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You searched for +publisher:"Tulane University" +contributor:("School of Science & Engineering Psychology"). Showing records 1 – 30 of 45 total matches.

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Tulane University

1. Lauren Ruelens. IS AFRICAN AMERICAN THE NEW BLACK? RACIAL IDEOLOGY AND RACE LABEL USAGE AFFECT WHITES' PERCEPTIONS OF RACIAL INGROUPS AND OUTGROUPS.

Degree: 2017, Tulane University

Research suggests that individuals notice race almost immediately, yet some people avoid mentioning race labels in an attempt to appear colorblind. Despite the utilization of… (more)

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APA (6th Edition):

Ruelens, L. (2017). IS AFRICAN AMERICAN THE NEW BLACK? RACIAL IDEOLOGY AND RACE LABEL USAGE AFFECT WHITES' PERCEPTIONS OF RACIAL INGROUPS AND OUTGROUPS. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:74575

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):

Ruelens, Lauren. “IS AFRICAN AMERICAN THE NEW BLACK? RACIAL IDEOLOGY AND RACE LABEL USAGE AFFECT WHITES' PERCEPTIONS OF RACIAL INGROUPS AND OUTGROUPS.” 2017. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:74575.

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

MLA Handbook (7th Edition):

Ruelens, Lauren. “IS AFRICAN AMERICAN THE NEW BLACK? RACIAL IDEOLOGY AND RACE LABEL USAGE AFFECT WHITES' PERCEPTIONS OF RACIAL INGROUPS AND OUTGROUPS.” 2017. Web. 17 Oct 2019.

Vancouver:

Ruelens L. IS AFRICAN AMERICAN THE NEW BLACK? RACIAL IDEOLOGY AND RACE LABEL USAGE AFFECT WHITES' PERCEPTIONS OF RACIAL INGROUPS AND OUTGROUPS. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:74575.

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

Council of Science Editors:

Ruelens L. IS AFRICAN AMERICAN THE NEW BLACK? RACIAL IDEOLOGY AND RACE LABEL USAGE AFFECT WHITES' PERCEPTIONS OF RACIAL INGROUPS AND OUTGROUPS. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:74575

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


Tulane University

2. Adelson,Emiliya. Perspectives on Children’s Stressors and Supports: Voices of African American Elementary School Children in New Orleans.

Degree: 2018, Tulane University

In the nearly 30 years since the Convention on the Rights of Child (UN, 1989) first called for the inclusion of children in research, evidence… (more)

Subjects/Keywords: psychological well-being; African American elementary-aged children; Parents

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APA (6th Edition):

Adelson,Emiliya. (2018). Perspectives on Children’s Stressors and Supports: Voices of African American Elementary School Children in New Orleans. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:78942

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

Chicago Manual of Style (16th Edition):

Adelson,Emiliya. “Perspectives on Children’s Stressors and Supports: Voices of African American Elementary School Children in New Orleans.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:78942.

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

MLA Handbook (7th Edition):

Adelson,Emiliya. “Perspectives on Children’s Stressors and Supports: Voices of African American Elementary School Children in New Orleans.” 2018. Web. 17 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Adelson,Emiliya. Perspectives on Children’s Stressors and Supports: Voices of African American Elementary School Children in New Orleans. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:78942.

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

Council of Science Editors:

Adelson,Emiliya. Perspectives on Children’s Stressors and Supports: Voices of African American Elementary School Children in New Orleans. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:78942

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


Tulane University

3. Yates, Ashlee. Social Networking Site Use, Racial Identity, Racial Socialization and the African American iGeneration: A Glimpse into the Future.

Degree: 2018, Tulane University

Abstract Future racial socialization (FRS) is a future-oriented concept that speaks to how adolescents intend to racially socialize their own children. This future-oriented parenting decision… (more)

Subjects/Keywords: Racial Identity; Social Media Use; African American; Racial Socialization

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APA (6th Edition):

Yates, A. (2018). Social Networking Site Use, Racial Identity, Racial Socialization and the African American iGeneration: A Glimpse into the Future. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:79055

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):

Yates, Ashlee. “Social Networking Site Use, Racial Identity, Racial Socialization and the African American iGeneration: A Glimpse into the Future.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:79055.

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

MLA Handbook (7th Edition):

Yates, Ashlee. “Social Networking Site Use, Racial Identity, Racial Socialization and the African American iGeneration: A Glimpse into the Future.” 2018. Web. 17 Oct 2019.

