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You searched for +publisher:"University of North Texas" +contributor:("Combes, Bertina H."). Showing records 1 – 30 of 51 total matches.

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University of North Texas

1. Eason, Lindsey R. Computer Assisted Instruction to Improve Theory of Mind in Children with Autism.

Degree: 2014, University of North Texas

 Children with autism spectrum disorder (ASD) show significant deficits in communication, emotion recognition, perspective taking, and social skills. One intervention gaining increased attention is the… (more)

Subjects/Keywords: Autism; computer assisted instruction; theory of mind; mind-reading skills; technology-based interventions; Children with autism spectrum disorders  – Education.; Autistic children  – Education.; Social skills in children  – Study and teaching.

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APA (6th Edition):

Eason, L. R. (2014). Computer Assisted Instruction to Improve Theory of Mind in Children with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699860/

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):

Eason, Lindsey R. “Computer Assisted Instruction to Improve Theory of Mind in Children with Autism.” 2014. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc699860/.

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

MLA Handbook (7th Edition):

Eason, Lindsey R. “Computer Assisted Instruction to Improve Theory of Mind in Children with Autism.” 2014. Web. 16 Feb 2019.

Vancouver:

Eason LR. Computer Assisted Instruction to Improve Theory of Mind in Children with Autism. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699860/.

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

Council of Science Editors:

Eason LR. Computer Assisted Instruction to Improve Theory of Mind in Children with Autism. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699860/

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


University of North Texas

2. 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 February 16, 2019. 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. 16 Feb 2019.

Vancouver:

Hughes HL. Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Feb 16]. 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

3. 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 February 16, 2019. 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. 16 Feb 2019.

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 2019 Feb 16]. 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

4. Khoury, Christopher. The Effect of Co-teaching on the Academic Achievement Outcomes of Students with Disabilities: a Meta-analytic Synthesis.

Degree: 2014, University of North Texas

 Co-teaching has been, and continues to be, a growing trend in American schools since the late 1990s. As the popularity of this service delivery model… (more)

Subjects/Keywords: co-teach; students with disabilities; educational setting; Teaching teams.; Special education teachers.; Academic achievement.; Students with disabilities  – Education.

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APA (6th Edition):

Khoury, C. (2014). The Effect of Co-teaching on the Academic Achievement Outcomes of Students with Disabilities: a Meta-analytic Synthesis. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699966/

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):

Khoury, Christopher. “The Effect of Co-teaching on the Academic Achievement Outcomes of Students with Disabilities: a Meta-analytic Synthesis.” 2014. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc699966/.

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

MLA Handbook (7th Edition):

Khoury, Christopher. “The Effect of Co-teaching on the Academic Achievement Outcomes of Students with Disabilities: a Meta-analytic Synthesis.” 2014. Web. 16 Feb 2019.

Vancouver:

Khoury C. The Effect of Co-teaching on the Academic Achievement Outcomes of Students with Disabilities: a Meta-analytic Synthesis. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699966/.

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

Council of Science Editors:

Khoury C. The Effect of Co-teaching on the Academic Achievement Outcomes of Students with Disabilities: a Meta-analytic Synthesis. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699966/

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


University of North Texas

5. Hovey, Katrina A. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.

Degree: 2016, University of North Texas

 Pre-service teachers are entering the field as novice practitioners with concerns regarding their ability to confidently and effectively implement key components of response to intervention… (more)

Subjects/Keywords: Teacher preparation; Response to Intervention; RTI

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APA (6th Edition):

Hovey, K. A. (2016). University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955015/

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):

Hovey, Katrina A. “University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.” 2016. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc955015/.

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

MLA Handbook (7th Edition):

Hovey, Katrina A. “University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.” 2016. Web. 16 Feb 2019.

Vancouver:

Hovey KA. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955015/.

