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You searched for +publisher:"University of Georgia" +contributor:("Stacey Neuharth-Pritchett"). Showing records 1 – 30 of 32 total matches.

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1. Dwyer, Lucia Caryn. Examining the influence strategies of popular elementary-aged school children in the broad social network and at the clique level.

Degree: PhD, School Psychology, 2014, University of Georgia

 The primary emphasis of this dissertation was to determine whether high-status students were identified as leaders in the broad social network and to examine the… (more)

Subjects/Keywords: Popularity

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APA (6th Edition):

Dwyer, L. C. (2014). Examining the influence strategies of popular elementary-aged school children in the broad social network and at the clique level. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dwyer_lucia_c_201408_phd

Chicago Manual of Style (16th Edition):

Dwyer, Lucia Caryn. “Examining the influence strategies of popular elementary-aged school children in the broad social network and at the clique level.” 2014. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/dwyer_lucia_c_201408_phd.

MLA Handbook (7th Edition):

Dwyer, Lucia Caryn. “Examining the influence strategies of popular elementary-aged school children in the broad social network and at the clique level.” 2014. Web. 20 Jun 2019.

Vancouver:

Dwyer LC. Examining the influence strategies of popular elementary-aged school children in the broad social network and at the clique level. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/dwyer_lucia_c_201408_phd.

Council of Science Editors:

Dwyer LC. Examining the influence strategies of popular elementary-aged school children in the broad social network and at the clique level. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/dwyer_lucia_c_201408_phd

2. Barger, Brian David. Investigating the role of personality facets differentiating children with autism spectrum disorders from typically developing children.

Degree: PhD, Educational Psychology, 2013, University of Georgia

 This dissertation reports data from two studies indicating that facet scores from the Five Factor Model (FFM) personality variables differentiate children with autism spectrum disorders… (more)

Subjects/Keywords: Autism; personality; temperament; five-factor-model

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APA (6th Edition):

Barger, B. D. (2013). Investigating the role of personality facets differentiating children with autism spectrum disorders from typically developing children. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/barger_brian_d_201305_phd

Chicago Manual of Style (16th Edition):

Barger, Brian David. “Investigating the role of personality facets differentiating children with autism spectrum disorders from typically developing children.” 2013. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/barger_brian_d_201305_phd.

MLA Handbook (7th Edition):

Barger, Brian David. “Investigating the role of personality facets differentiating children with autism spectrum disorders from typically developing children.” 2013. Web. 20 Jun 2019.

Vancouver:

Barger BD. Investigating the role of personality facets differentiating children with autism spectrum disorders from typically developing children. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/barger_brian_d_201305_phd.

Council of Science Editors:

Barger BD. Investigating the role of personality facets differentiating children with autism spectrum disorders from typically developing children. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/barger_brian_d_201305_phd

3. Freiburger, Matthew Bradley. Relationship between grade retention and psychological outcomes during adolescence.

Degree: MA, School Psychology, 2015, University of Georgia

 The aim of the current study was to examine the relationship between the experience of grade retention and self-report ratings of depression and competence during… (more)

Subjects/Keywords: grade retention

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APA (6th Edition):

Freiburger, M. B. (2015). Relationship between grade retention and psychological outcomes during adolescence. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/freiburger_matthew_b_201508_ma

Chicago Manual of Style (16th Edition):

Freiburger, Matthew Bradley. “Relationship between grade retention and psychological outcomes during adolescence.” 2015. Masters Thesis, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/freiburger_matthew_b_201508_ma.

MLA Handbook (7th Edition):

Freiburger, Matthew Bradley. “Relationship between grade retention and psychological outcomes during adolescence.” 2015. Web. 20 Jun 2019.

Vancouver:

Freiburger MB. Relationship between grade retention and psychological outcomes during adolescence. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/freiburger_matthew_b_201508_ma.

Council of Science Editors:

Freiburger MB. Relationship between grade retention and psychological outcomes during adolescence. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/freiburger_matthew_b_201508_ma

4. Han, Jisu. Dosage effects on language, literacy, and general development for children enrolled in multiple early intervention programs: Head Start, Pre-Kindergarten, and Early Eeading First.

