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You searched for +publisher:"University of North Carolina – Greensboro" +contributor:("Danielle Crosby"). Showing records 1 – 10 of 10 total matches.

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University of North Carolina – Greensboro

1. Simone, Laura E. Investigating gene–environment interaction as a contributor to language performance.

Degree: 2010, University of North Carolina – Greensboro

 This study investigated the potential moderating role of genetic predisposition for language performance on the association between various environmental variables and children’s receptive and expressive… (more)

Subjects/Keywords: Language acquisition – Genetic aspects – Research.; Language acquisition – Environmental aspects.; Twins – Research – Methodology.; Twins – Longitudinal studies.

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APA (6th Edition):

Simone, L. E. (2010). Investigating gene–environment interaction as a contributor to language performance. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3708

Chicago Manual of Style (16th Edition):

Simone, Laura E. “Investigating gene–environment interaction as a contributor to language performance.” 2010. Masters Thesis, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3708.

MLA Handbook (7th Edition):

Simone, Laura E. “Investigating gene–environment interaction as a contributor to language performance.” 2010. Web. 13 Dec 2019.

Vancouver:

Simone LE. Investigating gene–environment interaction as a contributor to language performance. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2010. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3708.

Council of Science Editors:

Simone LE. Investigating gene–environment interaction as a contributor to language performance. [Masters Thesis]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3708


University of North Carolina – Greensboro

2. Fetalvero, Abigaiel F. How parents' beliefs and expectations influence their investments in children's early learning environments: a social exchange perspective.

Degree: 2010, University of North Carolina – Greensboro

 Children's early learning environments (i.e., home and child care) influence their school readiness, and parent's investments in these environments help shape children's experiences. Using data… (more)

Subjects/Keywords: Parent and child.; Early childhood education $xParent participation

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APA (6th Edition):

Fetalvero, A. F. (2010). How parents' beliefs and expectations influence their investments in children's early learning environments: a social exchange perspective. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4794

Chicago Manual of Style (16th Edition):

Fetalvero, Abigaiel F. “How parents' beliefs and expectations influence their investments in children's early learning environments: a social exchange perspective.” 2010. Masters Thesis, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4794.

MLA Handbook (7th Edition):

Fetalvero, Abigaiel F. “How parents' beliefs and expectations influence their investments in children's early learning environments: a social exchange perspective.” 2010. Web. 13 Dec 2019.

Vancouver:

Fetalvero AF. How parents' beliefs and expectations influence their investments in children's early learning environments: a social exchange perspective. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2010. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4794.

Council of Science Editors:

Fetalvero AF. How parents' beliefs and expectations influence their investments in children's early learning environments: a social exchange perspective. [Masters Thesis]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4794


University of North Carolina – Greensboro

3. Johnson, Amy V. A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty.

Degree: 2016, University of North Carolina – Greensboro

 A large number of young children experiencing poverty are receiving some type of formal early care and education. Effective early childhood teachers are an important… (more)

Subjects/Keywords: Student teachers – Attitudes; Early childhood teachers – Training of; Teachers of children with social disabilities – Training of; Early childhood education – Study and teaching

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APA (6th Edition):

Johnson, A. V. (2016). A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19586

Chicago Manual of Style (16th Edition):

Johnson, Amy V. “A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19586.

MLA Handbook (7th Edition):

Johnson, Amy V. “A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty.” 2016. Web. 13 Dec 2019.

Vancouver:

Johnson AV. A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19586.

Council of Science Editors:

Johnson AV. A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19586


University of North Carolina – Greensboro

4. Legette, Kamilah. The associations among school stratification, racial identity, and future orientation in Black youth.

Degree: 2015, University of North Carolina – Greensboro

 Schools are one of the largest institutions that perpetuate and maintain the racial and class hierarchy that exists within society (Borman & Dowling, 2010; Borman,… (more)

Subjects/Keywords: African Americans – Education – United States; African American students – Attitudes; Racism in education – United States; Discrimination in education – United States; Academic achievement – United States

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APA (6th Edition):

Legette, K. (2015). The associations among school stratification, racial identity, and future orientation in Black youth. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18147

Chicago Manual of Style (16th Edition):

Legette, Kamilah. “The associations among school stratification, racial identity, and future orientation in Black youth.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18147.