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

Council of Science Editors:

Hovey KA. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955015/

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


University of North Texas

6. Chen, Cristina Rodriguez. Culturally Competent Evaluations.

Degree: 2017, University of North Texas

 Significant growth in the number of English language learners (ELLs) in U.S. schools is anticipated to continue, demanding that educators and evaluators have the skills… (more)

Subjects/Keywords: culturally and linguistically diverse learners, teacher self-efficacy, special education, culturally relevant practices, English language learners; Education, Special; Education, Bilingual and Multicultural

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APA (6th Edition):

Chen, C. R. (2017). Culturally Competent Evaluations. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984176/

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):

Chen, Cristina Rodriguez. “Culturally Competent Evaluations.” 2017. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc984176/.

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

MLA Handbook (7th Edition):

Chen, Cristina Rodriguez. “Culturally Competent Evaluations.” 2017. Web. 16 Feb 2019.

Vancouver:

Chen CR. Culturally Competent Evaluations. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984176/.

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

Council of Science Editors:

Chen CR. Culturally Competent Evaluations. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984176/

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


University of North Texas

7. Kherais, Walaa. Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children.

Degree: 2017, University of North Texas

 There are a considerable number of Saudi Arabian students who attend U.S. schools. To date, no published studies exist that relate to the Saudi Arabian… (more)

Subjects/Keywords: Emotional Behavioral Disorders; Saudi Mothers; Childrearing; Saudi Sojourners; Parenting; Acculturation; Special Education; Education, Special

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APA (6th Edition):

Kherais, W. (2017). Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011803/

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):

Kherais, Walaa. “Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children.” 2017. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011803/.

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

MLA Handbook (7th Edition):

Kherais, Walaa. “Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children.” 2017. Web. 16 Feb 2019.

Vancouver:

Kherais W. Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011803/.

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

Council of Science Editors:

Kherais W. Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011803/

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 February 16, 2019. 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. 16 Feb 2019.

Vancouver:

Dean LL. Service Provisions for Youth with Emotional and Behavioral Disorders. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Feb 16]. 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 February 16, 2019. 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. 16 Feb 2019.

Vancouver:

Lee YG. Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Feb 16]. 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. 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 February 16, 2019. 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. 16 Feb 2019.

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 2019 Feb 16]. 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

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

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 February 16, 2019. 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. 16 Feb 2019.

Vancouver:

Riney SS. Teachers' Perspectives on Student Problematic Behavior and Social Skills. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Feb 16]. 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

12. Jeong, Hyunjeong. Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives.

Degree: 2013, University of North Texas

 The educational practice known as inclusion, which is based on values of equal opportunity and diversity, enables students with disabilities to attend the same general… (more)

Subjects/Keywords: Inclusion; beliefs; disabilities; accommodation; preparedness

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APA (6th Edition):

Jeong, H. (2013). Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271836/

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):

Jeong, Hyunjeong. “Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives.” 2013. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc271836/.

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

MLA Handbook (7th Edition):

Jeong, Hyunjeong. “Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives.” 2013. Web. 16 Feb 2019.

Vancouver:

Jeong H. Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271836/.

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

Council of Science Editors:

Jeong H. Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271836/

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


University of North Texas

13. Lim, Okyoung. The Impact of Teacher Perception of Cultural Competence on the Instructional Decision Making of English As Second Language (ESL) Students.

Degree: 2014, University of North Texas

 Recent research suggests that culturally responsive teaching (CRT) practices have the potential to increase student educational outcomes, as well as to reduce unnecessary or inappropriate… (more)

Subjects/Keywords: Teacher efficacy; cultural competence; culturally responsive teaching (CRT); overrepresentation; referral; English as a Second Language; Cultural competence.; English language  – Study and teaching  – Foreign speakers.; Elementary school teachers.

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APA (6th Edition):

Lim, O. (2014). The Impact of Teacher Perception of Cultural Competence on the Instructional Decision Making of English As Second Language (ESL) Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc499978/

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):

Lim, Okyoung. “The Impact of Teacher Perception of Cultural Competence on the Instructional Decision Making of English As Second Language (ESL) Students.” 2014. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc499978/.

