In general, the reviewed studies indicated… (more)

Subjects/Keywords: Cumulative Risk Model; Head Start

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APA (6th Edition):

Rodriguez-Escobar, O. L. (2009). Application of the cumulative risk model in predicting school readiness in Head Start children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1623

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):

Rodriguez-Escobar, Olga Lydia. “Application of the cumulative risk model in predicting school readiness in Head Start children.” 2009. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1623.

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

MLA Handbook (7th Edition):

Rodriguez-Escobar, Olga Lydia. “Application of the cumulative risk model in predicting school readiness in Head Start children.” 2009. Web. 15 Oct 2019.

Vancouver:

Rodriguez-Escobar OL. Application of the cumulative risk model in predicting school readiness in Head Start children. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1623.

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

Council of Science Editors:

Rodriguez-Escobar OL. Application of the cumulative risk model in predicting school readiness in Head Start children. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1623

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


Texas A&M University

8. Banda, Tanya Y. The Health Component of Head Start: Potential Impacts on Childhood Obesity, Immunizations, and Dental Health.

Degree: 2010, Texas A&M University

 Head Start, an early intervention program administered by the Administration for Children and Families of the Department of Health and Human Services, offers children of… (more)

Subjects/Keywords: Keyword 1: Head Start; Keyword 2: Early Childhood; Keyword 3: Health

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APA (6th Edition):

Banda, T. Y. (2010). The Health Component of Head Start: Potential Impacts on Childhood Obesity, Immunizations, and Dental Health. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-109

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):

Banda, Tanya Y. “The Health Component of Head Start: Potential Impacts on Childhood Obesity, Immunizations, and Dental Health.” 2010. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-109.

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

MLA Handbook (7th Edition):

Banda, Tanya Y. “The Health Component of Head Start: Potential Impacts on Childhood Obesity, Immunizations, and Dental Health.” 2010. Web. 15 Oct 2019.

Vancouver:

Banda TY. The Health Component of Head Start: Potential Impacts on Childhood Obesity, Immunizations, and Dental Health. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-109.

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

Council of Science Editors:

Banda TY. The Health Component of Head Start: Potential Impacts on Childhood Obesity, Immunizations, and Dental Health. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-109

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


Texas A&M University

9. Matthews, Robb Nelson. Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills.

Degree: 2012, Texas A&M University

 Autism Spectrum Disorders (ASDs) are one form of neurodevelopmental disruption that negatively impacts the integration of perceptual, affective and neuroregulatory mechanisms of typical development. Individuals… (more)

Subjects/Keywords: Autism; Executive Skills; General Behavior; BASC-2; BRIEF; ASRS

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APA (6th Edition):

Matthews, R. N. (2012). Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10318

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):

Matthews, Robb Nelson. “Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills.” 2012. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10318.

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

MLA Handbook (7th Edition):

Matthews, Robb Nelson. “Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills.” 2012. Web. 15 Oct 2019.

Vancouver:

Matthews RN. Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10318.

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

Council of Science Editors:

Matthews RN. Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10318

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


Texas A&M University

10. Rivera, Vivina. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.

Degree: 2012, Texas A&M University

 Given the projected increase of Hispanic Spanish-speaking English language learners (ELLs), researchers have begun examining issues related to their high levels of school dropout, largely… (more)

Subjects/Keywords: English language learners; Hispanic; Teacher expectations; Self-efficacy; Parent expectations

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APA (6th Edition):

Rivera, V. (2012). The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571

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):

Rivera, Vivina. “The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.” 2012. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571.

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

MLA Handbook (7th Edition):

Rivera, Vivina. “The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.” 2012. Web. 15 Oct 2019.

Vancouver:

Rivera V. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571.

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

Council of Science Editors:

Rivera V. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571

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


Texas A&M University

11. Ramirez, Eleazar. The relationships between sociodemographic characteristics of Texas school districts and the Texas Education Agency's indicators of disproportionate representation in special education programs.

