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You searched for +publisher:"University of Oregon" +contributor:("Tindal, Gerald"). Showing records 1 – 22 of 22 total matches.

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University of Oregon

1. Tupou, Samuel. A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy.

Degree: 2013, University of Oregon

 This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed… (more)

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APA (6th Edition):

Tupou, S. (2013). A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13248

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):

Tupou, Samuel. “A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy.” 2013. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/13248.

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

MLA Handbook (7th Edition):

Tupou, Samuel. “A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy.” 2013. Web. 20 Feb 2019.

Vancouver:

Tupou S. A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/13248.

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

Council of Science Editors:

Tupou S. A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13248

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


University of Oregon

2. Birk, Lisa. Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment.

Degree: 2013, University of Oregon

 In this study, I examined the relation between various construct relevant and irrelevant variables and a math problem solving assessment. I used independent performance measures… (more)

Subjects/Keywords: assessment; construct; irrelevant; mathematics; problem solving; variance

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APA (6th Edition):

Birk, L. (2013). Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13262

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):

Birk, Lisa. “Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment.” 2013. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/13262.

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

MLA Handbook (7th Edition):

Birk, Lisa. “Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment.” 2013. Web. 20 Feb 2019.

Vancouver:

Birk L. Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/13262.

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

Council of Science Editors:

Birk L. Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13262

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


University of Oregon

3. Barker, Elizabeth. To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?.

Degree: 2016, University of Oregon

 High correlations exist for students who struggle with reading and math, and as a consequence, students who are poor readers tend to do poorly in… (more)

Subjects/Keywords: Early Reading Skills; Mathematics Growth; Students with Disabilities

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APA (6th Edition):

Barker, E. (2016). To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/19666

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):

Barker, Elizabeth. “To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?.” 2016. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/19666.

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

MLA Handbook (7th Edition):

Barker, Elizabeth. “To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?.” 2016. Web. 20 Feb 2019.

Vancouver:

Barker E. To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?. [Internet] [Thesis]. University of Oregon; 2016. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/19666.

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

Council of Science Editors:

Barker E. To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?. [Thesis]. University of Oregon; 2016. Available from: http://hdl.handle.net/1794/19666

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


University of Oregon

4. Lambeth, Cathryn. Using Concurrent Verbalization to Measure Math Comprehension.

Degree: 2012, University of Oregon

 The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine… (more)

Subjects/Keywords: Concurrent verbalization; Elementary; Math comprehension; Think-alouds

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APA (6th Edition):

Lambeth, C. (2012). Using Concurrent Verbalization to Measure Math Comprehension. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/12421

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):

Lambeth, Cathryn. “Using Concurrent Verbalization to Measure Math Comprehension.” 2012. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/12421.

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

MLA Handbook (7th Edition):

Lambeth, Cathryn. “Using Concurrent Verbalization to Measure Math Comprehension.” 2012. Web. 20 Feb 2019.

Vancouver:

Lambeth C. Using Concurrent Verbalization to Measure Math Comprehension. [Internet] [Thesis]. University of Oregon; 2012. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/12421.

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

Council of Science Editors:

Lambeth C. Using Concurrent Verbalization to Measure Math Comprehension. [Thesis]. University of Oregon; 2012. Available from: http://hdl.handle.net/1794/12421

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


University of Oregon

5. Silver, Marisa. Use of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writers.

Degree: 2013, University of Oregon

 The purpose of this study was to explore the impact of a writing workshop with a goal setting intervention on writing quality, quantity and self-efficacy.… (more)

Subjects/Keywords: Adolescent writers; Goal setting; Middle school; Persuasive writing; Self-efficacy; Writing

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APA (6th Edition):

Silver, M. (2013). Use of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writers. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13296

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, Marisa. “Use of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writers.” 2013. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/13296.

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

MLA Handbook (7th Edition):

Silver, Marisa. “Use of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writers.” 2013. Web. 20 Feb 2019.

Vancouver:

Silver M. Use of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writers. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/13296.

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

Council of Science Editors:

Silver M. Use of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writers. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13296

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


University of Oregon

6. Simpson, Steve. History, Context, and Policies of a Learning Object Repository.

Degree: 2016, University of Oregon

 Learning object repositories, a form of digital libraries, are robust systems that provide educators new ways to search for educational resources, collaborate with peers, and… (more)

Subjects/Keywords: Curation; Digital libraries; Learning object; Repository

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APA (6th Edition):

Simpson, S. (2016). History, Context, and Policies of a Learning Object Repository. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/20541

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):

Simpson, Steve. “History, Context, and Policies of a Learning Object Repository.” 2016. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/20541.