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

MLA Handbook (7th Edition):

Lim, Okyoung. “The Impact of Teacher Perception of Cultural Competence on the Instructional Decision Making of English As Second Language (ESL) Students.” 2014. Web. 16 Feb 2019.

Vancouver:

Lim O. The Impact of Teacher Perception of Cultural Competence on the Instructional Decision Making of English As Second Language (ESL) Students. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc499978/.

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

Council of Science Editors:

Lim O. The Impact of Teacher Perception of Cultural Competence on the Instructional Decision Making of English As Second Language (ESL) Students. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc499978/

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


University of North Texas

14. Barrio Renteria, Brenda Leticia. Exploring General Education Pre-service Teachers’ Levels of Concern Regarding the Implementation of Response to Intervention.

Degree: 2013, University of North Texas

 Schools are increasingly challenged to respond to educational initiatives, implement accountability measures, and incorporate standards-driven curriculum changes introduced by laws such as the Individuals with… (more)

Subjects/Keywords: Response to intervention; pre-service teachers; teacher preparation

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APA (6th Edition):

Barrio Renteria, B. L. (2013). Exploring General Education Pre-service Teachers’ Levels of Concern Regarding the Implementation of Response to Intervention. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500138/

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):

Barrio Renteria, Brenda Leticia. “Exploring General Education Pre-service Teachers’ Levels of Concern Regarding the Implementation of Response to Intervention.” 2013. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc500138/.

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

MLA Handbook (7th Edition):

Barrio Renteria, Brenda Leticia. “Exploring General Education Pre-service Teachers’ Levels of Concern Regarding the Implementation of Response to Intervention.” 2013. Web. 16 Feb 2019.

Vancouver:

Barrio Renteria BL. Exploring General Education Pre-service Teachers’ Levels of Concern Regarding the Implementation of Response to Intervention. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500138/.

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

Council of Science Editors:

Barrio Renteria BL. Exploring General Education Pre-service Teachers’ Levels of Concern Regarding the Implementation of Response to Intervention. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500138/

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


University of North Texas

15. 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 February 16, 2019. 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. 16 Feb 2019.

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 2019 Feb 16]. 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

16. Zeske, Karen Marie. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.

Degree: 2015, University of North Texas

 Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects… (more)

Subjects/Keywords: African American; gifted students; advanced academics; family; African American high school students.; Gifted teenagers  – Education.; Advanced placement programs (Education)

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APA (6th Edition):

Zeske, K. M. (2015). Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804960/

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):

Zeske, Karen Marie. “Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.” 2015. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc804960/.

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

MLA Handbook (7th Edition):

Zeske, Karen Marie. “Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.” 2015. Web. 16 Feb 2019.

Vancouver:

Zeske KM. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804960/.

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

Council of Science Editors:

Zeske KM. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804960/

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


University of North Texas

17. 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 February 16, 2019. 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. 16 Feb 2019.

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 2019 Feb 16]. 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


University of North Texas

18. Granado, Elvalicia A. Comparing Three Effect Sizes for Latent Class Analysis.

Degree: 2015, University of North Texas

 Traditional latent class analysis (LCA) considers entropy R2 as the only measure of effect size. However, entropy may not always be reliable, a low boundary… (more)

Subjects/Keywords: latent class analysis; effect size; entropy R2; I-index; Cohen’s d; classification accuracy; Monte Carlo study; Latent structure analysis.; Latent variables.; Effect sizes (Statistics); Error analysis (Mathematics)

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APA (6th Edition):

Granado, E. A. (2015). Comparing Three Effect Sizes for Latent Class Analysis. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822835/

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):

Granado, Elvalicia A. “Comparing Three Effect Sizes for Latent Class Analysis.” 2015. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc822835/.

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

MLA Handbook (7th Edition):

Granado, Elvalicia A. “Comparing Three Effect Sizes for Latent Class Analysis.” 2015. Web. 16 Feb 2019.

Vancouver:

Granado EA. Comparing Three Effect Sizes for Latent Class Analysis. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822835/.