Degree: PhD, Educational Psychology, 2013, University of Georgia

 This study examined dosage effects of multiple intervention programs on young children’s language, literacy, and general development. By employing a hierarchical linear model on a… (more)

Subjects/Keywords: Early intervention

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APA (6th Edition):

Han, J. (2013). Dosage effects on language, literacy, and general development for children enrolled in multiple early intervention programs: Head Start, Pre-Kindergarten, and Early Eeading First. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/han_jisu_201308_phd

Chicago Manual of Style (16th Edition):

Han, Jisu. “Dosage effects on language, literacy, and general development for children enrolled in multiple early intervention programs: Head Start, Pre-Kindergarten, and Early Eeading First.” 2013. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/han_jisu_201308_phd.

MLA Handbook (7th Edition):

Han, Jisu. “Dosage effects on language, literacy, and general development for children enrolled in multiple early intervention programs: Head Start, Pre-Kindergarten, and Early Eeading First.” 2013. Web. 20 Jun 2019.

Vancouver:

Han J. Dosage effects on language, literacy, and general development for children enrolled in multiple early intervention programs: Head Start, Pre-Kindergarten, and Early Eeading First. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/han_jisu_201308_phd.

Council of Science Editors:

Han J. Dosage effects on language, literacy, and general development for children enrolled in multiple early intervention programs: Head Start, Pre-Kindergarten, and Early Eeading First. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/han_jisu_201308_phd

5. Adair, Samantha Lynn. The influence of prekindergarten teacher education level on early reading instruction beliefs.

Degree: MA, Educational Psychology, 2013, University of Georgia

 Research indicates early reading ability influences later academic achievement. The literature remains mixed, however, with regard to the best way to implement early literacy instruction… (more)

Subjects/Keywords: Prekindergarten

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APA (6th Edition):

Adair, S. L. (2013). The influence of prekindergarten teacher education level on early reading instruction beliefs. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/adair_samantha_l_201305_ma

Chicago Manual of Style (16th Edition):

Adair, Samantha Lynn. “The influence of prekindergarten teacher education level on early reading instruction beliefs.” 2013. Masters Thesis, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/adair_samantha_l_201305_ma.

MLA Handbook (7th Edition):

Adair, Samantha Lynn. “The influence of prekindergarten teacher education level on early reading instruction beliefs.” 2013. Web. 20 Jun 2019.

Vancouver:

Adair SL. The influence of prekindergarten teacher education level on early reading instruction beliefs. [Internet] [Masters thesis]. University of Georgia; 2013. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/adair_samantha_l_201305_ma.

Council of Science Editors:

Adair SL. The influence of prekindergarten teacher education level on early reading instruction beliefs. [Masters Thesis]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/adair_samantha_l_201305_ma

6. Goodbread, Anna Hodges. Behaviors across the transition from prekindergarten to kindergarten.

Degree: MA, Educational Psychology, 2012, University of Georgia

 The early identification of behavior problems is important in ensuring children are given the tools needed for success in kindergarten (Stormont et al., 2005). Research… (more)

Subjects/Keywords: Behavior

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APA (6th Edition):

Goodbread, A. H. (2012). Behaviors across the transition from prekindergarten to kindergarten. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/goodbread_anna_h_201205_ma

Chicago Manual of Style (16th Edition):

Goodbread, Anna Hodges. “Behaviors across the transition from prekindergarten to kindergarten.” 2012. Masters Thesis, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/goodbread_anna_h_201205_ma.

MLA Handbook (7th Edition):

Goodbread, Anna Hodges. “Behaviors across the transition from prekindergarten to kindergarten.” 2012. Web. 20 Jun 2019.

Vancouver:

Goodbread AH. Behaviors across the transition from prekindergarten to kindergarten. [Internet] [Masters thesis]. University of Georgia; 2012. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/goodbread_anna_h_201205_ma.

Council of Science Editors:

Goodbread AH. Behaviors across the transition from prekindergarten to kindergarten. [Masters Thesis]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/goodbread_anna_h_201205_ma

7. Lee, Boh Young. Early literacy development in toddlerhood.

Degree: PhD, Child and Family Development, 2012, University of Georgia

 This dissertation, which is composed of four manuscripts, (i) addresses the features or elements in terms of emergent literacy development in toddlerhood for further exploration… (more)

Subjects/Keywords: Toddlers; Emergent literacy; Storybook Reading; Literacy Development; Parental Involvement; Morning Transition; Book Knowledge; Assessment; Checklist; Peer Tutoring; Peer Culture; Shared Literacy Activity

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APA (6th Edition):

Lee, B. Y. (2012). Early literacy development in toddlerhood. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lee_boh-young_201205_phd

Chicago Manual of Style (16th Edition):

Lee, Boh Young. “Early literacy development in toddlerhood.” 2012. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/lee_boh-young_201205_phd.