Vancouver:

Yates A. Social Networking Site Use, Racial Identity, Racial Socialization and the African American iGeneration: A Glimpse into the Future. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:79055.

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

Council of Science Editors:

Yates A. Social Networking Site Use, Racial Identity, Racial Socialization and the African American iGeneration: A Glimpse into the Future. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:79055

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


Tulane University

4. McIntyre, Elizabeth. Teacher acceptability of trauma-informed approaches following foundational professional development training.

Degree: 2017, Tulane University

Although the theoretical basis supporting the use of trauma-informed approaches in schools is promising, evidence for mechanisms of facilitating their acceptability among teachers is limited.… (more)

Subjects/Keywords: acceptability; trauma-informed; professional development

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APA (6th Edition):

McIntyre, E. (2017). Teacher acceptability of trauma-informed approaches following foundational professional development training. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:76949

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):

McIntyre, Elizabeth. “Teacher acceptability of trauma-informed approaches following foundational professional development training.” 2017. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:76949.

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

MLA Handbook (7th Edition):

McIntyre, Elizabeth. “Teacher acceptability of trauma-informed approaches following foundational professional development training.” 2017. Web. 17 Oct 2019.

Vancouver:

McIntyre E. Teacher acceptability of trauma-informed approaches following foundational professional development training. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:76949.

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

Council of Science Editors:

McIntyre E. Teacher acceptability of trauma-informed approaches following foundational professional development training. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:76949

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


Tulane University

5. Black, Corey. Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings.

Degree: 2018, Tulane University

Research has demonstrated that high levels of teacher turnover are correlated with poorer student outcomes, including lower levels of educational quality, poorer academic outcomes, greater… (more)

Subjects/Keywords: preschool; teacher turnover; externalizing behaviors

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APA (6th Edition):

Black, C. (2018). Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:83286

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

Chicago Manual of Style (16th Edition):

Black, Corey. “Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:83286.

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

MLA Handbook (7th Edition):

Black, Corey. “Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings.” 2018. Web. 17 Oct 2019.

Vancouver:

Black C. Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:83286.

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

Council of Science Editors:

Black C. Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:83286

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


Tulane University

6. Cornell, Laura C. ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION.

Degree: 2017, Tulane University

Agencies declare the development of social and emotional skills critical to child development, and research on outcomes of Social Emotional Learning (SEL) programming supports this… (more)

Subjects/Keywords: social emotional learning; implementation; administrative support

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APA (6th Edition):

Cornell, L. C. (2017). ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:77015

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):

Cornell, Laura C. “ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION.” 2017. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:77015.

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

MLA Handbook (7th Edition):

Cornell, Laura C. “ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION.” 2017. Web. 17 Oct 2019.

Vancouver:

Cornell LC. ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77015.

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

Council of Science Editors:

Cornell LC. ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77015

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


Tulane University

7. Rious, Jennifer Bryant. Culturally-Specific Parenting and African American Adolescent Prosocial Behavior: Rethinking Classical Strategies in Context.

Degree: 2018, Tulane University

African American parenting strategies play an important role in the development of prosocial behavior by facilitating the growth of empathy, self-efficacy, and racial identity. The… (more)

Subjects/Keywords: Parenting

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APA (6th Edition):

Rious, J. B. (2018). Culturally-Specific Parenting and African American Adolescent Prosocial Behavior: Rethinking Classical Strategies in Context. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:78970

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):

Rious, Jennifer Bryant. “Culturally-Specific Parenting and African American Adolescent Prosocial Behavior: Rethinking Classical Strategies in Context.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:78970.

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

MLA Handbook (7th Edition):

Rious, Jennifer Bryant. “Culturally-Specific Parenting and African American Adolescent Prosocial Behavior: Rethinking Classical Strategies in Context.” 2018. Web. 17 Oct 2019.

Vancouver:

Rious JB. Culturally-Specific Parenting and African American Adolescent Prosocial Behavior: Rethinking Classical Strategies in Context. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:78970.

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

Council of Science Editors:

Rious JB. Culturally-Specific Parenting and African American Adolescent Prosocial Behavior: Rethinking Classical Strategies in Context. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:78970

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


Tulane University

8. Kerry, Nicholas. Does Formidability Influence Moral and Political Attitudes?.

Degree: 2018, Tulane University

Physical formidability has been important for much of human history, playing an important role in intra-sexual competition, and influencing attractiveness, status, and power. Previous research… (more)

Subjects/Keywords: conservatism

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APA (6th Edition):

Kerry, N. (2018). Does Formidability Influence Moral and Political Attitudes?. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:82998

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):

Kerry, Nicholas. “Does Formidability Influence Moral and Political Attitudes?.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:82998.