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

Council of Science Editors:

Granado EA. Comparing Three Effect Sizes for Latent Class Analysis. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822835/

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


University of North Texas

19. Montalvo, Ricardo. Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities.

Degree: 2018, University of North Texas

 This study examines the sense of preparedness of preservice special education teachers (PSETs) to instruct English language learners. Pre- and post-survey measures were analyzed using… (more)

Subjects/Keywords: English Learners; English Learners with Disabilities; Preservice Special Education Teachers; Teacher Preparation Programs; Sense of Preparedness; Knowledge; Self-Efficacy; Attitudes

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APA (6th Edition):

Montalvo, R. (2018). Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248396/

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):

Montalvo, Ricardo. “Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities.” 2018. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248396/.

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

MLA Handbook (7th Edition):

Montalvo, Ricardo. “Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities.” 2018. Web. 16 Feb 2019.

Vancouver:

Montalvo R. Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248396/.

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

Council of Science Editors:

Montalvo R. Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248396/

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

20. Chen, Danxia. Eastern Work Ethic: Structural Validity, Measurement Invariance, and Generational Differences.

Degree: 2014, University of North Texas

 This present study examined the structural validity of a Chinese version of Multidimensional Work Ethic Profile (MWEP-C), using a large sample of Chinese parents and… (more)

Subjects/Keywords: Work ethic; Chinese; structured validity; measurement invariance; generational differences

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APA (6th Edition):

Chen, D. (2014). Eastern Work Ethic: Structural Validity, Measurement Invariance, and Generational Differences. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500082/

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):

Chen, Danxia. “Eastern Work Ethic: Structural Validity, Measurement Invariance, and Generational Differences.” 2014. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc500082/.

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

MLA Handbook (7th Edition):

Chen, Danxia. “Eastern Work Ethic: Structural Validity, Measurement Invariance, and Generational Differences.” 2014. Web. 16 Feb 2019.

Vancouver:

Chen D. Eastern Work Ethic: Structural Validity, Measurement Invariance, and Generational Differences. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500082/.

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

Council of Science Editors:

Chen D. Eastern Work Ethic: Structural Validity, Measurement Invariance, and Generational Differences. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500082/

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

21. 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 February 16, 2019. 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. 16 Feb 2019.

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 2019 Feb 16]. 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

22. Thompson, Tierney M. Candidates' Perception of Training and Self-Efficacy in Traditional and Alternative Teacher Preparation Programs.

Degree: 2003, University of North Texas

 This research was encouraged by the tremendous demand for teachers. Two million new teachers will be needed in the United States over the next decade.… (more)

Subjects/Keywords: Teachers  – Training of  – United States.; Teachers  – Certification  – United States.; Traditional and alternative certification; self-efficacy

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APA (6th Edition):

Thompson, T. M. (2003). Candidates' Perception of Training and Self-Efficacy in Traditional and Alternative Teacher Preparation Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4173/

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):

Thompson, Tierney M. “Candidates' Perception of Training and Self-Efficacy in Traditional and Alternative Teacher Preparation Programs.” 2003. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc4173/.

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

MLA Handbook (7th Edition):

Thompson, Tierney M. “Candidates' Perception of Training and Self-Efficacy in Traditional and Alternative Teacher Preparation Programs.” 2003. Web. 16 Feb 2019.

Vancouver:

Thompson TM. Candidates' Perception of Training and Self-Efficacy in Traditional and Alternative Teacher Preparation Programs. [Internet] [Thesis]. University of North Texas; 2003. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4173/.

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

Council of Science Editors:

Thompson TM. Candidates' Perception of Training and Self-Efficacy in Traditional and Alternative Teacher Preparation Programs. [Thesis]. University of North Texas; 2003. Available from: https://digital.library.unt.edu/ark:/67531/metadc4173/

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


University of North Texas

23. 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 (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 February 16, 2019. 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. 16 Feb 2019.

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 2019 Feb 16]. 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


University of North Texas

24. Hopkins, Kathleen C. Community College Faculty Knowledge of Legal Issues and Students with Disabilities: A Case Study.