MLA Handbook (7th Edition):

Lee, Boh Young. “Early literacy development in toddlerhood.” 2012. Web. 20 Jun 2019.

Vancouver:

Lee BY. Early literacy development in toddlerhood. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/lee_boh-young_201205_phd.

Council of Science Editors:

Lee BY. Early literacy development in toddlerhood. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/lee_boh-young_201205_phd

8. Whitaker, Sarah Kristine. Exploring the relationship between self-regulation and school-based mindfulness practices in an adolescent sample.

Degree: PhD, Educational Psychology, 2013, University of Georgia

 An exploratory study of the self-regulatory effects of a classroom mindfulness program was conducted using both quantitative and qualitative methods. The pre-test and post-test intervention… (more)

Subjects/Keywords: Mindfulness

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APA (6th Edition):

Whitaker, S. K. (2013). Exploring the relationship between self-regulation and school-based mindfulness practices in an adolescent sample. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/whitaker_sarah_k_201308_phd

Chicago Manual of Style (16th Edition):

Whitaker, Sarah Kristine. “Exploring the relationship between self-regulation and school-based mindfulness practices in an adolescent sample.” 2013. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/whitaker_sarah_k_201308_phd.

MLA Handbook (7th Edition):

Whitaker, Sarah Kristine. “Exploring the relationship between self-regulation and school-based mindfulness practices in an adolescent sample.” 2013. Web. 20 Jun 2019.

Vancouver:

Whitaker SK. Exploring the relationship between self-regulation and school-based mindfulness practices in an adolescent sample. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/whitaker_sarah_k_201308_phd.

Council of Science Editors:

Whitaker SK. Exploring the relationship between self-regulation and school-based mindfulness practices in an adolescent sample. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/whitaker_sarah_k_201308_phd


University of Georgia

9. Schlieber, Marisa Leigh. The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes.

Degree: PhD, Educational Psychology, 2013, University of Georgia

 Lead is recognized as a significant pediatric health concern. Early exposure is associated with impairments in intellect, cognitive functioning, and behavior. The present study investigates… (more)

Subjects/Keywords: Lead; Head Start; Academic Outcomes; Early Development

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APA (6th Edition):

Schlieber, M. L. (2013). The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/schlieber_marisa_l_201312_phd

Chicago Manual of Style (16th Edition):

Schlieber, Marisa Leigh. “The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes.” 2013. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/schlieber_marisa_l_201312_phd.

MLA Handbook (7th Edition):

Schlieber, Marisa Leigh. “The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes.” 2013. Web. 20 Jun 2019.

Vancouver:

Schlieber ML. The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/schlieber_marisa_l_201312_phd.

Council of Science Editors:

Schlieber ML. The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/schlieber_marisa_l_201312_phd


University of Georgia

10. Grant, Linda Jean. African American preschool teachers and children explore teacher-child relationships with a white teacher educator.

Degree: PhD, Early Childhood Education, 2009, University of Georgia

 This qualitative research project describes what I discovered, as a white teacher educator, as I explored the teacher-child relationships of five African American early childhood… (more)

Subjects/Keywords: African American preschool teachers; teacher-child relationships; early childhood education

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APA (6th Edition):

Grant, L. J. (2009). African American preschool teachers and children explore teacher-child relationships with a white teacher educator. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/grant_linda_j_200905_phd

Chicago Manual of Style (16th Edition):

Grant, Linda Jean. “African American preschool teachers and children explore teacher-child relationships with a white teacher educator.” 2009. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/grant_linda_j_200905_phd.

MLA Handbook (7th Edition):

Grant, Linda Jean. “African American preschool teachers and children explore teacher-child relationships with a white teacher educator.” 2009. Web. 20 Jun 2019.

Vancouver:

Grant LJ. African American preschool teachers and children explore teacher-child relationships with a white teacher educator. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/grant_linda_j_200905_phd.