Degree: 2008, Texas A&M University

 Despite considerable efforts, the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education programs remains among the most persistent problems in… (more)

Subjects/Keywords: Dispropotionate Representation in Special Education

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APA (6th Edition):

Ramirez, E. (2008). The relationships between sociodemographic characteristics of Texas school districts and the Texas Education Agency's indicators of disproportionate representation in special education programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86065

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):

Ramirez, Eleazar. “The relationships between sociodemographic characteristics of Texas school districts and the Texas Education Agency's indicators of disproportionate representation in special education programs.” 2008. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/86065.

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

MLA Handbook (7th Edition):

Ramirez, Eleazar. “The relationships between sociodemographic characteristics of Texas school districts and the Texas Education Agency's indicators of disproportionate representation in special education programs.” 2008. Web. 15 Oct 2019.

Vancouver:

Ramirez E. The relationships between sociodemographic characteristics of Texas school districts and the Texas Education Agency's indicators of disproportionate representation in special education programs. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/86065.

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

Council of Science Editors:

Ramirez E. The relationships between sociodemographic characteristics of Texas school districts and the Texas Education Agency's indicators of disproportionate representation in special education programs. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86065

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


Texas A&M University

12. Hewitt, Lisa A. The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students.

Degree: 2010, Texas A&M University

 Much controversy exists surrounding the education of Hispanic English Language Learners (ELLs). This large and growing group presents significant challenges to educators. Foremost among these… (more)

Subjects/Keywords: Bilingual Education; School Psychology; Academic Self-Efficacy; English Language Learners; Hispanic

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APA (6th Edition):

Hewitt, L. A. (2010). The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-128

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):

Hewitt, Lisa A. “The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students.” 2010. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-128.

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

MLA Handbook (7th Edition):

Hewitt, Lisa A. “The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students.” 2010. Web. 15 Oct 2019.

Vancouver:

Hewitt LA. The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-128.

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

Council of Science Editors:

Hewitt LA. The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-128

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


Texas A&M University

13. Kao, Grace Sung-Tzu. Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships.

Degree: 2013, Texas A&M University

 Mental health needs of Asian-American youth have been documented as substantial and increasing, but limited research has identified explanatory mechanisms or possible targets of intervention… (more)

Subjects/Keywords: somatic; adolescents; parental psychological control; Asian-American; mental health; self-regulatory control

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APA (6th Edition):

Kao, G. S. (2013). Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151009

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):

Kao, Grace Sung-Tzu. “Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships.” 2013. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/151009.

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

MLA Handbook (7th Edition):

Kao, Grace Sung-Tzu. “Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships.” 2013. Web. 15 Oct 2019.

Vancouver:

Kao GS. Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/151009.

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

Council of Science Editors:

Kao GS. Somatic Complaints and Chinese-American Adolescents: Examining the Role of Parent-child Relationships. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151009

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


Texas A&M University

14. Jones, Meredith M. A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics.

Degree: 2015, Texas A&M University

 Female students are underrepresented in science, technology, engineering and mathematics majors and careers despite indicators of comparable performance. The purpose of the present study is… (more)

Subjects/Keywords: Performance Goal Structure; Mathematics Self Efficacy; Mathematics Subjective Task Values; Classroom Goal Structure

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APA (6th Edition):

Jones, M. M. (2015). A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155444

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):

Jones, Meredith M. “A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics.” 2015. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/155444.

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

MLA Handbook (7th Edition):

Jones, Meredith M. “A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics.” 2015. Web. 15 Oct 2019.

Vancouver:

Jones MM. A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/155444.

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

Council of Science Editors:

Jones MM. A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155444

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


Texas A&M University

15. Carvalho, Catharina Faria De. Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children.

Degree: PhD, School Psychology, 2016, Texas A&M University

 This retrospective exploratory study used archival data for 96 children who underwent psychotherapy at the university-based community mental health center. Information gathered from parents and… (more)

Subjects/Keywords: treatment outcomes

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APA (6th Edition):

Carvalho, C. F. D. (2016). Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157782

Chicago Manual of Style (16th Edition):

Carvalho, Catharina Faria De. “Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children.” 2016. Doctoral Dissertation, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/157782.

MLA Handbook (7th Edition):

Carvalho, Catharina Faria De. “Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children.” 2016. Web. 15 Oct 2019.