MLA Handbook (7th Edition):

Legette, Kamilah. “The associations among school stratification, racial identity, and future orientation in Black youth.” 2015. Web. 13 Dec 2019.

Vancouver:

Legette K. The associations among school stratification, racial identity, and future orientation in Black youth. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18147.

Council of Science Editors:

Legette K. The associations among school stratification, racial identity, and future orientation in Black youth. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18147


University of North Carolina – Greensboro

5. Vadehra, Pooja. Co-resident grandparents and children’s early cognitive development.

Degree: 2015, University of North Carolina – Greensboro

 Cross-cultural research on parent–maintained multigenerational families with co-resident grandparents has shown largely positive outcomes for children, but few studies have explored the potential impact of… (more)

Subjects/Keywords: Grandparent and child – United States – Longitudinal studies; Cognition in children – United States – Longitudinal studies

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APA (6th Edition):

Vadehra, P. (2015). Co-resident grandparents and children’s early cognitive development. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18463

Chicago Manual of Style (16th Edition):

Vadehra, Pooja. “Co-resident grandparents and children’s early cognitive development.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18463.

MLA Handbook (7th Edition):

Vadehra, Pooja. “Co-resident grandparents and children’s early cognitive development.” 2015. Web. 13 Dec 2019.

Vancouver:

Vadehra P. Co-resident grandparents and children’s early cognitive development. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18463.

Council of Science Editors:

Vadehra P. Co-resident grandparents and children’s early cognitive development. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18463

6. Beasley, Jennifer M. Giving voices to Mexican immigrant parents: a mixed methods study of perceptions on the transition to school.

Degree: 2013, University of North Carolina – Greensboro

 The transition to formal schooling is thought of as a critical educational experience for all children and their families. This transition may be especially critical… (more)

Subjects/Keywords: Early childhood education – Parent participation – United States; Immigrant families – United States; Children of immigrants – Education (Early childhood) – United States; Mexican American children – Education (Elementary) – United States

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APA (6th Edition):

Beasley, J. M. (2013). Giving voices to Mexican immigrant parents: a mixed methods study of perceptions on the transition to school. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15426

Chicago Manual of Style (16th Edition):

Beasley, Jennifer M. “Giving voices to Mexican immigrant parents: a mixed methods study of perceptions on the transition to school.” 2013. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15426.

MLA Handbook (7th Edition):

Beasley, Jennifer M. “Giving voices to Mexican immigrant parents: a mixed methods study of perceptions on the transition to school.” 2013. Web. 13 Dec 2019.

Vancouver:

Beasley JM. Giving voices to Mexican immigrant parents: a mixed methods study of perceptions on the transition to school. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2013. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15426.

Council of Science Editors:

Beasley JM. Giving voices to Mexican immigrant parents: a mixed methods study of perceptions on the transition to school. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15426

7. Smith, Nina P. Assessing the links among maternal nonstandard work schedules, early learning environments, and children's early academic skills.

Degree: 2012, University of North Carolina – Greensboro

 The increase in nonstandard work schedules among mothers with preschool children has called attention to its effects on children's development. Additionally, evidence suggests that there… (more)

Subjects/Keywords: Working mothers – United States; Work and family – United States; Early childhood education – United States; Child care – United States; Readiness for school – United States

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APA (6th Edition):

Smith, N. P. (2012). Assessing the links among maternal nonstandard work schedules, early learning environments, and children's early academic skills. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9458

Chicago Manual of Style (16th Edition):

Smith, Nina P. “Assessing the links among maternal nonstandard work schedules, early learning environments, and children's early academic skills.” 2012. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9458.

MLA Handbook (7th Edition):

Smith, Nina P. “Assessing the links among maternal nonstandard work schedules, early learning environments, and children's early academic skills.” 2012. Web. 13 Dec 2019.

Vancouver:

Smith NP. Assessing the links among maternal nonstandard work schedules, early learning environments, and children's early academic skills. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2012. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9458.

Council of Science Editors:

Smith NP. Assessing the links among maternal nonstandard work schedules, early learning environments, and children's early academic skills. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2012. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9458

8. Dunbar, Angelicia S. Exploring the academic achievement gap among children of immigrants: the role of parent involvement at home and school.

