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You searched for +publisher:"University of Toronto" +contributor:("Human Development and Applied Psychology"). Showing records 1 – 30 of 129 total matches.

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1. Uppal, Tajinder. Internet Use for Lesson Preparation by Pre-service Teachers: A Mixed Methods Study.

Degree: 2011, University of Toronto

This exploratory study examined how pre-service teachers use the Internet while preparing lesson plans. Participants (N=30) prepared a literacy-focused lesson using the Internet as their… (more)

Subjects/Keywords: teachers and Internet use; lesson planning; 0525; 0710

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 study.
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interview… 

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APA (6th Edition):

Uppal, T. (2011). Internet Use for Lesson Preparation by Pre-service Teachers: A Mixed Methods Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30110

Chicago Manual of Style (16th Edition):

Uppal, Tajinder. “Internet Use for Lesson Preparation by Pre-service Teachers: A Mixed Methods Study.” 2011. Masters Thesis, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/30110.

MLA Handbook (7th Edition):

Uppal, Tajinder. “Internet Use for Lesson Preparation by Pre-service Teachers: A Mixed Methods Study.” 2011. Web. 27 Sep 2020.

Vancouver:

Uppal T. Internet Use for Lesson Preparation by Pre-service Teachers: A Mixed Methods Study. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/30110.

Council of Science Editors:

Uppal T. Internet Use for Lesson Preparation by Pre-service Teachers: A Mixed Methods Study. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30110

2. King, Colin. Understanding Reports to Child Welfare from the Education System: Challenges and Opportunities for Supporting Vulnerable Children.

Degree: 2011, University of Toronto

Educators play a crucial role in the detection of child abuse, but there is limited research understanding the role of teachers in responding to maltreatment… (more)

Subjects/Keywords: child maltreatment; child welfare; education; school; education system; child abuse; child abuse reporting; teachers; children's aid; mandatory reporting; social policy; Canada; 0622; 0621; 0630

…Centre of Excellence for Child Welfare, Faculty of Social Work, University of Toronto. Trocmé… 

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APA (6th Edition):

King, C. (2011). Understanding Reports to Child Welfare from the Education System: Challenges and Opportunities for Supporting Vulnerable Children. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31808

Chicago Manual of Style (16th Edition):

King, Colin. “Understanding Reports to Child Welfare from the Education System: Challenges and Opportunities for Supporting Vulnerable Children.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/31808.

MLA Handbook (7th Edition):

King, Colin. “Understanding Reports to Child Welfare from the Education System: Challenges and Opportunities for Supporting Vulnerable Children.” 2011. Web. 27 Sep 2020.

Vancouver:

King C. Understanding Reports to Child Welfare from the Education System: Challenges and Opportunities for Supporting Vulnerable Children. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/31808.

Council of Science Editors:

King C. Understanding Reports to Child Welfare from the Education System: Challenges and Opportunities for Supporting Vulnerable Children. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31808

3. Jean, Maureen. Canadian School-aged Heritage Language Learners' Patterns of Language Use, Proficiency and Beliefs about Learning their Two Languages.

Degree: 2011, University of Toronto

The present dissertation examined the language use, proficiency and beliefs of child heritage language learners (HLLs) from Spanish and Chinese heritage language (HL) backgrounds exposed… (more)

Subjects/Keywords: heritage language; children; maintenance; 0621

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APA (6th Edition):

Jean, M. (2011). Canadian School-aged Heritage Language Learners' Patterns of Language Use, Proficiency and Beliefs about Learning their Two Languages. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29926

Chicago Manual of Style (16th Edition):

Jean, Maureen. “Canadian School-aged Heritage Language Learners' Patterns of Language Use, Proficiency and Beliefs about Learning their Two Languages.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/29926.

MLA Handbook (7th Edition):

Jean, Maureen. “Canadian School-aged Heritage Language Learners' Patterns of Language Use, Proficiency and Beliefs about Learning their Two Languages.” 2011. Web. 27 Sep 2020.

Vancouver:

Jean M. Canadian School-aged Heritage Language Learners' Patterns of Language Use, Proficiency and Beliefs about Learning their Two Languages. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/29926.

