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You searched for +publisher:"University of North Texas" +contributor:("Bullock, Lyndal M."). Showing records 1 – 30 of 85 total matches.

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University of North Texas

1. Carrero, Kelly M. Teacher Educators: What Motivates Them to Choose Academe?.

Degree: 2012, University of North Texas

 Currently, there is a shortage of professors preparing personnel to teach in high need areas (e.g., special education, English language learners) at institutions of higher… (more)

Subjects/Keywords: Teacher educators; career choice; academe; motivation; faculty

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APA (6th Edition):

Carrero, K. M. (2012). Teacher Educators: What Motivates Them to Choose Academe?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149568/

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):

Carrero, Kelly M. “Teacher Educators: What Motivates Them to Choose Academe?.” 2012. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc149568/.

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

MLA Handbook (7th Edition):

Carrero, Kelly M. “Teacher Educators: What Motivates Them to Choose Academe?.” 2012. Web. 01 Apr 2020.

Vancouver:

Carrero KM. Teacher Educators: What Motivates Them to Choose Academe?. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149568/.

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

Council of Science Editors:

Carrero KM. Teacher Educators: What Motivates Them to Choose Academe?. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149568/

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


University of North Texas

2. Gibbins, Matthew. The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom.

Degree: 2013, University of North Texas

 The present study aimed to understand the relationship between the use of visual-performance feedback and its effects on behavior-specific positive praise in classrooms for students… (more)

Subjects/Keywords: Behavior-specific; positive praise

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APA (6th Edition):

Gibbins, M. (2013). The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500008/

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):

Gibbins, Matthew. “The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom.” 2013. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc500008/.

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

MLA Handbook (7th Edition):

Gibbins, Matthew. “The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom.” 2013. Web. 01 Apr 2020.

Vancouver:

Gibbins M. The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500008/.

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

Council of Science Editors:

Gibbins M. The Use of Visual-performance Feedback and Its Effect on Behavior-specific Positive Praise in a Self-contained Behavior Classroom. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500008/

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


University of North Texas

3. Lewis, Calli G. Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings.

Degree: 2013, University of North Texas

 Research examining the academic experiences of youth with emotional and behavioral disorders (EBD) residing in foster care (FC) is scarce. Research is warranted to understand… (more)

Subjects/Keywords: Emotional and behavioral disorders; foster care

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APA (6th Edition):

Lewis, C. G. (2013). Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500118/

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, Calli G. “Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings.” 2013. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc500118/.

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

MLA Handbook (7th Edition):

Lewis, Calli G. “Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings.” 2013. Web. 01 Apr 2020.

Vancouver:

Lewis CG. Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500118/.

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

Council of Science Editors:

Lewis CG. Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500118/

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


University of North Texas

4. Lusk, Mandy E. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice.

Degree: 2012, University of North Texas

 In recent decades, there has been renewed interest in examining the effectiveness of teacher preparation programs. Unfortunately, researchers have found that there is limited empirical… (more)

Subjects/Keywords: Teacher preparation; emotional and behavioral disorders; CEC standards

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APA (6th Edition):

Lusk, M. E. (2012). Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149634/

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):

Lusk, Mandy E. “Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice.” 2012. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc149634/.

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

MLA Handbook (7th Edition):

Lusk, Mandy E. “Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice.” 2012. Web. 01 Apr 2020.

Vancouver:

Lusk ME. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149634/.

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

Council of Science Editors:

Lusk ME. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149634/

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


University of North Texas

5. Wanyonyi-Short, Maureen N. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.

Degree: 2010, University of North Texas

 This study investigated educators' perceptions of the importance of competencies for teachers of students with emotional and behavioral disorders and their own proficiency in the… (more)

Subjects/Keywords: Competences; emotional disorders; behavioral disorders; teachers; Teachers of problem children  – Training of.; Problem children  – Education.; Behavior disorders in children  – Study and teaching.

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APA (6th Edition):

Wanyonyi-Short, M. N. (2010). Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33210/

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):

Wanyonyi-Short, Maureen N. “Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.” 2010. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc33210/.

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

MLA Handbook (7th Edition):

Wanyonyi-Short, Maureen N. “Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.” 2010. Web. 01 Apr 2020.

