Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of North Texas" +contributor:("Kinnison, Lloyd"). Showing records 1 – 30 of 67 total matches.

[1] [2] [3]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

3. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

4. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

5. Ray, Julie M. Knowledge and Confidence of Speech-Language Pathologists Regarding Autism.

Degree: 2010, University of North Texas

 The increased prevalence rate of autism has immense implications for speech language pathologists (SLPs) who are directly involved in the education and service delivery for… (more)

Subjects/Keywords: Autism; personnel preparation; speech therapy; confidence; knowledge; survey; applied behavior analysis; speech language pathology; Speech therapists.; Autism  – Treatment.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ray, J. M. (2010). Knowledge and Confidence of Speech-Language Pathologists Regarding Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33197/

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):

Ray, Julie M. “Knowledge and Confidence of Speech-Language Pathologists Regarding Autism.” 2010. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc33197/.

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

MLA Handbook (7th Edition):

Ray, Julie M. “Knowledge and Confidence of Speech-Language Pathologists Regarding Autism.” 2010. Web. 01 Apr 2020.

Vancouver:

Ray JM. Knowledge and Confidence of Speech-Language Pathologists Regarding Autism. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33197/.

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

Council of Science Editors:

Ray JM. Knowledge and Confidence of Speech-Language Pathologists Regarding Autism. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33197/

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


University of North Texas

6. Blackmon, Lisa. The Efficacy of the Chickasaw Nation Early Care and Education Programs.

Degree: 2014, University of North Texas

 The purposes of this research were to explore the effectiveness of the Chickasaw Nation early care and education program in promoting school readiness while infusing… (more)

Subjects/Keywords: Chickasaw Nation; early childhood; education; Chickasaw Indians  – Education (Early childhood); Chickasaw Nation, Oklahoma.; Early childhood education  – Oklahoma.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Blackmon, L. (2014). The Efficacy of the Chickasaw Nation Early Care and Education Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500000/

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):

Blackmon, Lisa. “The Efficacy of the Chickasaw Nation Early Care and Education Programs.” 2014. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc500000/.

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

MLA Handbook (7th Edition):

Blackmon, Lisa. “The Efficacy of the Chickasaw Nation Early Care and Education Programs.” 2014. Web. 01 Apr 2020.

Vancouver:

Blackmon L. The Efficacy of the Chickasaw Nation Early Care and Education Programs. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500000/.

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

Council of Science Editors:

Blackmon L. The Efficacy of the Chickasaw Nation Early Care and Education Programs. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500000/

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


University of North Texas

7. Sánchez, Edelmira. Effects of a Brain Improvement Program on Students' Reading Achievement.

Degree: 2013, University of North Texas

 How to close the reading achievement gap among K-12 students is an ongoing emphasis for educators in the 21st century. The purpose of the study… (more)

Subjects/Keywords: Kinesthetic; reading; exercise

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sánchez, E. (2013). Effects of a Brain Improvement Program on Students' Reading Achievement. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271931/

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):

Sánchez, Edelmira. “Effects of a Brain Improvement Program on Students' Reading Achievement.” 2013. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc271931/.

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

MLA Handbook (7th Edition):

Sánchez, Edelmira. “Effects of a Brain Improvement Program on Students' Reading Achievement.” 2013. Web. 01 Apr 2020.

Vancouver:

Sánchez E. Effects of a Brain Improvement Program on Students' Reading Achievement. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271931/.

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

Council of Science Editors:

Sánchez E. Effects of a Brain Improvement Program on Students' Reading Achievement. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271931/

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


University of North Texas

8. Wang, Hui-Fen. Early Literacy of Young Children in New Immigrant and Native Families in Taiwan: Educational and Socio-political Implications.

Degree: 2012, University of North Texas

 Because of shifting demographics, the Taiwanese government opened the country to immigrants from Southeast Asia. Foreign-born brides of Taiwanese men have contributed significantly to this… (more)

Subjects/Keywords: Early literacy; Taiwan; new immigrant family; native family

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wang, H. (2012). Early Literacy of Young Children in New Immigrant and Native Families in Taiwan: Educational and Socio-political Implications. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115178/

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, Hui-Fen. “Early Literacy of Young Children in New Immigrant and Native Families in Taiwan: Educational and Socio-political Implications.” 2012. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc115178/.

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

MLA Handbook (7th Edition):

Wang, Hui-Fen. “Early Literacy of Young Children in New Immigrant and Native Families in Taiwan: Educational and Socio-political Implications.” 2012. Web. 01 Apr 2020.