Council of Science Editors:

Jean M. Canadian School-aged Heritage Language Learners' Patterns of Language Use, Proficiency and Beliefs about Learning their Two Languages. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29926

4. Scully, Jenifer. Child and Family Predictors of Treatment Response in Childhood Obsessive Compulsive Disorder.

Degree: 2011, University of Toronto

Although research supports cognitive behaviour therapy (CBT) as the treatment of choice for childhood obsessive compulsive disorder (OCD) and recommends family involvement (e.g., AACAP, 1998;… (more)

Subjects/Keywords: Obsessive Compulsive Disorder; Treatment Response; Childhood; Family; 0622

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APA (6th Edition):

Scully, J. (2011). Child and Family Predictors of Treatment Response in Childhood Obsessive Compulsive Disorder. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29936

Chicago Manual of Style (16th Edition):

Scully, Jenifer. “Child and Family Predictors of Treatment Response in Childhood Obsessive Compulsive Disorder.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/29936.

MLA Handbook (7th Edition):

Scully, Jenifer. “Child and Family Predictors of Treatment Response in Childhood Obsessive Compulsive Disorder.” 2011. Web. 27 Sep 2020.

Vancouver:

Scully J. Child and Family Predictors of Treatment Response in Childhood Obsessive Compulsive Disorder. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/29936.

Council of Science Editors:

Scully J. Child and Family Predictors of Treatment Response in Childhood Obsessive Compulsive Disorder. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29936

5. Folino, Anthony. The Effects of Antecendent Exercise on Students’ Disruptive Behaviours: An Exploratory Analysis of Temporal Effects and Mechanism of Action.

Degree: 2011, University of Toronto

Low autonomic arousal, as measured through resting heart rate, has been shown to be one of the best-replicated biological correlates of antisocial and aggressive behaviour.… (more)

Subjects/Keywords: Antecedent exercise; disruptive behaviours; Childhood aggression

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APA (6th Edition):

Folino, A. (2011). The Effects of Antecendent Exercise on Students’ Disruptive Behaviours: An Exploratory Analysis of Temporal Effects and Mechanism of Action. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31750

Chicago Manual of Style (16th Edition):

Folino, Anthony. “The Effects of Antecendent Exercise on Students’ Disruptive Behaviours: An Exploratory Analysis of Temporal Effects and Mechanism of Action.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/31750.

MLA Handbook (7th Edition):

Folino, Anthony. “The Effects of Antecendent Exercise on Students’ Disruptive Behaviours: An Exploratory Analysis of Temporal Effects and Mechanism of Action.” 2011. Web. 27 Sep 2020.

Vancouver:

Folino A. The Effects of Antecendent Exercise on Students’ Disruptive Behaviours: An Exploratory Analysis of Temporal Effects and Mechanism of Action. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/31750.

Council of Science Editors:

Folino A. The Effects of Antecendent Exercise on Students’ Disruptive Behaviours: An Exploratory Analysis of Temporal Effects and Mechanism of Action. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31750

6. Ceurstemont, Kim. An Investigation of the Possible Mechanisms of Change in Supportive-expressive Therapy for Depressed/Anxious Adolsecents.

Degree: 2012, University of Toronto

The present research explores a promising therapy – Supportive Expressive Therapy (SET; Luborsky, 1984) – for adolescents with mood and/or anxiety disorders. It has been… (more)

Subjects/Keywords: supportive expressive psychotherapy; supportive; expressive; brief psychodynamic psychotherapy; mastery; therapist techniques; interpretations; adolescents; supportive expressive therapy; psychotherapy process; 0622

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APA (6th Edition):

Ceurstemont, K. (2012). An Investigation of the Possible Mechanisms of Change in Supportive-expressive Therapy for Depressed/Anxious Adolsecents. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32300

Chicago Manual of Style (16th Edition):

Ceurstemont, Kim. “An Investigation of the Possible Mechanisms of Change in Supportive-expressive Therapy for Depressed/Anxious Adolsecents.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/32300.

MLA Handbook (7th Edition):

Ceurstemont, Kim. “An Investigation of the Possible Mechanisms of Change in Supportive-expressive Therapy for Depressed/Anxious Adolsecents.” 2012. Web. 27 Sep 2020.

Vancouver:

Ceurstemont K. An Investigation of the Possible Mechanisms of Change in Supportive-expressive Therapy for Depressed/Anxious Adolsecents. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/32300.

Council of Science Editors:

Ceurstemont K. An Investigation of the Possible Mechanisms of Change in Supportive-expressive Therapy for Depressed/Anxious Adolsecents. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32300

7. Hipfner-Boucher, Kathleen. A Comparative Study of ELL and EL1 Narrative Competence During the Kindergarten Years.

Degree: 2011, University of Toronto

Stories are complex linguistic constructions through which we share our interpretations of the social world. The ability to comprehend and produce stories is referred to… (more)

Subjects/Keywords: narrative competence; English Language Learners; emergent literacy; vocabulary; story generation; 0279; 0282; 0518

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APA (6th Edition):

Hipfner-Boucher, K. (2011). A Comparative Study of ELL and EL1 Narrative Competence During the Kindergarten Years. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31781

Chicago Manual of Style (16th Edition):

Hipfner-Boucher, Kathleen. “A Comparative Study of ELL and EL1 Narrative Competence During the Kindergarten Years.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/31781.