Vancouver:

Wanyonyi-Short MN. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33210/.

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

Council of Science Editors:

Wanyonyi-Short MN. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33210/

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


University of North Texas

6. Macias-Brown, Armandina A. An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations.

Degree: 2011, University of North Texas

 This research examined whether or not relationships exist between preschool teacher quality and parent involvement as indicated by the Hoover-Dempsey and Sandler Model of Parent… (more)

Subjects/Keywords: Teacher quality; early childhood; parental engagement

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APA (6th Edition):

Macias-Brown, A. A. (2011). An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68006/

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):

Macias-Brown, Armandina A. “An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations.” 2011. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc68006/.

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

MLA Handbook (7th Edition):

Macias-Brown, Armandina A. “An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations.” 2011. Web. 01 Apr 2020.

Vancouver:

Macias-Brown AA. An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68006/.

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

Council of Science Editors:

Macias-Brown AA. An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68006/

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


University of North Texas

7. Maajeeny, Hassan. Children with Emotional and Behavioral Disorders in Saudi Arabia: A Preliminary Prevalence Screening.

Degree: 2017, University of North Texas

 Education in Saudi Arabia, including the education of children with special needs, is developing rapidly. However, children with emotional and behavioral disorders are neither consistently… (more)

Subjects/Keywords: special education; prevalence screening; emotional/behavioral disorders; parents; Saudi Arabia

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APA (6th Edition):

Maajeeny, H. (2017). Children with Emotional and Behavioral Disorders in Saudi Arabia: A Preliminary Prevalence Screening. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062825/

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):

Maajeeny, Hassan. “Children with Emotional and Behavioral Disorders in Saudi Arabia: A Preliminary Prevalence Screening.” 2017. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc1062825/.

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

MLA Handbook (7th Edition):

Maajeeny, Hassan. “Children with Emotional and Behavioral Disorders in Saudi Arabia: A Preliminary Prevalence Screening.” 2017. Web. 01 Apr 2020.

Vancouver:

Maajeeny H. Children with Emotional and Behavioral Disorders in Saudi Arabia: A Preliminary Prevalence Screening. [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062825/.

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

Council of Science Editors:

Maajeeny H. Children with Emotional and Behavioral Disorders in Saudi Arabia: A Preliminary Prevalence Screening. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062825/

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


University of North Texas

8. Dean, Latoya Lavan. Service Provisions for Youth with Emotional and Behavioral Disorders.

Degree: 2012, University of North Texas

 Youth with emotional or behavioral disorders (EBD) have poorer outcomes compared to their peers with and without disabilities. As a result, the federal government has… (more)

Subjects/Keywords: Transition services; youth with EBD; paid employment; post secondary services

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APA (6th Edition):

Dean, L. L. (2012). Service Provisions for Youth with Emotional and Behavioral Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149580/

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):

Dean, Latoya Lavan. “Service Provisions for Youth with Emotional and Behavioral Disorders.” 2012. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc149580/.

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

MLA Handbook (7th Edition):

Dean, Latoya Lavan. “Service Provisions for Youth with Emotional and Behavioral Disorders.” 2012. Web. 01 Apr 2020.

Vancouver:

Dean LL. Service Provisions for Youth with Emotional and Behavioral Disorders. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149580/.

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

Council of Science Editors:

Dean LL. Service Provisions for Youth with Emotional and Behavioral Disorders. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149580/

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


University of North Texas

9. Lee, Yu-Wen Grace. Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders.

Degree: 2012, University of North Texas

 The present study examined variables affecting teachers’ perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students… (more)

Subjects/Keywords: Perception; inclusion; emotional and behavioral disorders

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APA (6th Edition):

Lee, Y. G. (2012). Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149629/

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, Yu-Wen Grace. “Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders.” 2012. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc149629/.

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

MLA Handbook (7th Edition):

Lee, Yu-Wen Grace. “Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders.” 2012. Web. 01 Apr 2020.

Vancouver:

Lee YG. Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149629/.