Degree: 2003, University of North Texas

 The purpose of this study was to investigate the extent of Prince George's Community College faculty knowledge of the legal issues, Section 504 of the… (more)

Subjects/Keywords: College students with disabilities  – Legal status, laws, etc.  – United States.; Community college teachers  – Maryland  – Largo.; Prince George's Community College  – Faculty.; Community colleges; college students; faculty

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APA (6th Edition):

Hopkins, K. C. (2003). Community College Faculty Knowledge of Legal Issues and Students with Disabilities: A Case Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4365/

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):

Hopkins, Kathleen C. “Community College Faculty Knowledge of Legal Issues and Students with Disabilities: A Case Study.” 2003. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc4365/.

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

MLA Handbook (7th Edition):

Hopkins, Kathleen C. “Community College Faculty Knowledge of Legal Issues and Students with Disabilities: A Case Study.” 2003. Web. 16 Feb 2019.

Vancouver:

Hopkins KC. Community College Faculty Knowledge of Legal Issues and Students with Disabilities: A Case Study. [Internet] [Thesis]. University of North Texas; 2003. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4365/.

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

Council of Science Editors:

Hopkins KC. Community College Faculty Knowledge of Legal Issues and Students with Disabilities: A Case Study. [Thesis]. University of North Texas; 2003. Available from: https://digital.library.unt.edu/ark:/67531/metadc4365/

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


University of North Texas

25. Roach, Robert G. The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services.

Degree: 2005, University of North Texas

 The purpose of this study was to investigate special education outcomes in relation to state standardized testing. It specifically sought to determine if a relationship… (more)

Subjects/Keywords: Special education  – Texas.; Texas Assessment of Academic Skills.; Academic achievement  – Texas.; Children with disabilities  – Education  – Texas.; education; administration; special education; school reform; TAAS; TAKS; Texas standardized testing

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APA (6th Edition):

Roach, R. G. (2005). The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4750/

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):

Roach, Robert G. “The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services.” 2005. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc4750/.

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

MLA Handbook (7th Edition):

Roach, Robert G. “The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services.” 2005. Web. 16 Feb 2019.

Vancouver:

Roach RG. The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services. [Internet] [Thesis]. University of North Texas; 2005. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4750/.

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

Council of Science Editors:

Roach RG. The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services. [Thesis]. University of North Texas; 2005. Available from: https://digital.library.unt.edu/ark:/67531/metadc4750/

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


University of North Texas

26. Morris, Mary Ann. A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder.

Degree: 2006, University of North Texas

 The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound… (more)

Subjects/Keywords: English language  – Composition and exercises  – Study and teaching  – Evaluation.; Learning disabled teenagers  – Education (Secondary); Attention-deficit-disordered youth  – Education (Secondary); LD; learning disabilities; written language; technology; assessment

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

APA (6th Edition):

Morris, M. A. (2006). A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5405/

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):

Morris, Mary Ann. “A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder.” 2006. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc5405/.

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

MLA Handbook (7th Edition):

Morris, Mary Ann. “A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder.” 2006. Web. 16 Feb 2019.

Vancouver:

Morris MA. A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5405/.

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

Council of Science Editors:

Morris MA. A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5405/

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


University of North Texas

27. Wang, Hsin-Yi. A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders.

Degree: 2005, University of North Texas

 A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal… (more)

Subjects/Keywords: Special education teachers  – Training of.; special education teacher preparation; teachers; teacher training; special education; field experience

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

APA (6th Edition):

Wang, H. (2005). A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5795/

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):

Wang, Hsin-Yi. “A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders.” 2005. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc5795/.

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

MLA Handbook (7th Edition):

Wang, Hsin-Yi. “A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders.” 2005. Web. 16 Feb 2019.

Vancouver:

Wang H. A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders. [Internet] [Thesis]. University of North Texas; 2005. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5795/.