MLA Handbook (7th Edition):

Hipfner-Boucher, Kathleen. “A Comparative Study of ELL and EL1 Narrative Competence During the Kindergarten Years.” 2011. Web. 27 Sep 2020.

Vancouver:

Hipfner-Boucher K. A Comparative Study of ELL and EL1 Narrative Competence During the Kindergarten Years. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/31781.

Council of Science Editors:

Hipfner-Boucher K. A Comparative Study of ELL and EL1 Narrative Competence During the Kindergarten Years. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31781

8. Cunningham, Todd. Understanding Synthetic Speech and Language Processing of Students with and without a Reading Disability.

Degree: 2011, University of Toronto

To help circumvent reading disability (RD) decoding difficulty, Text-To-Speech (TTS) software can be used to present written language audibly. Although TTS software is currently being… (more)

Subjects/Keywords: Text-To-Speech; Reading Disability; Assitive Technology; Learning Disabilities; 0633; 0535; 0710

…voices. Method Forty students (21 females; 19 males) from the University of Toronto… 

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APA (6th Edition):

Cunningham, T. (2011). Understanding Synthetic Speech and Language Processing of Students with and without a Reading Disability. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31728

Chicago Manual of Style (16th Edition):

Cunningham, Todd. “Understanding Synthetic Speech and Language Processing of Students with and without a Reading Disability.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/31728.

MLA Handbook (7th Edition):

Cunningham, Todd. “Understanding Synthetic Speech and Language Processing of Students with and without a Reading Disability.” 2011. Web. 27 Sep 2020.

Vancouver:

Cunningham T. Understanding Synthetic Speech and Language Processing of Students with and without a Reading Disability. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/31728.

Council of Science Editors:

Cunningham T. Understanding Synthetic Speech and Language Processing of Students with and without a Reading Disability. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31728

9. Nguyen, Thien-Kim. Cognitive Abilities Underlying the Bilingual Advantage in Set Shifting.

Degree: 2011, University of Toronto

Prior research has demonstrated that bilinguals outperform monolinguals on tasks requiring set shifting – that is, the ability to shift between different ways of thinking… (more)

Subjects/Keywords: bilingualism; theory of mind; executive functioning; working memory; 0620

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APA (6th Edition):

Nguyen, T. (2011). Cognitive Abilities Underlying the Bilingual Advantage in Set Shifting. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31882

Chicago Manual of Style (16th Edition):

Nguyen, Thien-Kim. “Cognitive Abilities Underlying the Bilingual Advantage in Set Shifting.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/31882.

MLA Handbook (7th Edition):

Nguyen, Thien-Kim. “Cognitive Abilities Underlying the Bilingual Advantage in Set Shifting.” 2011. Web. 27 Sep 2020.

Vancouver:

Nguyen T. Cognitive Abilities Underlying the Bilingual Advantage in Set Shifting. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/31882.

Council of Science Editors:

Nguyen T. Cognitive Abilities Underlying the Bilingual Advantage in Set Shifting. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31882

10. Grimbos, Teresa. Treating MIXED Children: The Impact of Reductions in Parent-Child Co-rumination and Maternal Depression on Child Internalizing and Externalizing Symptoms.

Degree: 2011, University of Toronto

Children with co-occurring internalizing and externalizing problems (MIXED children) represent a distinct aggressive subtype with negative outcomes; understanding what works for them in treatment is… (more)

Subjects/Keywords: treatment of comorbid children; parent-child co-rumination; 0620

…larger collaborative study between Ontario Institute for Studies in Education/University of… …Toronto and the Hospital for Sick Children, led by Dr.‘s Marc Lewis and Isabela Granic… 

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APA (6th Edition):

Grimbos, T. (2011). Treating MIXED Children: The Impact of Reductions in Parent-Child Co-rumination and Maternal Depression on Child Internalizing and Externalizing Symptoms. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31766

Chicago Manual of Style (16th Edition):

Grimbos, Teresa. “Treating MIXED Children: The Impact of Reductions in Parent-Child Co-rumination and Maternal Depression on Child Internalizing and Externalizing Symptoms.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/31766.

MLA Handbook (7th Edition):

Grimbos, Teresa. “Treating MIXED Children: The Impact of Reductions in Parent-Child Co-rumination and Maternal Depression on Child Internalizing and Externalizing Symptoms.” 2011. Web. 27 Sep 2020.