Vancouver:

Carvalho CFD. Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/157782.

Council of Science Editors:

Carvalho CFD. Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157782


Texas A&M University

16. Frame, Laura B. Teachers’ Confidence in Addressing Student Mental Health Concerns.

Degree: PhD, School Psychology, 2017, Texas A&M University

 Teacher-led student mental health initiatives are recommended; however, do teachers receive adequate training to provide these services? This study aimed to examine what individual teacher… (more)

Subjects/Keywords: Student Mental Health; teacher self-efficacy

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APA (6th Edition):

Frame, L. B. (2017). Teachers’ Confidence in Addressing Student Mental Health Concerns. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165875

Chicago Manual of Style (16th Edition):

Frame, Laura B. “Teachers’ Confidence in Addressing Student Mental Health Concerns.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/165875.

MLA Handbook (7th Edition):

Frame, Laura B. “Teachers’ Confidence in Addressing Student Mental Health Concerns.” 2017. Web. 15 Oct 2019.

Vancouver:

Frame LB. Teachers’ Confidence in Addressing Student Mental Health Concerns. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/165875.

Council of Science Editors:

Frame LB. Teachers’ Confidence in Addressing Student Mental Health Concerns. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165875


Texas A&M University

17. Karren, Benjamin Charles. Social and Behavioral Outcomes of Siblings of Children with Autism.

Degree: PhD, School Psychology, 2017, Texas A&M University

 This study utilized an integrated family systems and diathesis stress model when investigating social and behavioral outcomes of siblings of children with autism. The study… (more)

Subjects/Keywords: Autism; Siblings; Social Skills

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APA (6th Edition):

Karren, B. C. (2017). Social and Behavioral Outcomes of Siblings of Children with Autism. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165945

Chicago Manual of Style (16th Edition):

Karren, Benjamin Charles. “Social and Behavioral Outcomes of Siblings of Children with Autism.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/165945.

MLA Handbook (7th Edition):

Karren, Benjamin Charles. “Social and Behavioral Outcomes of Siblings of Children with Autism.” 2017. Web. 15 Oct 2019.

Vancouver:

Karren BC. Social and Behavioral Outcomes of Siblings of Children with Autism. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/165945.

Council of Science Editors:

Karren BC. Social and Behavioral Outcomes of Siblings of Children with Autism. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165945


Texas A&M University

18. Warnick, Brittany Michelle. Self-Regulation, Language, and Externalizing Behavior Problems in a Sample of At-Risk Youth: A Social Neuroscience Approach.

Degree: PhD, School Psychology, 2017, Texas A&M University

 Behaviors, both positive and negative, are part of a child’s daily social functioning in school, home, and the community. Negative behaviors can impact a child’s… (more)

Subjects/Keywords: Executive Functioning; Externalizing Behaviors; Social Neuroscience

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APA (6th Edition):

Warnick, B. M. (2017). Self-Regulation, Language, and Externalizing Behavior Problems in a Sample of At-Risk Youth: A Social Neuroscience Approach. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165885

Chicago Manual of Style (16th Edition):

Warnick, Brittany Michelle. “Self-Regulation, Language, and Externalizing Behavior Problems in a Sample of At-Risk Youth: A Social Neuroscience Approach.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/165885.

MLA Handbook (7th Edition):

Warnick, Brittany Michelle. “Self-Regulation, Language, and Externalizing Behavior Problems in a Sample of At-Risk Youth: A Social Neuroscience Approach.” 2017. Web. 15 Oct 2019.

Vancouver:

Warnick BM. Self-Regulation, Language, and Externalizing Behavior Problems in a Sample of At-Risk Youth: A Social Neuroscience Approach. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/165885.

Council of Science Editors:

Warnick BM. Self-Regulation, Language, and Externalizing Behavior Problems in a Sample of At-Risk Youth: A Social Neuroscience Approach. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165885


Texas A&M University

19. Wiley, Brenda Lagunas. Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement.

Degree: PhD, School Psychology, 2017, Texas A&M University

 Parental involvement has become a popular approach to addressing the achievement gap between various racial/ethnic groups. Given the burgeoning presence of Hispanic children in public… (more)

Subjects/Keywords: Hispanic; English language learners; academic achievement; parental expectations; parental involvement

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APA (6th Edition):

Wiley, B. L. (2017). Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165924

Chicago Manual of Style (16th Edition):

Wiley, Brenda Lagunas. “Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/165924.