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

Council of Science Editors:

Lee YG. Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149629/

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


University of North Texas

10. Hays, James M. Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008.

Degree: 2011, University of North Texas

 With the advent of No Child Left Behind legislation in 2002 and its mandates for annual yearly progress for all students, many districts and schools… (more)

Subjects/Keywords: Achievement gap; racial achievement; equity incompatability; student-teacher ratio

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APA (6th Edition):

Hays, J. M. (2011). Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103326/

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):

Hays, James M. “Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008.” 2011. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc103326/.

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

MLA Handbook (7th Edition):

Hays, James M. “Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008.” 2011. Web. 01 Apr 2020.

Vancouver:

Hays JM. Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103326/.

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

Council of Science Editors:

Hays JM. Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103326/

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


University of North Texas

11. Collins, Emerald R. Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities.

Degree: 2013, University of North Texas

 Transitions are a natural part of life. Youth grow and develop physically, socially, psychologically, and intellectually during primary and secondary school years. The transition from… (more)

Subjects/Keywords: Postsecondary; transitions; disabilities

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APA (6th Edition):

Collins, E. R. (2013). Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500112/

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):

Collins, Emerald R. “Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities.” 2013. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc500112/.

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

MLA Handbook (7th Edition):

Collins, Emerald R. “Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities.” 2013. Web. 01 Apr 2020.

Vancouver:

Collins ER. Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500112/.

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

Council of Science Editors:

Collins ER. Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500112/

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


University of North Texas

12. Hogan, Kathleen Ann. Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators.

Degree: 2010, University of North Texas

 This study was developed to examine the motivations of individuals who chose alternative routes to teacher certification and what they believe were the strengths and… (more)

Subjects/Keywords: Alternative certification; special education; teacher preparation; Teachers  – Alternative certification.; Special education teachers  – Certification.

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APA (6th Edition):

Hogan, K. A. (2010). Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30467/

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):

Hogan, Kathleen Ann. “Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators.” 2010. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc30467/.

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

MLA Handbook (7th Edition):

Hogan, Kathleen Ann. “Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators.” 2010. Web. 01 Apr 2020.

Vancouver:

Hogan KA. Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30467/.

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

Council of Science Editors:

Hogan KA. Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30467/

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


University of North Texas

13. Hathcote, Andrea Raye Dubre. Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions.

Degree: 2010, University of North Texas

 Implementation of evidence-based practices in Texas schools was examined through a survey disseminated through 495 special education directors in 20 state educational service centers. The… (more)

Subjects/Keywords: Emotional/behavioral disorders; programming; interventions; evidenced-based practices; Problem children  – Education  – Texas.; Students with disabilities  – Education  – Texas.; Special education  – Texas.; Behavior disorders in children  – Treatment  – Texas.; Adjustment disorders in children  – Treatment  – Texas.

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APA (6th Edition):

Hathcote, A. R. D. (2010). Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30462/

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):

Hathcote, Andrea Raye Dubre. “Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions.” 2010. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc30462/.

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

MLA Handbook (7th Edition):

Hathcote, Andrea Raye Dubre. “Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions.” 2010. Web. 01 Apr 2020.

Vancouver:

Hathcote ARD. Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30462/.

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

Council of Science Editors:

Hathcote ARD. Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30462/

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


University of North Texas

14. Hughes, Heather L. Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators.

Degree: 2010, University of North Texas

 A significant rise in the number of students with autism spectrum disorders (ASD) served in today's schools requires special education administrators to possess knowledge in… (more)

Subjects/Keywords: Autism; training; administrators; Special education educators.; Autism spectrum disorders.

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APA (6th Edition):

Hughes, H. L. (2010). Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33169/

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):

Hughes, Heather L. “Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators.” 2010. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc33169/.

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

MLA Handbook (7th Edition):

Hughes, Heather L. “Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators.” 2010. Web. 01 Apr 2020.

Vancouver:

Hughes HL. Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33169/.

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

Council of Science Editors:

Hughes HL. Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33169/

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


University of North Texas

15. Luttrull, Pamelia D. Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools.

Degree: 2014, University of North Texas

 Research has shown that African American males are performing poorly in American public schools and are disciplined at a higher rate than other ethnic and… (more)

Subjects/Keywords: African American; males; SWPBIS; School discipline  – United States.; Behavior modification  – United States.; Classroom management  – United States.; Rewards and punishments in education  – United States.; African American boys  – Education.; African American students  – Education.

