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You searched for +publisher:"University of North Texas" +contributor:("Tipps, Steven"). Showing records 1 – 9 of 9 total matches.

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University of North Texas

1. Link, Kathleen Elizabeth Barbieri. Peer Mediation: an Empirical Exploration Empowering Elementary School Children to Resolve Conflicts Constructively.

Degree: 1998, University of North Texas

 Conflict is inevitable in school and in life. Many children lack skills necessary to resolve daily conflicts constructively. Without knowledge of positive ways to manage… (more)

Subjects/Keywords: conflict; elementary schools; peer mediation; Conflict management  – Study and teaching (Elementary); Mediation  – Study and teaching (Elementary); Peer counseling of students.

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APA (6th Edition):

Link, K. E. B. (1998). Peer Mediation: an Empirical Exploration Empowering Elementary School Children to Resolve Conflicts Constructively. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277606/

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):

Link, Kathleen Elizabeth Barbieri. “Peer Mediation: an Empirical Exploration Empowering Elementary School Children to Resolve Conflicts Constructively.” 1998. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc277606/.

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

MLA Handbook (7th Edition):

Link, Kathleen Elizabeth Barbieri. “Peer Mediation: an Empirical Exploration Empowering Elementary School Children to Resolve Conflicts Constructively.” 1998. Web. 13 Aug 2020.

Vancouver:

Link KEB. Peer Mediation: an Empirical Exploration Empowering Elementary School Children to Resolve Conflicts Constructively. [Internet] [Thesis]. University of North Texas; 1998. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277606/.

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

Council of Science Editors:

Link KEB. Peer Mediation: an Empirical Exploration Empowering Elementary School Children to Resolve Conflicts Constructively. [Thesis]. University of North Texas; 1998. Available from: https://digital.library.unt.edu/ark:/67531/metadc277606/

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


University of North Texas

2. Syrrakou, Ioanna. The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers.

Degree: 1997, University of North Texas

 Sixty Greek kindergarten teachers were surveyed regarding their teaching beliefs and practices using the Teachers Questionnaire based on guidelines recommended by the National Association for… (more)

Subjects/Keywords: Kindergarten teachers; beliefs; early childhood education; Kindergarten teachers  – Greece.; Kindergarten  – Greece.

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APA (6th Edition):

Syrrakou, I. (1997). The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278118/

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):

Syrrakou, Ioanna. “The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers.” 1997. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc278118/.

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

MLA Handbook (7th Edition):

Syrrakou, Ioanna. “The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers.” 1997. Web. 13 Aug 2020.

Vancouver:

Syrrakou I. The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers. [Internet] [Thesis]. University of North Texas; 1997. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278118/.

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

Council of Science Editors:

Syrrakou I. The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers. [Thesis]. University of North Texas; 1997. Available from: https://digital.library.unt.edu/ark:/67531/metadc278118/

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


University of North Texas

3. Penny, Andra Jones. The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators.

Degree: 1996, University of North Texas

 The purposes of this study were to explore the leadership styles and personality types of Texas elementary administrators. The Leader Effectiveness and Adaptability Description-Self (LEAD-Self)… (more)

Subjects/Keywords: Elementary school principals  – Texas  – Psychology.; School administrators  – Texas  – Psychology.; Leadership.; relationship; leadership; administrator; personality

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APA (6th Edition):

Penny, A. J. (1996). The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278813/

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):

Penny, Andra Jones. “The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators.” 1996. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc278813/.

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

MLA Handbook (7th Edition):

Penny, Andra Jones. “The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators.” 1996. Web. 13 Aug 2020.

Vancouver:

Penny AJ. The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators. [Internet] [Thesis]. University of North Texas; 1996. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278813/.

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

Council of Science Editors:

Penny AJ. The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators. [Thesis]. University of North Texas; 1996. Available from: https://digital.library.unt.edu/ark:/67531/metadc278813/

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


University of North Texas

4. Rosenkrans, Dreama J. The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study.

Degree: 1993, University of North Texas

The purpose of this study was to describe the behaviors of kindergarten students during Sustained Silent Reading sessions modified to be developmentally appropriate. Advisors/Committee Members: Greenlaw, M. Jean, Harvill, Riley L., 1955-, Craig, Margaret T., Tipps, Steven.

Subjects/Keywords: sustained silent reading; kindergarten students; bilingual education; Reading (Kindergarten); Silent reading.; Education, Bilingual.

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APA (6th Edition):

Rosenkrans, D. J. (1993). The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278320/

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):

Rosenkrans, Dreama J. “The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study.” 1993. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc278320/.

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

MLA Handbook (7th Edition):

Rosenkrans, Dreama J. “The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study.” 1993. Web. 13 Aug 2020.

Vancouver:

Rosenkrans DJ. The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study. [Internet] [Thesis]. University of North Texas; 1993. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278320/.

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

Council of Science Editors:

Rosenkrans DJ. The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study. [Thesis]. University of North Texas; 1993. Available from: https://digital.library.unt.edu/ark:/67531/metadc278320/

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


University of North Texas

5. Stephens, Jan (Jan Ellen). A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education.

Degree: 1995, University of North Texas

 This quasi-experimental study examined the effects of participation in a Supplemental Instruction (SI) program on student test performance in a second-level developmental mathematics class in… (more)

Subjects/Keywords: supplemental instruction; developmental mathematics; higher education; Mathematics  – Study and teaching (Higher); Developmental studies programs.; Study skills.