Council of Science Editors:

Grant LJ. African American preschool teachers and children explore teacher-child relationships with a white teacher educator. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/grant_linda_j_200905_phd


University of Georgia

11. Baxter, Patricia Beth. The long term social and emotional effects of elementary school grade acceleration.

Degree: PhD, Elementary Education, 2009, University of Georgia

 Acceleration for the highly gifted students has been a topic of much debate. Research studies addressing the issue of acceleration in its many forms have… (more)

Subjects/Keywords: gifted

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APA (6th Edition):

Baxter, P. B. (2009). The long term social and emotional effects of elementary school grade acceleration. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/baxter_patricia_b_200908_phd

Chicago Manual of Style (16th Edition):

Baxter, Patricia Beth. “The long term social and emotional effects of elementary school grade acceleration.” 2009. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/baxter_patricia_b_200908_phd.

MLA Handbook (7th Edition):

Baxter, Patricia Beth. “The long term social and emotional effects of elementary school grade acceleration.” 2009. Web. 20 Jun 2019.

Vancouver:

Baxter PB. The long term social and emotional effects of elementary school grade acceleration. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/baxter_patricia_b_200908_phd.

Council of Science Editors:

Baxter PB. The long term social and emotional effects of elementary school grade acceleration. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/baxter_patricia_b_200908_phd


University of Georgia

12. Barned, Nicole Eloise. Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders.

Degree: MA, Educational Psychology, 2009, University of Georgia

 Thirty-nine preservice teachers‟ registered in an introductory course into Educational Psychology completed a Modified Autism Inclusion Questionnaire to (1) examine their attitudes towards ASD and… (more)

Subjects/Keywords: Preservice teachers Attitude

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APA (6th Edition):

Barned, N. E. (2009). Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/barned_nicole_e_200912_ma

Chicago Manual of Style (16th Edition):

Barned, Nicole Eloise. “Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders.” 2009. Masters Thesis, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/barned_nicole_e_200912_ma.

MLA Handbook (7th Edition):

Barned, Nicole Eloise. “Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders.” 2009. Web. 20 Jun 2019.

Vancouver:

Barned NE. Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders. [Internet] [Masters thesis]. University of Georgia; 2009. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/barned_nicole_e_200912_ma.

Council of Science Editors:

Barned NE. Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders. [Masters Thesis]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/barned_nicole_e_200912_ma


University of Georgia

13. Markle, Donald Thomas. The influence of education on spirituality.

Degree: PhD, Educational Psychology, 2010, University of Georgia

 Currently, little is known about the influence of formal education on the spiritual and religious beliefs of students. Despite a fundamental lack of understanding on… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Markle, D. T. (2010). The influence of education on spirituality. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/markle_donald_t_201005_phd

Chicago Manual of Style (16th Edition):

Markle, Donald Thomas. “The influence of education on spirituality.” 2010. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/markle_donald_t_201005_phd.

MLA Handbook (7th Edition):

Markle, Donald Thomas. “The influence of education on spirituality.” 2010. Web. 20 Jun 2019.

Vancouver:

Markle DT. The influence of education on spirituality. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/markle_donald_t_201005_phd.

Council of Science Editors:

Markle DT. The influence of education on spirituality. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/markle_donald_t_201005_phd


University of Georgia

14. Han, Jisu. Influence of the home literacy environment on pre-kindergarten children's emergent literacy skills.

Degree: MA, Educational Psychology, 2010, University of Georgia

 The current study examined the influence of the home literacy environment on pre-kindergarten children’s emergent literacy skills. Mother’s educational level and children’s initial differences in… (more)

Subjects/Keywords: Home literacy environment

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APA (6th Edition):

Han, J. (2010). Influence of the home literacy environment on pre-kindergarten children's emergent literacy skills. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/han_jisu_201008_ma

Chicago Manual of Style (16th Edition):

Han, Jisu. “Influence of the home literacy environment on pre-kindergarten children's emergent literacy skills.” 2010. Masters Thesis, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/han_jisu_201008_ma.

MLA Handbook (7th Edition):

Han, Jisu. “Influence of the home literacy environment on pre-kindergarten children's emergent literacy skills.” 2010. Web. 20 Jun 2019.

Vancouver:

Han J. Influence of the home literacy environment on pre-kindergarten children's emergent literacy skills. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/han_jisu_201008_ma.