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APA (6th Edition):

Luttrull, P. D. (2014). Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699957/

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):

Luttrull, Pamelia D. “Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools.” 2014. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc699957/.

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

MLA Handbook (7th Edition):

Luttrull, Pamelia D. “Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools.” 2014. Web. 01 Apr 2020.

Vancouver:

Luttrull PD. Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699957/.

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

Council of Science Editors:

Luttrull PD. Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699957/

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


University of North Texas

16. Zolkoski, Staci M. Resilience Among Graduates From Alternative Education Programs.

Degree: 2014, University of North Texas

 Research has shown that students with emotional and behavioral disorders (EBD) typically have poor life outcomes. Students with EBD who are placed in an alternative… (more)

Subjects/Keywords: resilience; alternative education; emotional and behavioral disorders; Resilience (Personality trait); Alternative education.; Problem children  – Education.; Emotional problems of children.; Behavior disorders in children.

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APA (6th Edition):

Zolkoski, S. M. (2014). Resilience Among Graduates From Alternative Education Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699937/

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):

Zolkoski, Staci M. “Resilience Among Graduates From Alternative Education Programs.” 2014. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc699937/.

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

MLA Handbook (7th Edition):

Zolkoski, Staci M. “Resilience Among Graduates From Alternative Education Programs.” 2014. Web. 01 Apr 2020.

Vancouver:

Zolkoski SM. Resilience Among Graduates From Alternative Education Programs. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699937/.

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

Council of Science Editors:

Zolkoski SM. Resilience Among Graduates From Alternative Education Programs. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699937/

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


University of North Texas

17. Keller, Karlyn. Efficacy in Texas Charter Schools Compared to Traditional Public Schools.

Degree: 2015, University of North Texas

 The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public… (more)

Subjects/Keywords: charter school; traditional public schools; open enrollment charter school; Texas charter school; efficacy; Charter schools  – Texas  – Evaluation.; Public schools  – Texas  – Evaluation.

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APA (6th Edition):

Keller, K. (2015). Efficacy in Texas Charter Schools Compared to Traditional Public Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804856/

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):

Keller, Karlyn. “Efficacy in Texas Charter Schools Compared to Traditional Public Schools.” 2015. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc804856/.

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

MLA Handbook (7th Edition):

Keller, Karlyn. “Efficacy in Texas Charter Schools Compared to Traditional Public Schools.” 2015. Web. 01 Apr 2020.

Vancouver:

Keller K. Efficacy in Texas Charter Schools Compared to Traditional Public Schools. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804856/.

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

Council of Science Editors:

Keller K. Efficacy in Texas Charter Schools Compared to Traditional Public Schools. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804856/

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


University of North Texas

18. Isbell, Laura J. Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model.

Degree: 2013, University of North Texas

 This case study addressed the problem of implementing response to intervention (RTI) in general secondary education. To investigate this problem, one north Texas school's RTI… (more)

Subjects/Keywords: Response to Intervention (RTI); secondary teachers; Concerns based Adoption Model (CBAM)

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APA (6th Edition):

Isbell, L. J. (2013). Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271832/

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):

Isbell, Laura J. “Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model.” 2013. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc271832/.

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

MLA Handbook (7th Edition):

Isbell, Laura J. “Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model.” 2013. Web. 01 Apr 2020.

Vancouver:

Isbell LJ. Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271832/.

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

Council of Science Editors:

Isbell LJ. Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271832/

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


University of North Texas

19. Lohmann, Marla J. Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management.

Degree: 2013, University of North Texas

 Research indicates that serious behavior problems begin during the early childhood years. The study examined the perceived preparedness of teachers related to behavior management as… (more)

Subjects/Keywords: Early childhood education; behavior; teacher preparation

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APA (6th Edition):

Lohmann, M. J. (2013). Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc283797/

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):

Lohmann, Marla J. “Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management.” 2013. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc283797/.

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

MLA Handbook (7th Edition):

Lohmann, Marla J. “Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management.” 2013. Web. 01 Apr 2020.