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

MLA Handbook (7th Edition):

Simpson, Steve. “History, Context, and Policies of a Learning Object Repository.” 2016. Web. 20 Feb 2019.

Vancouver:

Simpson S. History, Context, and Policies of a Learning Object Repository. [Internet] [Thesis]. University of Oregon; 2016. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/20541.

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

Council of Science Editors:

Simpson S. History, Context, and Policies of a Learning Object Repository. [Thesis]. University of Oregon; 2016. Available from: http://hdl.handle.net/1794/20541

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


University of Oregon

7. Havlin, Patricia. Examining Secondary Writing: Curriculum-Based Measures and Six Traits.

Degree: 2013, University of Oregon

 Writing assessments have taken two primary forms in the past two decades: direct and indirect. Irrespective of type, either form needs to be anchored to… (more)

Subjects/Keywords: Correct minus incorrect word sequence; Correct word sequence; Curriculum-based measures; Six traits; Total words written

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APA (6th Edition):

Havlin, P. (2013). Examining Secondary Writing: Curriculum-Based Measures and Six Traits. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13236

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):

Havlin, Patricia. “Examining Secondary Writing: Curriculum-Based Measures and Six Traits.” 2013. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/13236.

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

MLA Handbook (7th Edition):

Havlin, Patricia. “Examining Secondary Writing: Curriculum-Based Measures and Six Traits.” 2013. Web. 20 Feb 2019.

Vancouver:

Havlin P. Examining Secondary Writing: Curriculum-Based Measures and Six Traits. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/13236.

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

Council of Science Editors:

Havlin P. Examining Secondary Writing: Curriculum-Based Measures and Six Traits. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13236

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


University of Oregon

8. Margo, Desiree. Systematic Decision Making and Growth in Reading in High-Stakes Accountability Systems.

Degree: 2013, University of Oregon

 The intense focus on standards and accountability is rapidly altering the education environment. Often the gauge for measuring school effectiveness is performance on high- stake… (more)

Subjects/Keywords: Curriculum-based measures; Formative assessments; High-stakes assessments; Response to intervention; Systematic decision making; Within-year growth

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APA (6th Edition):

Margo, D. (2013). Systematic Decision Making and Growth in Reading in High-Stakes Accountability Systems. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13243

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):

Margo, Desiree. “Systematic Decision Making and Growth in Reading in High-Stakes Accountability Systems.” 2013. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/13243.

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

MLA Handbook (7th Edition):

Margo, Desiree. “Systematic Decision Making and Growth in Reading in High-Stakes Accountability Systems.” 2013. Web. 20 Feb 2019.

Vancouver:

Margo D. Systematic Decision Making and Growth in Reading in High-Stakes Accountability Systems. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/13243.

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

Council of Science Editors:

Margo D. Systematic Decision Making and Growth in Reading in High-Stakes Accountability Systems. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13243

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


University of Oregon

9. O'Shea, Linda. Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade.

Degree: 2014, University of Oregon

 In the current era of high stakes testing, educators use curriculum-based measures (CBMs) and large-scale benchmark assessments to inform instruction and monitor student performance. The… (more)

Subjects/Keywords: Assessment; Construct; Curriculum-based measures; Mathematics; Validity; Vocabulary

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APA (6th Edition):

O'Shea, L. (2014). Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/18397

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):

O'Shea, Linda. “Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade.” 2014. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/18397.

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

MLA Handbook (7th Edition):

O'Shea, Linda. “Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade.” 2014. Web. 20 Feb 2019.

Vancouver:

O'Shea L. Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade. [Internet] [Thesis]. University of Oregon; 2014. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/18397.

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

Council of Science Editors:

O'Shea L. Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade. [Thesis]. University of Oregon; 2014. Available from: http://hdl.handle.net/1794/18397

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


University of Oregon

10. Ryan, Amanda. An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement.

Degree: 2013, University of Oregon

 The current study explored the relation between the self-perceived leadership practices of Portland Metro area high school principals (N = 28) and the achievement levels… (more)

Subjects/Keywords: Equity; Evaluation; Principal

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APA (6th Edition):

Ryan, A. (2013). An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13228

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):

Ryan, Amanda. “An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement.” 2013. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/13228.

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

MLA Handbook (7th Edition):

Ryan, Amanda. “An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement.” 2013. Web. 20 Feb 2019.

Vancouver:

Ryan A. An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/13228.