Council of Science Editors:

Han J. Influence of the home literacy environment on pre-kindergarten children's emergent literacy skills. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/han_jisu_201008_ma


University of Georgia

15. Reece, Linda K. Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners.

Degree: PhD, Social Science Education, 2010, University of Georgia

 Teacher belief development is an area of study encompassing a myriad of disciplines, including education, sociology and psychology and studied from theoretical frameworks ranging from… (more)

Subjects/Keywords: Dual language immersion; Teacher preparation; Action research methodology

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APA (6th Edition):

Reece, L. K. (2010). Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/reece_linda_k_201012_phd

Chicago Manual of Style (16th Edition):

Reece, Linda K. “Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners.” 2010. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/reece_linda_k_201012_phd.

MLA Handbook (7th Edition):

Reece, Linda K. “Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners.” 2010. Web. 20 Jun 2019.

Vancouver:

Reece LK. Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/reece_linda_k_201012_phd.

Council of Science Editors:

Reece LK. Exploring preservice teachers' development: the impact of a dual language field setting in shaping beliefs about teaching diverse learners. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/reece_linda_k_201012_phd


University of Georgia

16. Schlieber, Marisa. Effects of lead exposure on Head Start children's social skill development.

Degree: MA, Educational Psychology, 2011, University of Georgia

 The current study examined the effect of lead exposure on the development of children’s social skills from kindergarten through third grade. Participants had been enrolled… (more)

Subjects/Keywords: lead exposure

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APA (6th Edition):

Schlieber, M. (2011). Effects of lead exposure on Head Start children's social skill development. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/schlieber_marisa_201105_ma

Chicago Manual of Style (16th Edition):

Schlieber, Marisa. “Effects of lead exposure on Head Start children's social skill development.” 2011. Masters Thesis, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/schlieber_marisa_201105_ma.

MLA Handbook (7th Edition):

Schlieber, Marisa. “Effects of lead exposure on Head Start children's social skill development.” 2011. Web. 20 Jun 2019.

Vancouver:

Schlieber M. Effects of lead exposure on Head Start children's social skill development. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/schlieber_marisa_201105_ma.

Council of Science Editors:

Schlieber M. Effects of lead exposure on Head Start children's social skill development. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/schlieber_marisa_201105_ma


University of Georgia

17. Piersol, Amy. Exploring democracy in a preschool setting.

Degree: PhD, Early Childhood Education, 2011, University of Georgia

 The purpose of this qualitative study was to explore democratic educational practice as it functioned in one high-quality, democratic preschool community during the 2009-2010 school… (more)

Subjects/Keywords: Democracy

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APA (6th Edition):

Piersol, A. (2011). Exploring democracy in a preschool setting. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/piersol_amy_201112_phd

Chicago Manual of Style (16th Edition):

Piersol, Amy. “Exploring democracy in a preschool setting.” 2011. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/piersol_amy_201112_phd.

MLA Handbook (7th Edition):

Piersol, Amy. “Exploring democracy in a preschool setting.” 2011. Web. 20 Jun 2019.

Vancouver:

Piersol A. Exploring democracy in a preschool setting. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/piersol_amy_201112_phd.

Council of Science Editors:

Piersol A. Exploring democracy in a preschool setting. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/piersol_amy_201112_phd


University of Georgia

18. Schilling, Ethan John. Asthma and school functioning.

Degree: PhD, Educational Psychology, 2013, University of Georgia

 The goal of this dissertation was to better understand factors contributing to the school functioning of students with asthma. Study 1 examined teacher-reported aspects of… (more)

Subjects/Keywords: Asthma

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APA (6th Edition):

Schilling, E. J. (2013). Asthma and school functioning. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/schilling_ethan_j_201308_phd

Chicago Manual of Style (16th Edition):

Schilling, Ethan John. “Asthma and school functioning.” 2013. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/schilling_ethan_j_201308_phd.

MLA Handbook (7th Edition):

Schilling, Ethan John. “Asthma and school functioning.” 2013. Web. 20 Jun 2019.

Vancouver:

Schilling EJ. Asthma and school functioning. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/schilling_ethan_j_201308_phd.