Vancouver:

Lohmann MJ. Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc283797/.

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

Council of Science Editors:

Lohmann MJ. Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc283797/

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


University of North Texas

20. Callaway, Stacey E. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.

Degree: 2014, University of North Texas

 The purpose of this study is to identify novice teachers’ perception of their preparedness to teach a class designed for students with autism spectrum disorder… (more)

Subjects/Keywords: Autism; qualitative; novice teacher preparation

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APA (6th Edition):

Callaway, S. E. (2014). A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500121/

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):

Callaway, Stacey E. “A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.” 2014. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc500121/.

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

MLA Handbook (7th Edition):

Callaway, Stacey E. “A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.” 2014. Web. 01 Apr 2020.

Vancouver:

Callaway SE. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500121/.

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

Council of Science Editors:

Callaway SE. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500121/

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


University of North Texas

21. Wilhite, Shannon. Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus.

Degree: 2010, University of North Texas

 Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training… (more)

Subjects/Keywords: Emotional and behavioral disorders; alternative school; social skills training; Why Try program; Problem children  – Education.; Behavior disorders in children.; Social skills in children  – Study and teaching.; Social skills in adolescence  – Study and teaching.

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APA (6th Edition):

Wilhite, S. (2010). Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33212/

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):

Wilhite, Shannon. “Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus.” 2010. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc33212/.

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

MLA Handbook (7th Edition):

Wilhite, Shannon. “Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus.” 2010. Web. 01 Apr 2020.

Vancouver:

Wilhite S. Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33212/.

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

Council of Science Editors:

Wilhite S. Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33212/

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


University of North Texas

22. Riney, Summer Sides. Teachers' Perspectives on Student Problematic Behavior and Social Skills.

Degree: 2011, University of North Texas

 The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention… (more)

Subjects/Keywords: Social skills; positive behavior support; teachers' perspectives; behavior disorder; early intervention

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APA (6th Edition):

Riney, S. S. (2011). Teachers' Perspectives on Student Problematic Behavior and Social Skills. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68039/

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):

Riney, Summer Sides. “Teachers' Perspectives on Student Problematic Behavior and Social Skills.” 2011. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc68039/.

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

MLA Handbook (7th Edition):

Riney, Summer Sides. “Teachers' Perspectives on Student Problematic Behavior and Social Skills.” 2011. Web. 01 Apr 2020.

Vancouver:

Riney SS. Teachers' Perspectives on Student Problematic Behavior and Social Skills. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68039/.

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

Council of Science Editors:

Riney SS. Teachers' Perspectives on Student Problematic Behavior and Social Skills. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68039/

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


University of North Texas

23. Baek, Ji Eun. Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors.

Degree: 2015, University of North Texas

 Children and Adolescents with emotional and behavioral disabilities (EBD) are often involved in aggression, acting out, bullying, violence, substance abuse, and juvenile crime. However, the… (more)

Subjects/Keywords: traditional bullying; cyberbullying; emotional and behavioral disabilities; Bullying  – Korea (South); Cyberbullying  – Korea (South); Children with disabilities  – Korea (South); Teenagers with disabilities  – Korea (South); Behavior disorders in children  – Korea (South); Behavior disorders in adolescence  – Korea (South)

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APA (6th Edition):

Baek, J. E. (2015). Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822744/

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):

Baek, Ji Eun. “Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors.” 2015. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc822744/.

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

MLA Handbook (7th Edition):

Baek, Ji Eun. “Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors.” 2015. Web. 01 Apr 2020.

Vancouver:

Baek JE. Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822744/.

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

Council of Science Editors:

Baek JE. Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822744/

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

24. Adkins, Beverly. An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment.

Degree: 2009, University of North Texas

 Teachers of students with emotional/behavioral disorders (E/BD) find that myriad concerns for effective teaching (e.g., salaries, increased paperwork, classroom management) challenge their ability to meet… (more)

Subjects/Keywords: Emotional behavioral disorders; special education; teachers; Teachers of problem children  – Job satisfaction.; Special education teachers  – Job satisfaction.