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

Council of Science Editors:

Ryan A. An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13228

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

11. Haxhiraj, Brikena. Predicting Academic Behavior of Seventh-Grade Students With and Without Learning Disabilities Using Curriculum-Based Formative Assessment Tests on a Statewide Reading Assessment.

Degree: 2014, University of Oregon

 This study examined the relation and predictive validity of the three seventh-grade reading curriculum-based measurements (CBMs), (a) passage reading fluency, (b) vocabulary, and (c) comprehension,… (more)

Subjects/Keywords: 7th grade students; Curriculum-based measures; Statewide assessment tests; Students with learning disabilities

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APA (6th Edition):

Haxhiraj, B. (2014). Predicting Academic Behavior of Seventh-Grade Students With and Without Learning Disabilities Using Curriculum-Based Formative Assessment Tests on a Statewide Reading Assessment. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/18319

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):

Haxhiraj, Brikena. “Predicting Academic Behavior of Seventh-Grade Students With and Without Learning Disabilities Using Curriculum-Based Formative Assessment Tests on a Statewide Reading Assessment.” 2014. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/18319.

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

MLA Handbook (7th Edition):

Haxhiraj, Brikena. “Predicting Academic Behavior of Seventh-Grade Students With and Without Learning Disabilities Using Curriculum-Based Formative Assessment Tests on a Statewide Reading Assessment.” 2014. Web. 20 Feb 2019.

Vancouver:

Haxhiraj B. Predicting Academic Behavior of Seventh-Grade Students With and Without Learning Disabilities Using Curriculum-Based Formative Assessment Tests on a Statewide Reading Assessment. [Internet] [Thesis]. University of Oregon; 2014. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/18319.

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

Council of Science Editors:

Haxhiraj B. Predicting Academic Behavior of Seventh-Grade Students With and Without Learning Disabilities Using Curriculum-Based Formative Assessment Tests on a Statewide Reading Assessment. [Thesis]. University of Oregon; 2014. Available from: http://hdl.handle.net/1794/18319

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

12. Sugg, Steven. An Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievement.

Degree: 2012, University of Oregon

 This study examines the impact of successive versus non-successive scheduling of mathematics courses on the achievement of ninth-grade students in a suburban Oregon high school.… (more)

Subjects/Keywords: Geometry; Mathematics; Scheduling; Student achievement; Trimester

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APA (6th Edition):

Sugg, S. (2012). An Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievement. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/12393

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):

Sugg, Steven. “An Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievement.” 2012. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/12393.

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

MLA Handbook (7th Edition):

Sugg, Steven. “An Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievement.” 2012. Web. 20 Feb 2019.

Vancouver:

Sugg S. An Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievement. [Internet] [Thesis]. University of Oregon; 2012. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/12393.

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

Council of Science Editors:

Sugg S. An Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievement. [Thesis]. University of Oregon; 2012. Available from: http://hdl.handle.net/1794/12393

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

13. Ramberg, Zachary. Exploring the Relationship Between Academic Technology Use, Non-Academic Technology Use, and Gross Domestic Product on the 2009 Program for International Student Assessment (PISA) Digital Reading Assessment.

Degree: 2015, University of Oregon

 Students' use of technology for the purpose of academic and leisure pursuits is ever increasing. Technology access, and its subsequent use for the many varied… (more)

Subjects/Keywords: Academic technology use; Digital Reading; Digital Reading Asssessment; Information Communication Technology (ICT); Non-Academic technology use; PISA

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

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APA (6th Edition):

Ramberg, Z. (2015). Exploring the Relationship Between Academic Technology Use, Non-Academic Technology Use, and Gross Domestic Product on the 2009 Program for International Student Assessment (PISA) Digital Reading Assessment. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/18720

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):

Ramberg, Zachary. “Exploring the Relationship Between Academic Technology Use, Non-Academic Technology Use, and Gross Domestic Product on the 2009 Program for International Student Assessment (PISA) Digital Reading Assessment.” 2015. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/18720.

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

MLA Handbook (7th Edition):

Ramberg, Zachary. “Exploring the Relationship Between Academic Technology Use, Non-Academic Technology Use, and Gross Domestic Product on the 2009 Program for International Student Assessment (PISA) Digital Reading Assessment.” 2015. Web. 20 Feb 2019.

Vancouver:

Ramberg Z. Exploring the Relationship Between Academic Technology Use, Non-Academic Technology Use, and Gross Domestic Product on the 2009 Program for International Student Assessment (PISA) Digital Reading Assessment. [Internet] [Thesis]. University of Oregon; 2015. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/18720.