Council of Science Editors:

Schilling EJ. Asthma and school functioning. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/schilling_ethan_j_201308_phd


University of Georgia

19. Markle, Donald Thomas. The magic that binds us: stress and superstition.

Degree: MA, Educational Psychology, 2007, University of Georgia

 Magical thinking is all around us; it influences our thoughts, actions, and culture. Although magical thinking is a large part of everyday life, there has… (more)

Subjects/Keywords: Magical Thinking

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APA (6th Edition):

Markle, D. T. (2007). The magic that binds us: stress and superstition. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/markle_donald_t_200708_ma

Chicago Manual of Style (16th Edition):

Markle, Donald Thomas. “The magic that binds us: stress and superstition.” 2007. Masters Thesis, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/markle_donald_t_200708_ma.

MLA Handbook (7th Edition):

Markle, Donald Thomas. “The magic that binds us: stress and superstition.” 2007. Web. 20 Jun 2019.

Vancouver:

Markle DT. The magic that binds us: stress and superstition. [Internet] [Masters thesis]. University of Georgia; 2007. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/markle_donald_t_200708_ma.

Council of Science Editors:

Markle DT. The magic that binds us: stress and superstition. [Masters Thesis]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/markle_donald_t_200708_ma


University of Georgia

20. Thrasher, Karen Ann. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.

Degree: PhD, Educational Psychology, 2017, University of Georgia

 This is a quasi-experimental quantitative study that included 5,223 kindergarten through eighth grade student participants attending six public schools within one rural public school system… (more)

Subjects/Keywords: two-way immersion; dual language; bilingual education; achievement gap; biliteracy; native-English; native-Spanish

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

APA (6th Edition):

Thrasher, K. A. (2017). Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37194

Chicago Manual of Style (16th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://hdl.handle.net/10724/37194.

MLA Handbook (7th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Web. 20 Jun 2019.

Vancouver:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10724/37194.

Council of Science Editors:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37194


University of Georgia

21. Thrasher, Karen Ann. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.

Degree: PhD, Educational Psychology, 2017, University of Georgia

 This is a quasi-experimental quantitative study that included 5,223 kindergarten through eighth grade student participants attending six public schools within one rural public school system… (more)

Subjects/Keywords: two-way immersion; dual language; bilingual education; achievement gap; biliteracy; native-English; native-Spanish

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

APA (6th Edition):

Thrasher, K. A. (2017). Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37037

Chicago Manual of Style (16th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://hdl.handle.net/10724/37037.

MLA Handbook (7th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Web. 20 Jun 2019.

Vancouver:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10724/37037.

Council of Science Editors:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37037


University of Georgia

22. Fowler, Kevin Shawn. The motivation to learn online questionnaire.

Degree: PhD, Educational Psychology, 2018, University of Georgia

 The goal of the current study was to develop and to validate a research instrument to assess college students’ motivation to learn online. Considerable research… (more)

Subjects/Keywords: Motivation; Online learning; Self-determination theory; Autonomy; Competence; Relatedness; Motivation to Learn

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APA (6th Edition):

Fowler, K. S. (2018). The motivation to learn online questionnaire. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38268

Chicago Manual of Style (16th Edition):

Fowler, Kevin Shawn. “The motivation to learn online questionnaire.” 2018. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://hdl.handle.net/10724/38268.

MLA Handbook (7th Edition):

Fowler, Kevin Shawn. “The motivation to learn online questionnaire.” 2018. Web. 20 Jun 2019.

Vancouver:

Fowler KS. The motivation to learn online questionnaire. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10724/38268.

Council of Science Editors:

Fowler KS. The motivation to learn online questionnaire. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38268


University of Georgia

23. Kim, Joonsung Joshua. Effects of after-school program attendance dosage on academic outcomes and teacher ratings for elementary school children.

Degree: MA, Educational Psychology, 2018, University of Georgia

 After school programs have long been studied to evaluate their effects. It is generally agreed upon that high quality programs benefit academic, behavior, and socio-emotional… (more)

Subjects/Keywords: After School Program; Attendance; Dosage; Outcomes

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APA (6th Edition):

Kim, J. J. (2018). Effects of after-school program attendance dosage on academic outcomes and teacher ratings for elementary school children. (Masters Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/38605

Chicago Manual of Style (16th Edition):

Kim, Joonsung Joshua. “Effects of after-school program attendance dosage on academic outcomes and teacher ratings for elementary school children.” 2018. Masters Thesis, University of Georgia. Accessed June 20, 2019. http://hdl.handle.net/10724/38605.