…Statistics, the University of North Texas (UNT) library and Dallas Systems Center, the… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Adkins, B. (2009). An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc12067/

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):

Adkins, Beverly. “An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment.” 2009. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc12067/.

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

MLA Handbook (7th Edition):

Adkins, Beverly. “An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment.” 2009. Web. 01 Apr 2020.

Vancouver:

Adkins B. An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment. [Internet] [Thesis]. University of North Texas; 2009. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc12067/.

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

Council of Science Editors:

Adkins B. An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc12067/

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


University of North Texas

25. Silver, Kathi Olinsky. Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population.

Degree: 2000, University of North Texas

 The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as… (more)

Subjects/Keywords: Behavior disorders in children.; Communicative disorders in children.; speech therapy.; Language disorders

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APA (6th Edition):

Silver, K. O. (2000). Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2498/

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):

Silver, Kathi Olinsky. “Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population.” 2000. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc2498/.

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

MLA Handbook (7th Edition):

Silver, Kathi Olinsky. “Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population.” 2000. Web. 01 Apr 2020.

Vancouver:

Silver KO. Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population. [Internet] [Thesis]. University of North Texas; 2000. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2498/.

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

Council of Science Editors:

Silver KO. Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2498/

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


University of North Texas

26. Astramovich, Randall L. Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling.

Degree: 2000, University of North Texas

 The principal investigator (PI) for this study surveyed 207 American School Counselor Association (ASCA) members on their attitudes toward utilizing trained counseling paraprofessionals in school… (more)

Subjects/Keywords: Student counselors  – United States  – Attitudes.; Educational counseling  – United States.; American School Counselor Association.; Paraprofessionals in social service  – United States.; counseling; paraprofessionals; counselor-student ratio; school counselors

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

APA (6th Edition):

Astramovich, R. L. (2000). Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2659/

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):

Astramovich, Randall L. “Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling.” 2000. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc2659/.

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

MLA Handbook (7th Edition):

Astramovich, Randall L. “Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling.” 2000. Web. 01 Apr 2020.

Vancouver:

Astramovich RL. Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling. [Internet] [Thesis]. University of North Texas; 2000. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2659/.

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

Council of Science Editors:

Astramovich RL. Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2659/

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


University of North Texas

27. Broom, Ellen Wildemann. An Examination of Factors Related to the Cognitive and Affective Empathy Levels of Adjudicated Youth.

Degree: 2000, University of North Texas

 With the advent of increased juvenile delinquency in our nation, the need for prevention and rehabilitation is paramount. Juvenile delinquent acts are becoming more serious… (more)

Subjects/Keywords: Juvenile delinquents  – Psychology.; Juvenile delinquents  – Rehabilitation.; Juvenile delinquency  – Psychological aspects.; Empathy.; juvenile delinquency; rehabilitation; re-socialization training

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

APA (6th Edition):

Broom, E. W. (2000). An Examination of Factors Related to the Cognitive and Affective Empathy Levels of Adjudicated Youth. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2656/

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):

Broom, Ellen Wildemann. “An Examination of Factors Related to the Cognitive and Affective Empathy Levels of Adjudicated Youth.” 2000. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc2656/.

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

MLA Handbook (7th Edition):

Broom, Ellen Wildemann. “An Examination of Factors Related to the Cognitive and Affective Empathy Levels of Adjudicated Youth.” 2000. Web. 01 Apr 2020.

Vancouver:

Broom EW. An Examination of Factors Related to the Cognitive and Affective Empathy Levels of Adjudicated Youth. [Internet] [Thesis]. University of North Texas; 2000. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2656/.

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

Council of Science Editors:

Broom EW. An Examination of Factors Related to the Cognitive and Affective Empathy Levels of Adjudicated Youth. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2656/

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


University of North Texas

28. Cavin, Clark. Personality Type Preferences of Juvenile Delinquents.

Degree: 2000, University of North Texas

 The purpose of this study was to identify and explore personality characteristics of juvenile delinquents, to compare those characteristics with those of the general population,… (more)

Subjects/Keywords: Juvenile delinquents  – Psychology.; Myers-Briggs Type Indicator.; Juvenile delinquency; personality types; MBTI

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

APA (6th Edition):

Cavin, C. (2000). Personality Type Preferences of Juvenile Delinquents. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2653/

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):

Cavin, Clark. “Personality Type Preferences of Juvenile Delinquents.” 2000. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc2653/.