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

Council of Science Editors:

Wang H. A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders. [Thesis]. University of North Texas; 2005. Available from: https://digital.library.unt.edu/ark:/67531/metadc5795/

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


University of North Texas

28. Estes, Mary Bailey. Choice for All? Charter Schools and Students with Disabilities.

Degree: 2001, University of North Texas

 In order to assess the extent and quality of special education services in charter schools in north Texas, the researcher examined data submitted to Texa… (more)

Subjects/Keywords: Charter schools  – Texas.; Students with disabilities  – Education  – Texas.; Charter schools; students with disabilities; PEIMS; IDEA

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APA (6th Edition):

Estes, M. B. (2001). Choice for All? Charter Schools and Students with Disabilities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2905/

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):

Estes, Mary Bailey. “Choice for All? Charter Schools and Students with Disabilities.” 2001. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc2905/.

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

MLA Handbook (7th Edition):

Estes, Mary Bailey. “Choice for All? Charter Schools and Students with Disabilities.” 2001. Web. 16 Feb 2019.

Vancouver:

Estes MB. Choice for All? Charter Schools and Students with Disabilities. [Internet] [Thesis]. University of North Texas; 2001. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2905/.

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

Council of Science Editors:

Estes MB. Choice for All? Charter Schools and Students with Disabilities. [Thesis]. University of North Texas; 2001. Available from: https://digital.library.unt.edu/ark:/67531/metadc2905/

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


University of North Texas

29. Aiello, Jan Elizabeth. An Analysis of the Characteristics of Female Juvenile Offenders as Predictors of Resocialization or Recidivism.

Degree: 2007, University of North Texas

 Because there has been a paucity of research on the educational needs of females with academic, behavioral, and emotional problems involved with the juvenile justice… (more)

Subjects/Keywords: female juvenile offenders; Female juvenile delinquents  – Texas.; Recidivism  – Texas.; Female juvenile delinquents  – Rehabilitation  – Texas.

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

APA (6th Edition):

Aiello, J. E. (2007). An Analysis of the Characteristics of Female Juvenile Offenders as Predictors of Resocialization or Recidivism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3711/

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):

Aiello, Jan Elizabeth. “An Analysis of the Characteristics of Female Juvenile Offenders as Predictors of Resocialization or Recidivism.” 2007. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc3711/.

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

MLA Handbook (7th Edition):

Aiello, Jan Elizabeth. “An Analysis of the Characteristics of Female Juvenile Offenders as Predictors of Resocialization or Recidivism.” 2007. Web. 16 Feb 2019.

Vancouver:

Aiello JE. An Analysis of the Characteristics of Female Juvenile Offenders as Predictors of Resocialization or Recidivism. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3711/.

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

Council of Science Editors:

Aiello JE. An Analysis of the Characteristics of Female Juvenile Offenders as Predictors of Resocialization or Recidivism. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc3711/

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


University of North Texas

30. Cavin, Lisa Lyle. Perceptions of importance of diagnostic competencies among educational diagnosticians.

Degree: 2007, University of North Texas

 This research was two-fold in its purpose: the first purpose being to assess the perceived relevance of the current state competency standards adopted in Texas(more)

Subjects/Keywords: Diagnostician; competencies; assessment; evaluation personnel; Special education teachers  – Certification  – Standards  – Texas.; Special education teachers  – Training of  – Texas.

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

APA (6th Edition):

Cavin, L. L. (2007). Perceptions of importance of diagnostic competencies among educational diagnosticians. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3692/

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, Lisa Lyle. “Perceptions of importance of diagnostic competencies among educational diagnosticians.” 2007. Thesis, University of North Texas. Accessed February 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc3692/.

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

MLA Handbook (7th Edition):

Cavin, Lisa Lyle. “Perceptions of importance of diagnostic competencies among educational diagnosticians.” 2007. Web. 16 Feb 2019.

Vancouver:

Cavin LL. Perceptions of importance of diagnostic competencies among educational diagnosticians. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Feb 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3692/.

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

Council of Science Editors:

Cavin LL. Perceptions of importance of diagnostic competencies among educational diagnosticians. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc3692/

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

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