MLA Handbook (7th Edition):

Kim, Joonsung Joshua. “Effects of after-school program attendance dosage on academic outcomes and teacher ratings for elementary school children.” 2018. Web. 20 Jun 2019.

Vancouver:

Kim JJ. Effects of after-school program attendance dosage on academic outcomes and teacher ratings for elementary school children. [Internet] [Masters thesis]. University of Georgia; 2018. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10724/38605.

Council of Science Editors:

Kim JJ. Effects of after-school program attendance dosage on academic outcomes and teacher ratings for elementary school children. [Masters Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38605


University of Georgia

24. Morgan, Sharon E. The use of a case-based approach to mentoring.

Degree: PhD, Elementary Education, 2004, University of Georgia

 This qualitative case study investigated the use of case discussion in a mentoring relationship. The investigation focused specifically on how peer discussion implemented through written… (more)

Subjects/Keywords: Cases

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APA (6th Edition):

Morgan, S. E. (2004). The use of a case-based approach to mentoring. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/morgan_sharon_e_200408_phd

Chicago Manual of Style (16th Edition):

Morgan, Sharon E. “The use of a case-based approach to mentoring.” 2004. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/morgan_sharon_e_200408_phd.

MLA Handbook (7th Edition):

Morgan, Sharon E. “The use of a case-based approach to mentoring.” 2004. Web. 20 Jun 2019.

Vancouver:

Morgan SE. The use of a case-based approach to mentoring. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/morgan_sharon_e_200408_phd.

Council of Science Editors:

Morgan SE. The use of a case-based approach to mentoring. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/morgan_sharon_e_200408_phd


University of Georgia

25. Rudowitz, Lisa Beth. The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests.

Degree: PhD, Elementary Education, 2004, University of Georgia

 The purpose of this quantitative study was to describe the perceived anxiety of fourth and fifth grade students during the weeks prior to taking high-stakes… (more)

Subjects/Keywords: High stakes tests

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APA (6th Edition):

Rudowitz, L. B. (2004). The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd

Chicago Manual of Style (16th Edition):

Rudowitz, Lisa Beth. “The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests.” 2004. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd.

MLA Handbook (7th Edition):

Rudowitz, Lisa Beth. “The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests.” 2004. Web. 20 Jun 2019.

Vancouver:

Rudowitz LB. The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd.

Council of Science Editors:

Rudowitz LB. The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd


University of Georgia

26. Stoner, Dawn Alexandria. The effects of cooperative learning strategies on mathematics achievement among middle-grades students: a meta-analysis.

Degree: PhD, Elementary Education, 2004, University of Georgia

 The purpose of this study was to examine the existing body of literature and through the use meta-analysis determine the effect of cooperative learning strategies… (more)

Subjects/Keywords: Cooperative learning strategies

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APA (6th Edition):

Stoner, D. A. (2004). The effects of cooperative learning strategies on mathematics achievement among middle-grades students: a meta-analysis. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stoner_dawn_a_200408_phd

Chicago Manual of Style (16th Edition):

Stoner, Dawn Alexandria. “The effects of cooperative learning strategies on mathematics achievement among middle-grades students: a meta-analysis.” 2004. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/stoner_dawn_a_200408_phd.

MLA Handbook (7th Edition):

Stoner, Dawn Alexandria. “The effects of cooperative learning strategies on mathematics achievement among middle-grades students: a meta-analysis.” 2004. Web. 20 Jun 2019.

Vancouver:

Stoner DA. The effects of cooperative learning strategies on mathematics achievement among middle-grades students: a meta-analysis. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/stoner_dawn_a_200408_phd.

Council of Science Editors:

Stoner DA. The effects of cooperative learning strategies on mathematics achievement among middle-grades students: a meta-analysis. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/stoner_dawn_a_200408_phd


University of Georgia

27. Kim, Nakhueng. Early childhood educators' qualifications and beliefs about developmentally appropriate practice.

Degree: PhD, Elementary Education, 2004, University of Georgia

 A number of research studies in early childhood education have examined the relationship between teachers’ qualifications and teachers’ beliefs about developmentally appropriate practice, and demonstrated… (more)

Subjects/Keywords: Teacher qualifications

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APA (6th Edition):

Kim, N. (2004). Early childhood educators' qualifications and beliefs about developmentally appropriate practice. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_nakheung_200412_phd

Chicago Manual of Style (16th Edition):

Kim, Nakhueng. “Early childhood educators' qualifications and beliefs about developmentally appropriate practice.” 2004. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/kim_nakheung_200412_phd.