Vancouver:

Grimbos T. Treating MIXED Children: The Impact of Reductions in Parent-Child Co-rumination and Maternal Depression on Child Internalizing and Externalizing Symptoms. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/31766.

Council of Science Editors:

Grimbos T. Treating MIXED Children: The Impact of Reductions in Parent-Child Co-rumination and Maternal Depression on Child Internalizing and Externalizing Symptoms. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31766

11. Gu, Zhimei. Maximizing the Potential of Multiple-choice Items for Cognitive Diagnostic Assessment.

Degree: 2011, University of Toronto

When applying cognitive diagnostic models, the goal is to accurately estimate students’ diagnostic profiles. The accuracy of these estimates may be enhanced by looking at… (more)

Subjects/Keywords: cognitive diagnostic models; cognitive diagnostic assessment; 0288

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APA (6th Edition):

Gu, Z. (2011). Maximizing the Potential of Multiple-choice Items for Cognitive Diagnostic Assessment. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31770

Chicago Manual of Style (16th Edition):

Gu, Zhimei. “Maximizing the Potential of Multiple-choice Items for Cognitive Diagnostic Assessment.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/31770.

MLA Handbook (7th Edition):

Gu, Zhimei. “Maximizing the Potential of Multiple-choice Items for Cognitive Diagnostic Assessment.” 2011. Web. 27 Sep 2020.

Vancouver:

Gu Z. Maximizing the Potential of Multiple-choice Items for Cognitive Diagnostic Assessment. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/31770.

Council of Science Editors:

Gu Z. Maximizing the Potential of Multiple-choice Items for Cognitive Diagnostic Assessment. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31770

12. Xu, Yunmei. Measuring Change in Jurisdiction Achievement over Time: Equating Issues in Current International Assessment Programs.

Degree: 2009, University of Toronto

Policymakers expect international educational assessments to report credible national and international changes in student achievement over time. However, international assessment projects face great methodological challenges… (more)

Subjects/Keywords: 0632; 0515; 0288

…Department of Human Development and Applied Psychology University of Toronto Abstract Policymakers… …requirements for the degree of Doctor of Philosophy Department of Human Development and Applied… …Psychology Ontario Institute for Studies in Education of the University of Toronto © Copyright by… 

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APA (6th Edition):

Xu, Y. (2009). Measuring Change in Jurisdiction Achievement over Time: Equating Issues in Current International Assessment Programs. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19168

Chicago Manual of Style (16th Edition):

Xu, Yunmei. “Measuring Change in Jurisdiction Achievement over Time: Equating Issues in Current International Assessment Programs.” 2009. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/19168.

MLA Handbook (7th Edition):

Xu, Yunmei. “Measuring Change in Jurisdiction Achievement over Time: Equating Issues in Current International Assessment Programs.” 2009. Web. 27 Sep 2020.

Vancouver:

Xu Y. Measuring Change in Jurisdiction Achievement over Time: Equating Issues in Current International Assessment Programs. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/19168.

Council of Science Editors:

Xu Y. Measuring Change in Jurisdiction Achievement over Time: Equating Issues in Current International Assessment Programs. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19168

13. Cheung, Constance. Environmental and Cognitive Factors Influencing Children's Theory-of-mind Development.

Degree: 2010, University of Toronto

 To date, there is compelling evidence to show that theory-of-mind development is influenced by different environmental and cognitive factors. However, despite our understanding of the… (more)

Subjects/Keywords: theory-of-mind development; environmental influences; cognitive influences; 0620

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APA (6th Edition):

Cheung, C. (2010). Environmental and Cognitive Factors Influencing Children's Theory-of-mind Development. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/24705

Chicago Manual of Style (16th Edition):

Cheung, Constance. “Environmental and Cognitive Factors Influencing Children's Theory-of-mind Development.” 2010. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/24705.

MLA Handbook (7th Edition):

Cheung, Constance. “Environmental and Cognitive Factors Influencing Children's Theory-of-mind Development.” 2010. Web. 27 Sep 2020.

Vancouver:

Cheung C. Environmental and Cognitive Factors Influencing Children's Theory-of-mind Development. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/24705.

Council of Science Editors:

Cheung C. Environmental and Cognitive Factors Influencing Children's Theory-of-mind Development. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24705

14. Levine, Darren Gabriel. The Effects of a Teacher-child Play Intervention on Classroom Compliance in Young Children in Child Care Settings.