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

Council of Science Editors:

Ramberg Z. Exploring the Relationship Between Academic Technology Use, Non-Academic Technology Use, and Gross Domestic Product on the 2009 Program for International Student Assessment (PISA) Digital Reading Assessment. [Thesis]. University of Oregon; 2015. Available from: http://hdl.handle.net/1794/18720

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

14. Morton, Christopher. Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards.

Degree: 2014, University of Oregon

 Measurement literature supports the utility of alignment models for application with state standards and large-scale assessments. However, the literature is lacking in the application of… (more)

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APA (6th Edition):

Morton, C. (2014). Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/17879

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):

Morton, Christopher. “Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards.” 2014. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/17879.

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

MLA Handbook (7th Edition):

Morton, Christopher. “Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards.” 2014. Web. 20 Feb 2019.

Vancouver:

Morton C. Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards. [Internet] [Thesis]. University of Oregon; 2014. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/17879.

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

Council of Science Editors:

Morton C. Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards. [Thesis]. University of Oregon; 2014. Available from: http://hdl.handle.net/1794/17879

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

15. Talbert, Kelly. Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students.

Degree: 2014, University of Oregon

 This study explored whether the effects of student-faculty interaction on various outcomes - degree aspiration, college GPA, satisfaction with faculty contact, and satisfaction with the… (more)

Subjects/Keywords: engagement; first-generation; persistence; retention; student-faculty interaction

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APA (6th Edition):

Talbert, K. (2014). Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/17883

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):

Talbert, Kelly. “Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students.” 2014. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/17883.

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

MLA Handbook (7th Edition):

Talbert, Kelly. “Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students.” 2014. Web. 20 Feb 2019.

Vancouver:

Talbert K. Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students. [Internet] [Thesis]. University of Oregon; 2014. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/17883.

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

Council of Science Editors:

Talbert K. Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students. [Thesis]. University of Oregon; 2014. Available from: http://hdl.handle.net/1794/17883

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

16. Gomez, Angela. The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades.

Degree: 2013, University of Oregon

 The purpose of this study was to investigate the effectiveness of MathFacts in a Flash software in helping students learn math standards. In each of… (more)

Subjects/Keywords: Elementary; Mathematics; Software; Technology

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

APA (6th Edition):

Gomez, A. (2013). The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/12953

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):

Gomez, Angela. “The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades.” 2013. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/12953.

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

MLA Handbook (7th Edition):

Gomez, Angela. “The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades.” 2013. Web. 20 Feb 2019.

Vancouver:

Gomez A. The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/12953.

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

Council of Science Editors:

Gomez A. The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/12953

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

17. Krankowski, Edward. School Psychology Service Provisions Within a Public Health Model.

Degree: 2013, University of Oregon

 The purpose of this study was to explore specific activities school psychologists performed related to both testing and placing within a medical model and prevention… (more)

Subjects/Keywords: PBIS; Psychology; Public Health Model; Response to Intervention

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APA (6th Edition):

Krankowski, E. (2013). School Psychology Service Provisions Within a Public Health Model. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/12963

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):

Krankowski, Edward. “School Psychology Service Provisions Within a Public Health Model.” 2013. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/12963.

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

MLA Handbook (7th Edition):

Krankowski, Edward. “School Psychology Service Provisions Within a Public Health Model.” 2013. Web. 20 Feb 2019.

Vancouver:

Krankowski E. School Psychology Service Provisions Within a Public Health Model. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/12963.

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

Council of Science Editors:

Krankowski E. School Psychology Service Provisions Within a Public Health Model. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/12963

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

18. Rowley, Brock. Kindergarten Assessment: Analysis of the Child Behavioral Rating Scale (CBRS).

Degree: 2015, University of Oregon

 Oregon’s Kindergarten Assessment (KA) is mandatory for all incoming Oregon kindergarteners starting in the 2013-14 school year. One component of Oregon’s KA is the Child… (more)

Subjects/Keywords: Behavior; Cut-Score; Rating-Scales

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

APA (6th Edition):

Rowley, B. (2015). Kindergarten Assessment: Analysis of the Child Behavioral Rating Scale (CBRS). (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/19222

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):

Rowley, Brock. “Kindergarten Assessment: Analysis of the Child Behavioral Rating Scale (CBRS).” 2015. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/19222.

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

MLA Handbook (7th Edition):

Rowley, Brock. “Kindergarten Assessment: Analysis of the Child Behavioral Rating Scale (CBRS).” 2015. Web. 20 Feb 2019.