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

MLA Handbook (7th Edition):

Kerry, Nicholas. “Does Formidability Influence Moral and Political Attitudes?.” 2018. Web. 17 Oct 2019.

Vancouver:

Kerry N. Does Formidability Influence Moral and Political Attitudes?. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:82998.

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

Council of Science Editors:

Kerry N. Does Formidability Influence Moral and Political Attitudes?. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:82998

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


Tulane University

9. Walsh, Leah. End-of-Life Cancer Care in the Deep South: The Role of Race.

Degree: 2018, Tulane University

High-quality end-of-life cancer care supports patients' quality of life by providing care to maximize comfort and minimize the physical or psychological harm often caused by… (more)

Subjects/Keywords: End-of-Life

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

APA (6th Edition):

Walsh, L. (2018). End-of-Life Cancer Care in the Deep South: The Role of Race. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:82997

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):

Walsh, Leah. “End-of-Life Cancer Care in the Deep South: The Role of Race.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:82997.

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

MLA Handbook (7th Edition):

Walsh, Leah. “End-of-Life Cancer Care in the Deep South: The Role of Race.” 2018. Web. 17 Oct 2019.

Vancouver:

Walsh L. End-of-Life Cancer Care in the Deep South: The Role of Race. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:82997.

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

Council of Science Editors:

Walsh L. End-of-Life Cancer Care in the Deep South: The Role of Race. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:82997

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


Tulane University

10. Petrovic, Lea. Examining STS, Burnout, and Self-Efficacy among Teachers.

Degree: 2018, Tulane University

Increasing support for system-level solutions that recognize and respond to childhood trauma have called for teachers to become change agents in their schools by supporting… (more)

Subjects/Keywords: Secondary Traumatic Stress; Burnout; Teachers

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

APA (6th Edition):

Petrovic, L. (2018). Examining STS, Burnout, and Self-Efficacy among Teachers. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:83014

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):

Petrovic, Lea. “Examining STS, Burnout, and Self-Efficacy among Teachers.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:83014.

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

MLA Handbook (7th Edition):

Petrovic, Lea. “Examining STS, Burnout, and Self-Efficacy among Teachers.” 2018. Web. 17 Oct 2019.

Vancouver:

Petrovic L. Examining STS, Burnout, and Self-Efficacy among Teachers. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:83014.

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

Council of Science Editors:

Petrovic L. Examining STS, Burnout, and Self-Efficacy among Teachers. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:83014

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


Tulane University

11. Shaffer, Emily. Examining the Relationship between Group Membership and Time Perspective on Threat and Policy Support.

Degree: 2018, Tulane University

Two common metaphors can be used to spatially represent time: the ego-moving metaphor, wherein one sees themselves as moving forward in time past stationary objects;… (more)

Subjects/Keywords: time; threat; race

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

APA (6th Edition):

Shaffer, E. (2018). Examining the Relationship between Group Membership and Time Perspective on Threat and Policy Support. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:78972

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):

Shaffer, Emily. “Examining the Relationship between Group Membership and Time Perspective on Threat and Policy Support.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:78972.

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

MLA Handbook (7th Edition):

Shaffer, Emily. “Examining the Relationship between Group Membership and Time Perspective on Threat and Policy Support.” 2018. Web. 17 Oct 2019.

Vancouver:

Shaffer E. Examining the Relationship between Group Membership and Time Perspective on Threat and Policy Support. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:78972.

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

Council of Science Editors:

Shaffer E. Examining the Relationship between Group Membership and Time Perspective on Threat and Policy Support. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:78972

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


Tulane University

12. Lewis, Emma C. Frequent Family Meals: Implications for the Comorbidity of Attention-Deficit/Hyperactivity Disorder and Overweight/Obesity in United States Youth.

Degree: 2017, Tulane University

Recent research has suggested a strong link between attention-deficit/hyperactivity disorder (ADHD) and obesity in youth. Both ADHD and obesity have high prevalence and are associated… (more)

Subjects/Keywords: Overweight/Obesity; ADHD; Family Meals

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

APA (6th Edition):

Lewis, E. C. (2017). Frequent Family Meals: Implications for the Comorbidity of Attention-Deficit/Hyperactivity Disorder and Overweight/Obesity in United States Youth. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:77522

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, Emma C. “Frequent Family Meals: Implications for the Comorbidity of Attention-Deficit/Hyperactivity Disorder and Overweight/Obesity in United States Youth.” 2017. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:77522.