MLA Handbook (7th Edition):

Wiley, Brenda Lagunas. “Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement.” 2017. Web. 15 Oct 2019.

Vancouver:

Wiley BL. Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/165924.

Council of Science Editors:

Wiley BL. Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165924

20. Alison, Courtney E. Using Dogs in a Home-Based Intervention with Children with Autism Spectrum Disorders.

Degree: 2011, Texas A&M University

 Humans and dogs have lived among each other in mutually beneficial relationships for thousands of years. In recent years, this human-animal bond has emerged as… (more)

Subjects/Keywords: Autism Spectrum Disorder; Dogs; Human-Animal Bond; Animal-Assisted Activities

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APA (6th Edition):

Alison, C. E. (2011). Using Dogs in a Home-Based Intervention with Children with Autism Spectrum Disorders. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8378

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):

Alison, Courtney E. “Using Dogs in a Home-Based Intervention with Children with Autism Spectrum Disorders.” 2011. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8378.

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

MLA Handbook (7th Edition):

Alison, Courtney E. “Using Dogs in a Home-Based Intervention with Children with Autism Spectrum Disorders.” 2011. Web. 15 Oct 2019.

Vancouver:

Alison CE. Using Dogs in a Home-Based Intervention with Children with Autism Spectrum Disorders. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8378.

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

Council of Science Editors:

Alison CE. Using Dogs in a Home-Based Intervention with Children with Autism Spectrum Disorders. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8378

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

21. Weber, Rachel Christiane. How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children.

Degree: 2012, Texas A&M University

 According to the 2009 U.S. Census Bureau, approximately 57 million individuals, ages five and older, living in the United States spoke a language other than… (more)

Subjects/Keywords: Executive function; Neuropsychology; Bilingualism

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APA (6th Edition):

Weber, R. C. (2012). How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10028

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):

Weber, Rachel Christiane. “How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children.” 2012. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10028.

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

MLA Handbook (7th Edition):

Weber, Rachel Christiane. “How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children.” 2012. Web. 15 Oct 2019.

Vancouver:

Weber RC. How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10028.

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

Council of Science Editors:

Weber RC. How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10028

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

22. Tasby, Calissia Thomas. Cultural differences and perceptions of autism among school psychologists.

Degree: 2009, Texas A&M University

 Behavioral manifestations of autism are said to be exhibited across cultures and socioeconomic status with little variation. The majority of the epidemiology studies have not… (more)

Subjects/Keywords: autism; culture

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APA (6th Edition):

Tasby, C. T. (2009). Cultural differences and perceptions of autism among school psychologists. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3250

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):

Tasby, Calissia Thomas. “Cultural differences and perceptions of autism among school psychologists.” 2009. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3250.

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

MLA Handbook (7th Edition):

Tasby, Calissia Thomas. “Cultural differences and perceptions of autism among school psychologists.” 2009. Web. 15 Oct 2019.

Vancouver:

Tasby CT. Cultural differences and perceptions of autism among school psychologists. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3250.

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

Council of Science Editors:

Tasby CT. Cultural differences and perceptions of autism among school psychologists. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3250

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

23. Team, Rachel Marie. Is social-emotional development a predictor of school success in Head Start children? A field study.

Degree: 2009, Texas A&M University

 Social-emotional development in preschoolers often functions as a gateway into more advanced social and academic behaviors; social-emotional experiences during the preschool years may enhance or… (more)

Subjects/Keywords: Head Start; Social-Emotional Development

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APA (6th Edition):

Team, R. M. (2009). Is social-emotional development a predictor of school success in Head Start children? A field study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1866

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):

Team, Rachel Marie. “Is social-emotional development a predictor of school success in Head Start children? A field study.” 2009. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1866.

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

MLA Handbook (7th Edition):

Team, Rachel Marie. “Is social-emotional development a predictor of school success in Head Start children? A field study.” 2009. Web. 15 Oct 2019.