Vancouver:

Rowley B. Kindergarten Assessment: Analysis of the Child Behavioral Rating Scale (CBRS). [Internet] [Thesis]. University of Oregon; 2015. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/19222.

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

Council of Science Editors:

Rowley B. Kindergarten Assessment: Analysis of the Child Behavioral Rating Scale (CBRS). [Thesis]. University of Oregon; 2015. Available from: http://hdl.handle.net/1794/19222

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

19. Saven, Jessica. Do Dollars Matter Beyond Demographics? District Contributions to Reading and Mathematics Growth for Students with Disabilities.

Degree: 2015, University of Oregon

 Growth modeling in education has focused on student characteristics in multilevel growth accountability models and has rarely included financial variables. In this dissertation, relations of… (more)

Subjects/Keywords: Accountability; Education finance; Multilevel modeling; Student growth; Students with disabilities

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

APA (6th Edition):

Saven, J. (2015). Do Dollars Matter Beyond Demographics? District Contributions to Reading and Mathematics Growth for Students with Disabilities. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/19306

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):

Saven, Jessica. “Do Dollars Matter Beyond Demographics? District Contributions to Reading and Mathematics Growth for Students with Disabilities.” 2015. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/19306.

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

MLA Handbook (7th Edition):

Saven, Jessica. “Do Dollars Matter Beyond Demographics? District Contributions to Reading and Mathematics Growth for Students with Disabilities.” 2015. Web. 20 Feb 2019.

Vancouver:

Saven J. Do Dollars Matter Beyond Demographics? District Contributions to Reading and Mathematics Growth for Students with Disabilities. [Internet] [Thesis]. University of Oregon; 2015. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/19306.

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

Council of Science Editors:

Saven J. Do Dollars Matter Beyond Demographics? District Contributions to Reading and Mathematics Growth for Students with Disabilities. [Thesis]. University of Oregon; 2015. Available from: http://hdl.handle.net/1794/19306

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

20. Killen, Carey. The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE.

Degree: 2013, University of Oregon

 Educators need clear, actionable data to help them understand students' current levels of performance and students' probable trajectory toward college- and career-readiness in math if… (more)

Subjects/Keywords: CBM; College and career readiness; Curriculum-based measures; EXPLORE test; mathematics assessment; middle school mathematics

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APA (6th Edition):

Killen, C. (2013). The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13301

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):

Killen, Carey. “The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE.” 2013. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/13301.

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

MLA Handbook (7th Edition):

Killen, Carey. “The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE.” 2013. Web. 20 Feb 2019.

Vancouver:

Killen C. The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/13301.

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

Council of Science Editors:

Killen C. The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13301

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

21. Irvin, Phillip. The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement.

Degree: 2015, University of Oregon

 Learning-related behavioral and academic skills upon kindergarten entry, sometimes referred to as kindergarten readiness, is a construct of growing importance in education, having implications for… (more)

Subjects/Keywords: Assessment; Early childhood education; Elementary education; Kindergarten entry; Kindergarten readiness; Measurement

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APA (6th Edition):

Irvin, P. (2015). The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/19240

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):

Irvin, Phillip. “The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement.” 2015. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/19240.

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

MLA Handbook (7th Edition):

Irvin, Phillip. “The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement.” 2015. Web. 20 Feb 2019.

Vancouver:

Irvin P. The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement. [Internet] [Thesis]. University of Oregon; 2015. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/19240.

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

Council of Science Editors:

Irvin P. The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement. [Thesis]. University of Oregon; 2015. Available from: http://hdl.handle.net/1794/19240

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

22. Soltz, Sarah. Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten.

Degree: 2016, University of Oregon

 This dissertation study examined the predictive validity of alphabetic knowledge and phonemic awareness assessments on word reading fluency. The participants were approximately 900 kindergarten students… (more)

Subjects/Keywords: Assessment; Equity; Fluency; Kindergarten; Literacy

University of Oregon (UO) Library to locate research about academic and nonacademic… 

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

APA (6th Edition):

Soltz, S. (2016). Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/20430

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):

Soltz, Sarah. “Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten.” 2016. Thesis, University of Oregon. Accessed February 20, 2019. http://hdl.handle.net/1794/20430.

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

MLA Handbook (7th Edition):

Soltz, Sarah. “Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten.” 2016. Web. 20 Feb 2019.

Vancouver:

Soltz S. Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten. [Internet] [Thesis]. University of Oregon; 2016. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1794/20430.

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

Council of Science Editors:

Soltz S. Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten. [Thesis]. University of Oregon; 2016. Available from: http://hdl.handle.net/1794/20430

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

.