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

MLA Handbook (7th Edition):

Lewis, Emma C. “Frequent Family Meals: Implications for the Comorbidity of Attention-Deficit/Hyperactivity Disorder and Overweight/Obesity in United States Youth.” 2017. Web. 17 Oct 2019.

Vancouver:

Lewis EC. Frequent Family Meals: Implications for the Comorbidity of Attention-Deficit/Hyperactivity Disorder and Overweight/Obesity in United States Youth. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77522.

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

Council of Science Editors:

Lewis EC. Frequent Family Meals: Implications for the Comorbidity of Attention-Deficit/Hyperactivity Disorder and Overweight/Obesity in United States Youth. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77522

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


Tulane University

13. Ruelens, Lauren. From Babe to Bitch: Men's Reactions to Rejection in Stranger Harassment.

Degree: 2019, Tulane University

[email protected]tulane.edu

Experiencing sexual objectification is a prevalent part of many women’s every-day lives. Studies have examined the effect of experiencing such pervasive objectification on women’s… (more)

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

APA (6th Edition):

Ruelens, L. (2019). From Babe to Bitch: Men's Reactions to Rejection in Stranger Harassment. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:89670

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):

Ruelens, Lauren. “From Babe to Bitch: Men's Reactions to Rejection in Stranger Harassment.” 2019. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:89670.

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

MLA Handbook (7th Edition):

Ruelens, Lauren. “From Babe to Bitch: Men's Reactions to Rejection in Stranger Harassment.” 2019. Web. 17 Oct 2019.

Vancouver:

Ruelens L. From Babe to Bitch: Men's Reactions to Rejection in Stranger Harassment. [Internet] [Thesis]. Tulane University; 2019. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:89670.

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

Council of Science Editors:

Ruelens L. From Babe to Bitch: Men's Reactions to Rejection in Stranger Harassment. [Thesis]. Tulane University; 2019. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:89670

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


Tulane University

14. Magaldi, Meagan. Pregnant on Campus: The Stigma of Undergraduate Pregnancy.

Degree: 2017, Tulane University

Gendered social stigmas including those surrounding pregnancy, abortion, and adoption are pervasive, as it is estimated that a majority of women will experience one or… (more)

Subjects/Keywords: social stigma; pregnancy; abortion

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

APA (6th Edition):

Magaldi, M. (2017). Pregnant on Campus: The Stigma of Undergraduate Pregnancy. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:77016

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):

Magaldi, Meagan. “Pregnant on Campus: The Stigma of Undergraduate Pregnancy.” 2017. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:77016.

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

MLA Handbook (7th Edition):

Magaldi, Meagan. “Pregnant on Campus: The Stigma of Undergraduate Pregnancy.” 2017. Web. 17 Oct 2019.

Vancouver:

Magaldi M. Pregnant on Campus: The Stigma of Undergraduate Pregnancy. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77016.

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

Council of Science Editors:

Magaldi M. Pregnant on Campus: The Stigma of Undergraduate Pregnancy. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77016

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


Tulane University

15. Moss, Aaron. A Step Before the First Step? Social Norms and Admitting Implicit Racial Prejudice.

Degree: 2018, Tulane University

[email protected]tulane.edu

Conventional wisdom suggests people must be willing to admit a problem exists before they can hope to solve it. This may be especially true… (more)

Subjects/Keywords: prejudice; implicit prejudice; social norms

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

APA (6th Edition):

Moss, A. (2018). A Step Before the First Step? Social Norms and Admitting Implicit Racial Prejudice. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:87831

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):

Moss, Aaron. “A Step Before the First Step? Social Norms and Admitting Implicit Racial Prejudice.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:87831.

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

MLA Handbook (7th Edition):

Moss, Aaron. “A Step Before the First Step? Social Norms and Admitting Implicit Racial Prejudice.” 2018. Web. 17 Oct 2019.

Vancouver:

Moss A. A Step Before the First Step? Social Norms and Admitting Implicit Racial Prejudice. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:87831.