Vancouver:

Team RM. Is social-emotional development a predictor of school success in Head Start children? A field study. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1866.

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

Council of Science Editors:

Team RM. Is social-emotional development a predictor of school success in Head Start children? A field study. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1866

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

24. Macey, Katherine DeGeorge. Attention-deficit / hyperactivity disorder: teacher knowledge and referral for assessment.

Degree: 2006, Texas A&M University

 Attention-Deficit / Hyperactivity Disorder (ADHD) continues to be one of the most commonly diagnosed disorders in school-aged children As teachers are important gatekeepers for referring… (more)

Subjects/Keywords: ADHD; Teacher Training

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APA (6th Edition):

Macey, K. D. (2006). Attention-deficit / hyperactivity disorder: teacher knowledge and referral for assessment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4191

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):

Macey, Katherine DeGeorge. “Attention-deficit / hyperactivity disorder: teacher knowledge and referral for assessment.” 2006. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/4191.

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

MLA Handbook (7th Edition):

Macey, Katherine DeGeorge. “Attention-deficit / hyperactivity disorder: teacher knowledge and referral for assessment.” 2006. Web. 15 Oct 2019.

Vancouver:

Macey KD. Attention-deficit / hyperactivity disorder: teacher knowledge and referral for assessment. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/4191.

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

Council of Science Editors:

Macey KD. Attention-deficit / hyperactivity disorder: teacher knowledge and referral for assessment. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4191

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

25. Vaquero, Juana. An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families.

Degree: 2014, Texas A&M University

 The present pilot study examined the effectiveness of a 12-week parent-delivered shared book-reading curriculum in Spanish using a pre-, post-between-groups, with a 12-month follow-up test… (more)

Subjects/Keywords: shared-book reading; emergent literacy; vocabulary; latino children

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APA (6th Edition):

Vaquero, J. (2014). An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153928

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):

Vaquero, Juana. “An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families.” 2014. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/153928.

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

MLA Handbook (7th Edition):

Vaquero, Juana. “An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families.” 2014. Web. 15 Oct 2019.

Vancouver:

Vaquero J. An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/153928.

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

Council of Science Editors:

Vaquero J. An Exploratory Study of a Shared-Book Reading Intervention Involving Spanish-Speaking Latino Families. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153928

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

26. Lee, Dong Hyung. Testing executive function models of ADHD and its comorbid conditions: A latent variable approach.

Degree: 2005, Texas A&M University

 Current theoretical models of ADHD (i.e., Disinhibition Model: Barkley, 1997; Working Memory Model: Rapport et al., 2001) conceptualize ADHD as the disorder of executive function… (more)

Subjects/Keywords: ADHD; executive function; working memory; inhibition; reading difficulty; substance abuse

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APA (6th Edition):

Lee, D. H. (2005). Testing executive function models of ADHD and its comorbid conditions: A latent variable approach. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2801

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):

Lee, Dong Hyung. “Testing executive function models of ADHD and its comorbid conditions: A latent variable approach.” 2005. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/2801.

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

MLA Handbook (7th Edition):

Lee, Dong Hyung. “Testing executive function models of ADHD and its comorbid conditions: A latent variable approach.” 2005. Web. 15 Oct 2019.

Vancouver:

Lee DH. Testing executive function models of ADHD and its comorbid conditions: A latent variable approach. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/2801.

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

Council of Science Editors:

Lee DH. Testing executive function models of ADHD and its comorbid conditions: A latent variable approach. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2801

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


Texas A&M University

27. Rollins, Dahl Annette. Gender and ethnicity referral bias for ADHD: the school's view.

Degree: 2006, Texas A&M University

 In school, all children at some time have been disruptive; however, there are a select few who are continually disruptive and identified by school personnel… (more)

Subjects/Keywords: ADHD; referral bias

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APA (6th Edition):

Rollins, D. A. (2006). Gender and ethnicity referral bias for ADHD: the school's view. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4225

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):

Rollins, Dahl Annette. “Gender and ethnicity referral bias for ADHD: the school's view.” 2006. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/4225.