Vancouver:

Wang H. Early Literacy of Young Children in New Immigrant and Native Families in Taiwan: Educational and Socio-political Implications. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115178/.

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. Early Literacy of Young Children in New Immigrant and Native Families in Taiwan: Educational and Socio-political Implications. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115178/

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


University of North Texas

9. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

10. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

11. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

12. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

13. Chang, Wen-Chuan Rita. Mothers' and Fathers' Parenting Characteristics in Relation to Family Earner Status and Self-perceived Interpersonal Competence.

Degree: 2012, University of North Texas

 With an increasing number of married mothers who participated in paid work roles, fathers with full-time employed spouses now are expected to assume the role… (more)

Subjects/Keywords: Parenting characteristics; family earner status; interpersonal competence

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chang, W. R. (2012). Mothers' and Fathers' Parenting Characteristics in Relation to Family Earner Status and Self-perceived Interpersonal Competence. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc177184/

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):

Chang, Wen-Chuan Rita. “Mothers' and Fathers' Parenting Characteristics in Relation to Family Earner Status and Self-perceived Interpersonal Competence.” 2012. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc177184/.

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

MLA Handbook (7th Edition):

Chang, Wen-Chuan Rita. “Mothers' and Fathers' Parenting Characteristics in Relation to Family Earner Status and Self-perceived Interpersonal Competence.” 2012. Web. 01 Apr 2020.

Vancouver:

Chang WR. Mothers' and Fathers' Parenting Characteristics in Relation to Family Earner Status and Self-perceived Interpersonal Competence. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc177184/.

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

Council of Science Editors:

Chang WR. Mothers' and Fathers' Parenting Characteristics in Relation to Family Earner Status and Self-perceived Interpersonal Competence. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc177184/

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


University of North Texas

14. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

15. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

16. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 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

17. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 April 01, 2020. 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. 01 Apr 2020.

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 2020 Apr 01]. 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

18. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

19. Myers, Joyce Eady. Children's Spiritual Development: Analysis of Program Practices and Recommendations for Early Childhood Professionals.

Degree: 2009, University of North Texas

 The purpose of this study was to determine the extent to which faith-based preschools promote spiritual development in preschoolers. The participants in the study were… (more)

Subjects/Keywords: Children's spiritual development; preschool program practices; preschoolers; Christian education of children  – United States.; Preschool children  – United States.; Church schools  – United States.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Myers, J. E. (2009). Children's Spiritual Development: Analysis of Program Practices and Recommendations for Early Childhood Professionals. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc12169/

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):

Myers, Joyce Eady. “Children's Spiritual Development: Analysis of Program Practices and Recommendations for Early Childhood Professionals.” 2009. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc12169/.

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

MLA Handbook (7th Edition):

Myers, Joyce Eady. “Children's Spiritual Development: Analysis of Program Practices and Recommendations for Early Childhood Professionals.” 2009. Web. 01 Apr 2020.

Vancouver:

Myers JE. Children's Spiritual Development: Analysis of Program Practices and Recommendations for Early Childhood Professionals. [Internet] [Thesis]. University of North Texas; 2009. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc12169/.

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

Council of Science Editors:

Myers JE. Children's Spiritual Development: Analysis of Program Practices and Recommendations for Early Childhood Professionals. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc12169/

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


University of North Texas

20. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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

21. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

22. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

23. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

24. Israsena, Vasinee. Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand.

Degree: 2007, University of North Texas

 The Thai government has strongly advocated for the learner-centered education for the past decade. Success For Life Thailand (SFLT), a brain-research-based early childhood education program… (more)

Subjects/Keywords: Thai; teachers; beliefs; Early childhood educators  – Thailand.; Preschool teachers  – Thailand.; Kindergarten teachers  – Thailand.; Early childhood education  – Thailand.; Education, Preschool  – Thailand.; Kindergarten  – Thailand.; Student-centered learning  – Thailand.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Israsena, V. (2007). Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3959/

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):

Israsena, Vasinee. “Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand.” 2007. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc3959/.

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

MLA Handbook (7th Edition):

Israsena, Vasinee. “Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand.” 2007. Web. 01 Apr 2020.

Vancouver:

Israsena V. Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand. [Internet] [Thesis]. University of North Texas; 2007. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3959/.

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

Council of Science Editors:

Israsena V. Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc3959/

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


University of North Texas

25. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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


University of North Texas

26. Mohr, John Darrell. Technology-mediated distance education used to prepare special education personnel.

Degree: 2004, University of North Texas

 This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey… (more)

Subjects/Keywords: Special education teachers  – Training of.; Web-based instruction.; Distance education.; special education; distance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mohr, J. D. (2004). Technology-mediated distance education used to prepare special education personnel. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4544/

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):

Mohr, John Darrell. “Technology-mediated distance education used to prepare special education personnel.” 2004. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc4544/.