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

Council of Science Editors:

Moss A. A Step Before the First Step? Social Norms and Admitting Implicit Racial Prejudice. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:87831

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


Tulane University

16. Obus, Elsia. Communicating with young children about police, arrest, and incarceration: Black mothers' perspectives.

Degree: 2019, Tulane University

[email protected]tulane.edu

The current Grounded Theory study sought to develop a theory of how low-income Black mothers in the greater New Orleans area choose to communicate… (more)

Subjects/Keywords: Parenting; Arrest; Incarceration

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

APA (6th Edition):

Obus, E. (2019). Communicating with young children about police, arrest, and incarceration: Black mothers' perspectives. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:90146

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):

Obus, Elsia. “Communicating with young children about police, arrest, and incarceration: Black mothers' perspectives.” 2019. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:90146.

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

MLA Handbook (7th Edition):

Obus, Elsia. “Communicating with young children about police, arrest, and incarceration: Black mothers' perspectives.” 2019. Web. 17 Oct 2019.

Vancouver:

Obus E. Communicating with young children about police, arrest, and incarceration: Black mothers' perspectives. [Internet] [Thesis]. Tulane University; 2019. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:90146.

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

Council of Science Editors:

Obus E. Communicating with young children about police, arrest, and incarceration: Black mothers' perspectives. [Thesis]. Tulane University; 2019. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:90146

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


Tulane University

17. Anderson, Maxwell. Interactions between auditory spatial attention and features retained in memory.

Degree: 2018, Tulane University

The following dissertation project included three behavioral experiments indexing spatial attention in the auditory modality. Each experiment varied in terms of predictable stimulus features on… (more)

Subjects/Keywords: Auditory; Memory; Attention

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

APA (6th Edition):

Anderson, M. (2018). Interactions between auditory spatial attention and features retained in memory. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:83317

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):

Anderson, Maxwell. “Interactions between auditory spatial attention and features retained in memory.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:83317.

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

MLA Handbook (7th Edition):

Anderson, Maxwell. “Interactions between auditory spatial attention and features retained in memory.” 2018. Web. 17 Oct 2019.

Vancouver:

Anderson M. Interactions between auditory spatial attention and features retained in memory. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:83317.

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

Council of Science Editors:

Anderson M. Interactions between auditory spatial attention and features retained in memory. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:83317

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


Tulane University

18. Summerville, Meredith. Young children's relationships: Ecomaps by African American kindergarten and first grade children in New Orleans.

Degree: 2017, Tulane University

The study explored young children’s perceptions of their social worlds by analyzing an archival dataset comprised of 122 ecomaps created by African American kindergarten and… (more)

Subjects/Keywords: social stress

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APA (6th Edition):

Summerville, M. (2017). Young children's relationships: Ecomaps by African American kindergarten and first grade children in New Orleans. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:77008

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):

Summerville, Meredith. “Young children's relationships: Ecomaps by African American kindergarten and first grade children in New Orleans.” 2017. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:77008.

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

MLA Handbook (7th Edition):

Summerville, Meredith. “Young children's relationships: Ecomaps by African American kindergarten and first grade children in New Orleans.” 2017. Web. 17 Oct 2019.

Vancouver:

Summerville M. Young children's relationships: Ecomaps by African American kindergarten and first grade children in New Orleans. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77008.

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

Council of Science Editors:

Summerville M. Young children's relationships: Ecomaps by African American kindergarten and first grade children in New Orleans. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77008

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


Tulane University

19. Merritt, Sally K. Do Stressed Female Role Models Hinder Women’s Interest in Male-Dominated Domains?.

Degree: 2019, Tulane University

[email protected]tulane.edu

The current study is designed to test whether a stressed-out female role model in a male-dominated domain hinders women’s career aspirations. Role models have… (more)

Subjects/Keywords: Role Models; Stress; Gender

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APA (6th Edition):

Merritt, S. K. (2019). Do Stressed Female Role Models Hinder Women’s Interest in Male-Dominated Domains?. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:106914

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):

Merritt, Sally K. “Do Stressed Female Role Models Hinder Women’s Interest in Male-Dominated Domains?.” 2019. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:106914.

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

MLA Handbook (7th Edition):

Merritt, Sally K. “Do Stressed Female Role Models Hinder Women’s Interest in Male-Dominated Domains?.” 2019. Web. 17 Oct 2019.

Vancouver:

Merritt SK. Do Stressed Female Role Models Hinder Women’s Interest in Male-Dominated Domains?. [Internet] [Thesis]. Tulane University; 2019. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:106914.