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

MLA Handbook (7th Edition):

Rollins, Dahl Annette. “Gender and ethnicity referral bias for ADHD: the school's view.” 2006. Web. 15 Oct 2019.

Vancouver:

Rollins DA. Gender and ethnicity referral bias for ADHD: the school's view. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/4225.

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

Council of Science Editors:

Rollins DA. Gender and ethnicity referral bias for ADHD: the school's view. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4225

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


Texas A&M University

28. Lewis, Charla P. The relation between extracurricular activities with academic and social competencies in school age children: a meta-analysis.

Degree: 2005, Texas A&M University

 There has been a growing discussion in the fields of education and psychology about the relationship between social skill proficiency and academic excellence. However, the… (more)

Subjects/Keywords: extracurricular activities; academic achievement; social competence

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APA (6th Edition):

Lewis, C. P. (2005). The relation between extracurricular activities with academic and social competencies in school age children: a meta-analysis. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2710

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):

Lewis, Charla P. “The relation between extracurricular activities with academic and social competencies in school age children: a meta-analysis.” 2005. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/2710.

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

MLA Handbook (7th Edition):

Lewis, Charla P. “The relation between extracurricular activities with academic and social competencies in school age children: a meta-analysis.” 2005. Web. 15 Oct 2019.

Vancouver:

Lewis CP. The relation between extracurricular activities with academic and social competencies in school age children: a meta-analysis. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/2710.

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

Council of Science Editors:

Lewis CP. The relation between extracurricular activities with academic and social competencies in school age children: a meta-analysis. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2710

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


Texas A&M University

29. Romine, Cassandra Burns. The maturational course of sequential memory and its relation to the development of frontal lobe functioning.

Degree: 2005, Texas A&M University

 The multidimensional nature of the frontal lobes serves to organize and coordinate brain functioning, playing a central and pervasive role in human cognition. The organizational… (more)

Subjects/Keywords: sequential memory; executive functioning; frontal lobe; development

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

APA (6th Edition):

Romine, C. B. (2005). The maturational course of sequential memory and its relation to the development of frontal lobe functioning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2803

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):

Romine, Cassandra Burns. “The maturational course of sequential memory and its relation to the development of frontal lobe functioning.” 2005. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/2803.

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

MLA Handbook (7th Edition):

Romine, Cassandra Burns. “The maturational course of sequential memory and its relation to the development of frontal lobe functioning.” 2005. Web. 15 Oct 2019.

Vancouver:

Romine CB. The maturational course of sequential memory and its relation to the development of frontal lobe functioning. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/2803.

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

Council of Science Editors:

Romine CB. The maturational course of sequential memory and its relation to the development of frontal lobe functioning. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2803

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


Texas A&M University

30. Wolfe, Monica Eileen. Executive function processes: inhibition, working memory, planning and attention in children and youth with Attention Deficit Hyperactivity Disorder.

Degree: 2006, Texas A&M University

 This study examines the roles of inhibition, attention, working memory, and planning in youth with and without ADHD. As conceptualized in theories of attention, inhibition,… (more)

Subjects/Keywords: Executive Function; ADHD; Inhibition; Working Memory; Planning; Attention

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

APA (6th Edition):

Wolfe, M. E. (2006). Executive function processes: inhibition, working memory, planning and attention in children and youth with Attention Deficit Hyperactivity Disorder. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3352

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):

Wolfe, Monica Eileen. “Executive function processes: inhibition, working memory, planning and attention in children and youth with Attention Deficit Hyperactivity Disorder.” 2006. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/3352.

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

MLA Handbook (7th Edition):

Wolfe, Monica Eileen. “Executive function processes: inhibition, working memory, planning and attention in children and youth with Attention Deficit Hyperactivity Disorder.” 2006. Web. 15 Oct 2019.

Vancouver:

Wolfe ME. Executive function processes: inhibition, working memory, planning and attention in children and youth with Attention Deficit Hyperactivity Disorder. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/3352.

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

Council of Science Editors:

Wolfe ME. Executive function processes: inhibition, working memory, planning and attention in children and youth with Attention Deficit Hyperactivity Disorder. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3352

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

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