Degree: 2013, University of North Carolina – Greensboro

 The racial-ethnic academic achievement gap is a long-standing phenomenon in the U.S. that has held the attention of scholars for decades. Research has found that… (more)

Subjects/Keywords: Academic achievement – United States; Education – Parent participation – United States; Children of immigrants – Education – United States

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APA (6th Edition):

Dunbar, A. S. (2013). Exploring the academic achievement gap among children of immigrants: the role of parent involvement at home and school. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9997

Chicago Manual of Style (16th Edition):

Dunbar, Angelicia S. “Exploring the academic achievement gap among children of immigrants: the role of parent involvement at home and school.” 2013. Masters Thesis, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9997.

MLA Handbook (7th Edition):

Dunbar, Angelicia S. “Exploring the academic achievement gap among children of immigrants: the role of parent involvement at home and school.” 2013. Web. 13 Dec 2019.

Vancouver:

Dunbar AS. Exploring the academic achievement gap among children of immigrants: the role of parent involvement at home and school. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2013. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9997.

Council of Science Editors:

Dunbar AS. Exploring the academic achievement gap among children of immigrants: the role of parent involvement at home and school. [Masters Thesis]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9997

9. Sayers, Janet L. Ambivalence as a potential mediator of associations between the acculturation gap and Mexican American adolescents’ well-being.

Degree: 2016, University of North Carolina – Greensboro

 The goal of this study is to explore the relationship between a parent-child acculturation gap and both depression and self-esteem in adolescent children of Mexican… (more)

Subjects/Keywords: Mexican American teenagers; Children of immigrants; Parent and teenager; Acculturation – Psychological aspects; Self-esteem in adolescence; Depression in adolescence; Ambivalence

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APA (6th Edition):

Sayers, J. L. (2016). Ambivalence as a potential mediator of associations between the acculturation gap and Mexican American adolescents’ well-being. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21377

Chicago Manual of Style (16th Edition):

Sayers, Janet L. “Ambivalence as a potential mediator of associations between the acculturation gap and Mexican American adolescents’ well-being.” 2016. Masters Thesis, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21377.

MLA Handbook (7th Edition):

Sayers, Janet L. “Ambivalence as a potential mediator of associations between the acculturation gap and Mexican American adolescents’ well-being.” 2016. Web. 13 Dec 2019.

Vancouver:

Sayers JL. Ambivalence as a potential mediator of associations between the acculturation gap and Mexican American adolescents’ well-being. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2016. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21377.

Council of Science Editors:

Sayers JL. Ambivalence as a potential mediator of associations between the acculturation gap and Mexican American adolescents’ well-being. [Masters Thesis]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21377

10. Johnson, Amy V. Early childhood education practicum students' perceptions of their practicum setting and factors linked to satisfaction and teacher efficacy.

Degree: 2013, University of North Carolina – Greensboro

 This exploratory study was designed to investigate how early childhood education practicum students describe their practicum experience in early childhood classrooms. Drawing on data from… (more)

Subjects/Keywords: Early childhood teachers – Training of; Practicums; Student teachers – Training of

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APA (6th Edition):

Johnson, A. V. (2013). Early childhood education practicum students' perceptions of their practicum setting and factors linked to satisfaction and teacher efficacy. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10030

Chicago Manual of Style (16th Edition):

Johnson, Amy V. “Early childhood education practicum students' perceptions of their practicum setting and factors linked to satisfaction and teacher efficacy.” 2013. Masters Thesis, University of North Carolina – Greensboro. Accessed December 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10030.

MLA Handbook (7th Edition):

Johnson, Amy V. “Early childhood education practicum students' perceptions of their practicum setting and factors linked to satisfaction and teacher efficacy.” 2013. Web. 13 Dec 2019.

Vancouver:

Johnson AV. Early childhood education practicum students' perceptions of their practicum setting and factors linked to satisfaction and teacher efficacy. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2013. [cited 2019 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10030.

Council of Science Editors:

Johnson AV. Early childhood education practicum students' perceptions of their practicum setting and factors linked to satisfaction and teacher efficacy. [Masters Thesis]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10030

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