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

Council of Science Editors:

Merritt SK. Do Stressed Female Role Models Hinder Women’s Interest in Male-Dominated Domains?. [Thesis]. Tulane University; 2019. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:106914

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


Tulane University

20. Carreras, Justin. Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress.

Degree: 2017, Tulane University

Sensitive parenting requires modulation of emotions in order to effectively organize and orient behavioral responses. There is considerable evidence that psychological distress is one of… (more)

Subjects/Keywords: Emotion Regulation

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APA (6th Edition):

Carreras, J. (2017). Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:75318

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):

Carreras, Justin. “Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress.” 2017. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:75318.

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

MLA Handbook (7th Edition):

Carreras, Justin. “Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress.” 2017. Web. 17 Oct 2019.

Vancouver:

Carreras J. Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:75318.

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

Council of Science Editors:

Carreras J. Parental Emotion Regulation: Relations with Sensitive and Engaged Parenting and Psychological Distress. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:75318

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


Tulane University

21. Peele, Haley. Teacher perceptions of Black female and male student behavior and resulting exclusionary discipline practices.

Degree: 2019, Tulane University

[email protected]tulane.edu

Black boys and girls are disproportionately excluded from classrooms, leading to worse school and justice system outcomes than children of other races. Minimal qualitative… (more)

Subjects/Keywords: Black student discipline

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APA (6th Edition):

Peele, H. (2019). Teacher perceptions of Black female and male student behavior and resulting exclusionary discipline practices. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:92421

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):

Peele, Haley. “Teacher perceptions of Black female and male student behavior and resulting exclusionary discipline practices.” 2019. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:92421.

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

MLA Handbook (7th Edition):

Peele, Haley. “Teacher perceptions of Black female and male student behavior and resulting exclusionary discipline practices.” 2019. Web. 17 Oct 2019.

Vancouver:

Peele H. Teacher perceptions of Black female and male student behavior and resulting exclusionary discipline practices. [Internet] [Thesis]. Tulane University; 2019. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:92421.

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

Council of Science Editors:

Peele H. Teacher perceptions of Black female and male student behavior and resulting exclusionary discipline practices. [Thesis]. Tulane University; 2019. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:92421

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


Tulane University

22. Vanderburg, Juliana. Creating Positive Attitudes about Trauma-Informed Schools: Examining the Influence of a Professional Development Training on Teacher Attitudes.

Degree: 2017, Tulane University

The current study examined the impact of a professional development training in trauma-informed approaches on teacher attitudes. The current study had two main purposes: first,… (more)

Subjects/Keywords: trauma-informed care; ARTIC scale; teacher trainings

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APA (6th Edition):

Vanderburg, J. (2017). Creating Positive Attitudes about Trauma-Informed Schools: Examining the Influence of a Professional Development Training on Teacher Attitudes. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:77022

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):

Vanderburg, Juliana. “Creating Positive Attitudes about Trauma-Informed Schools: Examining the Influence of a Professional Development Training on Teacher Attitudes.” 2017. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:77022.

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

MLA Handbook (7th Edition):

Vanderburg, Juliana. “Creating Positive Attitudes about Trauma-Informed Schools: Examining the Influence of a Professional Development Training on Teacher Attitudes.” 2017. Web. 17 Oct 2019.

Vancouver:

Vanderburg J. Creating Positive Attitudes about Trauma-Informed Schools: Examining the Influence of a Professional Development Training on Teacher Attitudes. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77022.

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

Council of Science Editors:

Vanderburg J. Creating Positive Attitudes about Trauma-Informed Schools: Examining the Influence of a Professional Development Training on Teacher Attitudes. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77022

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


Tulane University

23. Wing, Sydney. Cross-cultural analysis Of elementary school children's values and perceptions of support systems: A secondary analysis of the Promoting Psychological Well-Being Globally project.

Degree: 2018, Tulane University

[email protected]tulane.edu

Multicultural psychologists have discussed the growing concern over ecological validity in understanding children’s mental health: insufficient participatory efforts to incorporate marginalized perspectives have led… (more)

Subjects/Keywords: support systems; children's voices; cross cultural

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APA (6th Edition):

Wing, S. (2018). Cross-cultural analysis Of elementary school children's values and perceptions of support systems: A secondary analysis of the Promoting Psychological Well-Being Globally project. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:87838

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):

Wing, Sydney. “Cross-cultural analysis Of elementary school children's values and perceptions of support systems: A secondary analysis of the Promoting Psychological Well-Being Globally project.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:87838.