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APA (6th Edition):

Stephens, J. (. E. (1995). A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279019/

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):

Stephens, Jan (Jan Ellen). “A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education.” 1995. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc279019/.

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

MLA Handbook (7th Edition):

Stephens, Jan (Jan Ellen). “A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education.” 1995. Web. 13 Aug 2020.

Vancouver:

Stephens J(E. A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education. [Internet] [Thesis]. University of North Texas; 1995. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279019/.

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

Council of Science Editors:

Stephens J(E. A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education. [Thesis]. University of North Texas; 1995. Available from: https://digital.library.unt.edu/ark:/67531/metadc279019/

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


University of North Texas

6. Runnels, Sheila S. (Sheila Sargent). Self-Perception of Objectivity in the Use of the TTAS.

Degree: 1995, University of North Texas

 The purpose of this study was to determine if appraisers using the TTAS in Texas perceived themselves as being objective in the evaluation process. The… (more)

Subjects/Keywords: Texas Teacher Appraisal System; teachers; evaluation; Texas Teacher Appraisal System.; Teachers  – Rating of  – Texas.

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APA (6th Edition):

Runnels, S. S. (. S. (1995). Self-Perception of Objectivity in the Use of the TTAS. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278772/

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):

Runnels, Sheila S (Sheila Sargent). “Self-Perception of Objectivity in the Use of the TTAS.” 1995. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc278772/.

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

MLA Handbook (7th Edition):

Runnels, Sheila S (Sheila Sargent). “Self-Perception of Objectivity in the Use of the TTAS.” 1995. Web. 13 Aug 2020.

Vancouver:

Runnels SS(S. Self-Perception of Objectivity in the Use of the TTAS. [Internet] [Thesis]. University of North Texas; 1995. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278772/.

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

Council of Science Editors:

Runnels SS(S. Self-Perception of Objectivity in the Use of the TTAS. [Thesis]. University of North Texas; 1995. Available from: https://digital.library.unt.edu/ark:/67531/metadc278772/

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


University of North Texas

7. Fox, Jill Englebright. Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment.

Degree: 1993, University of North Texas

 This investigation examined the development of young children's behaviors on swings in the outdoor play environment and their emerging understanding of the physics principles associated… (more)

Subjects/Keywords: children; play; physics; swings; Perceptual-motor learning.; Motor ability in children.; Swings.

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APA (6th Edition):

Fox, J. E. (1993). Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278750/

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):

Fox, Jill Englebright. “Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment.” 1993. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc278750/.

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

MLA Handbook (7th Edition):

Fox, Jill Englebright. “Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment.” 1993. Web. 13 Aug 2020.

Vancouver:

Fox JE. Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment. [Internet] [Thesis]. University of North Texas; 1993. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278750/.

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

Council of Science Editors:

Fox JE. Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment. [Thesis]. University of North Texas; 1993. Available from: https://digital.library.unt.edu/ark:/67531/metadc278750/

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


University of North Texas

8. Frerichs, Linda C. Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text.

Degree: 1996, University of North Texas

 The purpose of this study was to examine first-graders' construction of knowledge of graphophonemic and orthographic relationships. Three levels of treatment were assigned randomly to… (more)

Subjects/Keywords: first graders; reading; graphophonemes; orthography; writing; children; English language  – Orthography and spelling  – Study and teaching (Primary); English language  – Phonemics  – Study and teaching (Primary); Children  – United States  – Language.

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APA (6th Edition):

Frerichs, L. C. (1996). Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278985/

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):

Frerichs, Linda C. “Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text.” 1996. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc278985/.

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

MLA Handbook (7th Edition):

Frerichs, Linda C. “Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text.” 1996. Web. 13 Aug 2020.

Vancouver:

Frerichs LC. Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text. [Internet] [Thesis]. University of North Texas; 1996. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278985/.

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

Council of Science Editors:

Frerichs LC. Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text. [Thesis]. University of North Texas; 1996. Available from: https://digital.library.unt.edu/ark:/67531/metadc278985/

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


University of North Texas

9. Chang, Sy-Ning. Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9.

Degree: 1995, University of North Texas

 This investigation examined Chinese children's development of place-value numeration concepts from ages 3 through 9, compared the development of place-value understanding of these Chinese children… (more)

Subjects/Keywords: Place value (Mathematics); Child development  – Taiwan  – Taipei.; Mathematics  – Study and teaching (Early childhood); Mathematics  – Study and teaching (Elementary); place value numeration; Chinese children

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

APA (6th Edition):

Chang, S. (1995). Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279231/

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, Sy-Ning. “Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9.” 1995. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc279231/.

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

MLA Handbook (7th Edition):

Chang, Sy-Ning. “Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9.” 1995. Web. 13 Aug 2020.

Vancouver:

Chang S. Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9. [Internet] [Thesis]. University of North Texas; 1995. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279231/.

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

Council of Science Editors:

Chang S. Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9. [Thesis]. University of North Texas; 1995. Available from: https://digital.library.unt.edu/ark:/67531/metadc279231/

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

.