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

MLA Handbook (7th Edition):

Cavin, Clark. “Personality Type Preferences of Juvenile Delinquents.” 2000. Web. 01 Apr 2020.

Vancouver:

Cavin C. Personality Type Preferences of Juvenile Delinquents. [Internet] [Thesis]. University of North Texas; 2000. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2653/.

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

Council of Science Editors:

Cavin C. Personality Type Preferences of Juvenile Delinquents. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2653/

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


University of North Texas

29. Teaff, Teresa L. Effect of Individualized Curricular Accommodations, Incorporating Student Interest and the Impact on the Motivation and Occurrence/ Nonoccurrence of Disruptive Behavior Displayed By Students with Emotional/behavioral Disorders.

Degree: 2001, University of North Texas

 As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to… (more)

Subjects/Keywords: Students with disabilities  – Education  – United States.; Problem children  – Education  – United States.; Behavior disorders in children  – United States.; Motivation (Psychology) in children  – United States.; Individualized instruction  – United States.; United States. Individuals with Disabilities Education Act Amendments of 1997.; Disruptive behavior; behavioral disorders; student interest; motivation; effect; individualized curricular accommodations; Disabilities Education Act of 1997; emotional disorders

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

APA (6th Edition):

Teaff, T. L. (2001). Effect of Individualized Curricular Accommodations, Incorporating Student Interest and the Impact on the Motivation and Occurrence/ Nonoccurrence of Disruptive Behavior Displayed By Students with Emotional/behavioral Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3025/

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):

Teaff, Teresa L. “Effect of Individualized Curricular Accommodations, Incorporating Student Interest and the Impact on the Motivation and Occurrence/ Nonoccurrence of Disruptive Behavior Displayed By Students with Emotional/behavioral Disorders.” 2001. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc3025/.

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

MLA Handbook (7th Edition):

Teaff, Teresa L. “Effect of Individualized Curricular Accommodations, Incorporating Student Interest and the Impact on the Motivation and Occurrence/ Nonoccurrence of Disruptive Behavior Displayed By Students with Emotional/behavioral Disorders.” 2001. Web. 01 Apr 2020.

Vancouver:

Teaff TL. Effect of Individualized Curricular Accommodations, Incorporating Student Interest and the Impact on the Motivation and Occurrence/ Nonoccurrence of Disruptive Behavior Displayed By Students with Emotional/behavioral Disorders. [Internet] [Thesis]. University of North Texas; 2001. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3025/.

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

Council of Science Editors:

Teaff TL. Effect of Individualized Curricular Accommodations, Incorporating Student Interest and the Impact on the Motivation and Occurrence/ Nonoccurrence of Disruptive Behavior Displayed By Students with Emotional/behavioral Disorders. [Thesis]. University of North Texas; 2001. Available from: https://digital.library.unt.edu/ark:/67531/metadc3025/

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


University of North Texas

30. Flint, Paula J. A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms.

Degree: 2003, University of North Texas

 The Individuals with Disabilities Education Act (IDEA) mandates that public schools provide appropriate school programs and transition services for students with emotional and behavioral disorders… (more)

Subjects/Keywords: Schizophrenia.; Academic achievement.; Special education.; Students with disabilities.; Schizophrenia; counseling; psychology; emotional disorders; behavior disorders; special education; emotional disturbance; mental illness; teacher preparation; teacher training

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

APA (6th Edition):

Flint, P. J. (2003). A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4422/

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):

Flint, Paula J. “A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms.” 2003. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc4422/.

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

MLA Handbook (7th Edition):

Flint, Paula J. “A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms.” 2003. Web. 01 Apr 2020.

Vancouver:

Flint PJ. A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms. [Internet] [Thesis]. University of North Texas; 2003. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4422/.

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

Council of Science Editors:

Flint PJ. A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms. [Thesis]. University of North Texas; 2003. Available from: https://digital.library.unt.edu/ark:/67531/metadc4422/

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

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