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

MLA Handbook (7th Edition):

Wing, Sydney. “Cross-cultural analysis Of elementary school children's values and perceptions of support systems: A secondary analysis of the Promoting Psychological Well-Being Globally project.” 2018. Web. 17 Oct 2019.

Vancouver:

Wing S. Cross-cultural analysis Of elementary school children's values and perceptions of support systems: A secondary analysis of the Promoting Psychological Well-Being Globally project. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:87838.

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

Council of Science Editors:

Wing S. Cross-cultural analysis Of elementary school children's values and perceptions of support systems: A secondary analysis of the Promoting Psychological Well-Being Globally project. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:87838

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


Tulane University

24. Fears, Nicholas. The development of handwriting in young children.

Degree: 2019, Tulane University

[email protected]tulane.edu

Despite the increasing use of keyboards in the classroom, handwriting is still considered a fundamental skill that young children need to master to succeed… (more)

Subjects/Keywords: Handwriting; Eye-tracking; visual-motor integration

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

APA (6th Edition):

Fears, N. (2019). The development of handwriting in young children. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:89283

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):

Fears, Nicholas. “The development of handwriting in young children.” 2019. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:89283.

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

MLA Handbook (7th Edition):

Fears, Nicholas. “The development of handwriting in young children.” 2019. Web. 17 Oct 2019.

Vancouver:

Fears N. The development of handwriting in young children. [Internet] [Thesis]. Tulane University; 2019. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:89283.

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

Council of Science Editors:

Fears N. The development of handwriting in young children. [Thesis]. Tulane University; 2019. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:89283

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


Tulane University

25. Chinn, Lisa. Development of self-knowledge: Tactile localization to self-recognition.

Degree: 2019, Tulane University

[email protected]tulane.edu

These two studies focused on the development of infants’ functional body knowledge. Many aspects of infant body knowledge have been researched extensively. For example,… (more)

Subjects/Keywords: self-recognition

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APA (6th Edition):

Chinn, L. (2019). Development of self-knowledge: Tactile localization to self-recognition. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:92035

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):

Chinn, Lisa. “Development of self-knowledge: Tactile localization to self-recognition.” 2019. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:92035.

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

MLA Handbook (7th Edition):

Chinn, Lisa. “Development of self-knowledge: Tactile localization to self-recognition.” 2019. Web. 17 Oct 2019.

Vancouver:

Chinn L. Development of self-knowledge: Tactile localization to self-recognition. [Internet] [Thesis]. Tulane University; 2019. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:92035.

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

Council of Science Editors:

Chinn L. Development of self-knowledge: Tactile localization to self-recognition. [Thesis]. Tulane University; 2019. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:92035

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


Tulane University

26. Duru, Chinwendu. Drinking to Cope in College Aged Students: The Relationship Between Negative Affect, Stress, Avoidant Coping, and Alcohol and Drug Use.

Degree: 2017, Tulane University

Alcohol and drug use to cope is a common phenomenon that is found in those who are of college age. Drinking and drug use to… (more)

Subjects/Keywords: Coping; Drinking; college aged

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

APA (6th Edition):

Duru, C. (2017). Drinking to Cope in College Aged Students: The Relationship Between Negative Affect, Stress, Avoidant Coping, and Alcohol and Drug Use. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:76396

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):

Duru, Chinwendu. “Drinking to Cope in College Aged Students: The Relationship Between Negative Affect, Stress, Avoidant Coping, and Alcohol and Drug Use.” 2017. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:76396.

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

MLA Handbook (7th Edition):

Duru, Chinwendu. “Drinking to Cope in College Aged Students: The Relationship Between Negative Affect, Stress, Avoidant Coping, and Alcohol and Drug Use.” 2017. Web. 17 Oct 2019.

Vancouver:

Duru C. Drinking to Cope in College Aged Students: The Relationship Between Negative Affect, Stress, Avoidant Coping, and Alcohol and Drug Use. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:76396.

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

Council of Science Editors:

Duru C. Drinking to Cope in College Aged Students: The Relationship Between Negative Affect, Stress, Avoidant Coping, and Alcohol and Drug Use. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:76396

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


Tulane University

27. Van Camp, Amanda R. Understanding the Consequences of Incompetence on the Visibility of Ethnic Minorities in STEM.

Degree: 2017, Tulane University

The present research examines barriers Black women may face when entering fields related to science, technology, engineering, and mathematics (i.e., STEM). For example, recent research… (more)

Subjects/Keywords: STEM

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

APA (6th Edition):

Van Camp, A. R. (2017). Understanding the Consequences of Incompetence on the Visibility of Ethnic Minorities in STEM. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:75305

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

Chicago Manual of Style (16th Edition):

Van Camp, Amanda R. “Understanding the Consequences of Incompetence on the Visibility of Ethnic Minorities in STEM.” 2017. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:75305.