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

MLA Handbook (7th Edition):

Mohr, John Darrell. “Technology-mediated distance education used to prepare special education personnel.” 2004. Web. 01 Apr 2020.

Vancouver:

Mohr JD. Technology-mediated distance education used to prepare special education personnel. [Internet] [Thesis]. University of North Texas; 2004. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4544/.

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

Council of Science Editors:

Mohr JD. Technology-mediated distance education used to prepare special education personnel. [Thesis]. University of North Texas; 2004. Available from: https://digital.library.unt.edu/ark:/67531/metadc4544/

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


University of North Texas

27. Fitzpatrick, Tamecca S. A Comparison Study of the Experiences of Educators and Non-Educators in Promoting Reading and Reading Related Skills of their Own Preschool Children.

Degree: 2005, University of North Texas

 The rationale for this study was to evaluate the home literacy environments of educators and non-educators to investigate whether educators provide "richer" home environments than… (more)

Subjects/Keywords: Reading (Preschool); Reading  – Parent participation.; emergent literacy; early childhood education; home literacy environment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fitzpatrick, T. S. (2005). A Comparison Study of the Experiences of Educators and Non-Educators in Promoting Reading and Reading Related Skills of their Own Preschool Children. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4917/

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):

Fitzpatrick, Tamecca S. “A Comparison Study of the Experiences of Educators and Non-Educators in Promoting Reading and Reading Related Skills of their Own Preschool Children.” 2005. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc4917/.

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

MLA Handbook (7th Edition):

Fitzpatrick, Tamecca S. “A Comparison Study of the Experiences of Educators and Non-Educators in Promoting Reading and Reading Related Skills of their Own Preschool Children.” 2005. Web. 01 Apr 2020.

Vancouver:

Fitzpatrick TS. A Comparison Study of the Experiences of Educators and Non-Educators in Promoting Reading and Reading Related Skills of their Own Preschool Children. [Internet] [Thesis]. University of North Texas; 2005. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4917/.

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

Council of Science Editors:

Fitzpatrick TS. A Comparison Study of the Experiences of Educators and Non-Educators in Promoting Reading and Reading Related Skills of their Own Preschool Children. [Thesis]. University of North Texas; 2005. Available from: https://digital.library.unt.edu/ark:/67531/metadc4917/

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


University of North Texas

28. Gottshall, Dorothy Lee. Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.

Degree: 2007, University of North Texas

 Learning to read is critical for quality of life and success in our society. Children who cannot read well face unsuccessful educational careers and limited… (more)

Subjects/Keywords: rural boys and reading; low performing boys; Tier III; SBRR; early reading intervention; reading; phonics intervention; reading instruction and boys; Reading (Elementary); Reading  – Phonetic method.; First grade (Education)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gottshall, D. L. (2007). Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5177/

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):

Gottshall, Dorothy Lee. “Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.” 2007. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc5177/.

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

MLA Handbook (7th Edition):

Gottshall, Dorothy Lee. “Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.” 2007. Web. 01 Apr 2020.

Vancouver:

Gottshall DL. Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys. [Internet] [Thesis]. University of North Texas; 2007. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5177/.

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

Council of Science Editors:

Gottshall DL. Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc5177/

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


University of North Texas

29. Conde, Joann M. Patterns of verbal communication in children with special needs.

Degree: 2006, University of North Texas

 The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four… (more)

Subjects/Keywords: Children with disabilities.; Learning disabled children.; Attention-deficit-disordered children.; Oral communication.; learning disabilities; social communication; special education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Conde, J. M. (2006). Patterns of verbal communication in children with special needs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5290/

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):

Conde, Joann M. “Patterns of verbal communication in children with special needs.” 2006. Thesis, University of North Texas. Accessed April 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc5290/.

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

MLA Handbook (7th Edition):

Conde, Joann M. “Patterns of verbal communication in children with special needs.” 2006. Web. 01 Apr 2020.

Vancouver:

Conde JM. Patterns of verbal communication in children with special needs. [Internet] [Thesis]. University of North Texas; 2006. [cited 2020 Apr 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5290/.

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

Council of Science Editors:

Conde JM. Patterns of verbal communication in children with special needs. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5290/

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


University of North Texas

30. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 April 01, 2020. 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. 01 Apr 2020.

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 2020 Apr 01]. 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

[1] [2] [3]

.