MLA Handbook (7th Edition):

Kim, Nakhueng. “Early childhood educators' qualifications and beliefs about developmentally appropriate practice.” 2004. Web. 20 Jun 2019.

Vancouver:

Kim N. Early childhood educators' qualifications and beliefs about developmentally appropriate practice. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/kim_nakheung_200412_phd.

Council of Science Editors:

Kim N. Early childhood educators' qualifications and beliefs about developmentally appropriate practice. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/kim_nakheung_200412_phd


University of Georgia

28. Park, Boyoung. Early risk factors of children in poverty: the effectiveness of early intervention.

Degree: PhD, Early Childhood Education, 2005, University of Georgia

 A number of research studies in early childhood education have examined the negative influence of poverty on child development. The children who live in poverty… (more)

Subjects/Keywords: Early Head Start

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APA (6th Edition):

Park, B. (2005). Early risk factors of children in poverty: the effectiveness of early intervention. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/park_boyoung_200505_phd

Chicago Manual of Style (16th Edition):

Park, Boyoung. “Early risk factors of children in poverty: the effectiveness of early intervention.” 2005. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/park_boyoung_200505_phd.

MLA Handbook (7th Edition):

Park, Boyoung. “Early risk factors of children in poverty: the effectiveness of early intervention.” 2005. Web. 20 Jun 2019.

Vancouver:

Park B. Early risk factors of children in poverty: the effectiveness of early intervention. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/park_boyoung_200505_phd.

Council of Science Editors:

Park B. Early risk factors of children in poverty: the effectiveness of early intervention. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/park_boyoung_200505_phd


University of Georgia

29. Parker, Audra Kaye. Organizational structures and student transitions from elementary to middle school: meeting young adolescents' self-concept and classroom environment needs.

Degree: PhD, Elementary Education, 2005, University of Georgia

 The purpose of this study was to investigate the effect of different organizational structures on young adolescents’ perceptions of their self-concept and classroom environment across… (more)

Subjects/Keywords: Transition

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APA (6th Edition):

Parker, A. K. (2005). Organizational structures and student transitions from elementary to middle school: meeting young adolescents' self-concept and classroom environment needs. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/parker_audra_k_200508_phd

Chicago Manual of Style (16th Edition):

Parker, Audra Kaye. “Organizational structures and student transitions from elementary to middle school: meeting young adolescents' self-concept and classroom environment needs.” 2005. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/parker_audra_k_200508_phd.

MLA Handbook (7th Edition):

Parker, Audra Kaye. “Organizational structures and student transitions from elementary to middle school: meeting young adolescents' self-concept and classroom environment needs.” 2005. Web. 20 Jun 2019.

Vancouver:

Parker AK. Organizational structures and student transitions from elementary to middle school: meeting young adolescents' self-concept and classroom environment needs. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/parker_audra_k_200508_phd.

Council of Science Editors:

Parker AK. Organizational structures and student transitions from elementary to middle school: meeting young adolescents' self-concept and classroom environment needs. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/parker_audra_k_200508_phd


University of Georgia

30. Rogan, Robert patrick. Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs.

Degree: PhD, Elementary Education, 2006, University of Georgia

 Democratic education is a learning approach that encourages and respects the voices of students. Unfortunately, much of the research on student empowerment and democratic education… (more)

Subjects/Keywords: Democratic Education

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APA (6th Edition):

Rogan, R. p. (2006). Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rogan_robert_p_200605_phd

Chicago Manual of Style (16th Edition):

Rogan, Robert patrick. “Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs.” 2006. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/rogan_robert_p_200605_phd.

MLA Handbook (7th Edition):

Rogan, Robert patrick. “Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs.” 2006. Web. 20 Jun 2019.

Vancouver:

Rogan Rp. Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/rogan_robert_p_200605_phd.

Council of Science Editors:

Rogan Rp. Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/rogan_robert_p_200605_phd

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