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

MLA Handbook (7th Edition):

Van Camp, Amanda R. “Understanding the Consequences of Incompetence on the Visibility of Ethnic Minorities in STEM.” 2017. Web. 17 Oct 2019.

Vancouver:

Van Camp AR. Understanding the Consequences of Incompetence on the Visibility of Ethnic Minorities in STEM. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:75305.

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

Council of Science Editors:

Van Camp AR. Understanding the Consequences of Incompetence on the Visibility of Ethnic Minorities in STEM. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:75305

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


Tulane University

28. Davis, Whitney. School Suspensions: Identifying Protective Factors for Urban Black Youth Exposed to Community Violence.

Degree: 2019, Tulane University

[email protected]tulane.edu

Out-of-school suspensions (OSS) are an exclusionary disciplinary practice that impact urban Black students disproportionately, as compared to their White counterparts, in the United States.… (more)

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

APA (6th Edition):

Davis, W. (2019). School Suspensions: Identifying Protective Factors for Urban Black Youth Exposed to Community Violence. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:106913

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):

Davis, Whitney. “School Suspensions: Identifying Protective Factors for Urban Black Youth Exposed to Community Violence.” 2019. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:106913.

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

MLA Handbook (7th Edition):

Davis, Whitney. “School Suspensions: Identifying Protective Factors for Urban Black Youth Exposed to Community Violence.” 2019. Web. 17 Oct 2019.

Vancouver:

Davis W. School Suspensions: Identifying Protective Factors for Urban Black Youth Exposed to Community Violence. [Internet] [Thesis]. Tulane University; 2019. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:106913.

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

Council of Science Editors:

Davis W. School Suspensions: Identifying Protective Factors for Urban Black Youth Exposed to Community Violence. [Thesis]. Tulane University; 2019. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:106913

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


Tulane University

29. Lee, Xzania. Race-Related Stress and Coping among African American Adolescents in Urban, Racially Homogenous Communities.

Degree: 2018, Tulane University

1

Xzania W Lee

Advisors/Committee Members: Cunningham, Michael (Thesis advisor), School of Science & Engineering Psychology (Degree granting institution).

Subjects/Keywords: race related stress; coping

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

APA (6th Edition):

Lee, X. (2018). Race-Related Stress and Coping among African American Adolescents in Urban, Racially Homogenous Communities. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:78969

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, Xzania. “Race-Related Stress and Coping among African American Adolescents in Urban, Racially Homogenous Communities.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:78969.

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

MLA Handbook (7th Edition):

Lee, Xzania. “Race-Related Stress and Coping among African American Adolescents in Urban, Racially Homogenous Communities.” 2018. Web. 17 Oct 2019.

Vancouver:

Lee X. Race-Related Stress and Coping among African American Adolescents in Urban, Racially Homogenous Communities. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:78969.

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

Council of Science Editors:

Lee X. Race-Related Stress and Coping among African American Adolescents in Urban, Racially Homogenous Communities. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:78969

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


Tulane University

30. Brachfeld, Michael. The relationship between teacher well-being and the use of office discipline referrals in an urban charter school.

Degree: 2018, Tulane University

1

Michael Brachfeld

Advisors/Committee Members: (author), Nastasi, Bonnie (Thesis advisor), (Thesis advisor), School of Science & Engineering Psychology (Degree granting institution).

Subjects/Keywords: classroom management

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

APA (6th Edition):

Brachfeld, M. (2018). The relationship between teacher well-being and the use of office discipline referrals in an urban charter school. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:77524

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):

Brachfeld, Michael. “The relationship between teacher well-being and the use of office discipline referrals in an urban charter school.” 2018. Thesis, Tulane University. Accessed October 17, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:77524.

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

MLA Handbook (7th Edition):

Brachfeld, Michael. “The relationship between teacher well-being and the use of office discipline referrals in an urban charter school.” 2018. Web. 17 Oct 2019.

Vancouver:

Brachfeld M. The relationship between teacher well-being and the use of office discipline referrals in an urban charter school. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Oct 17]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77524.

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

Council of Science Editors:

Brachfeld M. The relationship between teacher well-being and the use of office discipline referrals in an urban charter school. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77524

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

[1] [2]

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