Degree: 2010, University of Toronto

The current study evaluated the effect of a teacher conducted play intervention on pre-school aged children’s compliance in child care settings. Study participants included 11… (more)

Subjects/Keywords: compliance; child care; pre-school; play; children; 0384; 0518

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APA (6th Edition):

Levine, D. G. (2010). The Effects of a Teacher-child Play Intervention on Classroom Compliance in Young Children in Child Care Settings. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/24812

Chicago Manual of Style (16th Edition):

Levine, Darren Gabriel. “The Effects of a Teacher-child Play Intervention on Classroom Compliance in Young Children in Child Care Settings.” 2010. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/24812.

MLA Handbook (7th Edition):

Levine, Darren Gabriel. “The Effects of a Teacher-child Play Intervention on Classroom Compliance in Young Children in Child Care Settings.” 2010. Web. 27 Sep 2020.

Vancouver:

Levine DG. The Effects of a Teacher-child Play Intervention on Classroom Compliance in Young Children in Child Care Settings. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/24812.

Council of Science Editors:

Levine DG. The Effects of a Teacher-child Play Intervention on Classroom Compliance in Young Children in Child Care Settings. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24812

15. Khan, Aftab Alam. Identity and Wisdom of Young Adults in Canada and Pakistan with Asperger Syndrome: A Cross-cultural Study.

Degree: 2013, University of Toronto

This cross-cultural study investigates identity and wisdom in people with Asperger syndrome (AS). The diagnostic characteristics of Asperger syndrome are universal, as they are manifest… (more)

Subjects/Keywords: Developmental psychology; Personality; 0620; 0625

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APA (6th Edition):

Khan, A. A. (2013). Identity and Wisdom of Young Adults in Canada and Pakistan with Asperger Syndrome: A Cross-cultural Study. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35181

Chicago Manual of Style (16th Edition):

Khan, Aftab Alam. “Identity and Wisdom of Young Adults in Canada and Pakistan with Asperger Syndrome: A Cross-cultural Study.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/35181.

MLA Handbook (7th Edition):

Khan, Aftab Alam. “Identity and Wisdom of Young Adults in Canada and Pakistan with Asperger Syndrome: A Cross-cultural Study.” 2013. Web. 27 Sep 2020.

Vancouver:

Khan AA. Identity and Wisdom of Young Adults in Canada and Pakistan with Asperger Syndrome: A Cross-cultural Study. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/35181.

Council of Science Editors:

Khan AA. Identity and Wisdom of Young Adults in Canada and Pakistan with Asperger Syndrome: A Cross-cultural Study. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35181

16. Mangalindan, Diane Marie. To Cue or Not to Cue: Beacons and Landmarks in Object-displacement Tasks.

Degree: 2013, University of Toronto

Two experiments examined the role of various cues on children’s performance in a well-known object-displacement task. In this task, children observed a toy rolling down… (more)

Subjects/Keywords: object-displacement task; landmark; beacon; cue use; toddler search; 0620

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APA (6th Edition):

Mangalindan, D. M. (2013). To Cue or Not to Cue: Beacons and Landmarks in Object-displacement Tasks. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35894

Chicago Manual of Style (16th Edition):

Mangalindan, Diane Marie. “To Cue or Not to Cue: Beacons and Landmarks in Object-displacement Tasks.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/35894.

MLA Handbook (7th Edition):

Mangalindan, Diane Marie. “To Cue or Not to Cue: Beacons and Landmarks in Object-displacement Tasks.” 2013. Web. 27 Sep 2020.

Vancouver:

Mangalindan DM. To Cue or Not to Cue: Beacons and Landmarks in Object-displacement Tasks. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/35894.

Council of Science Editors:

Mangalindan DM. To Cue or Not to Cue: Beacons and Landmarks in Object-displacement Tasks. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35894

17. David, Dana. The Development of Language and Reading Skills in Emergent Bilingual Children.

Degree: 2013, University of Toronto

This dissertation examined language and literacy development in English-Hebrew emerging bilinguals. During their senior kindergarten year, one group of children participated in a bilingual English-Hebrew… (more)

Subjects/Keywords: Bilingualism; Literacy; 0620; 0622

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APA (6th Edition):

David, D. (2013). The Development of Language and Reading Skills in Emergent Bilingual Children. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35802

Chicago Manual of Style (16th Edition):

David, Dana. “The Development of Language and Reading Skills in Emergent Bilingual Children.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/35802.

MLA Handbook (7th Edition):

David, Dana. “The Development of Language and Reading Skills in Emergent Bilingual Children.” 2013. Web. 27 Sep 2020.

Vancouver:

David D. The Development of Language and Reading Skills in Emergent Bilingual Children. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/35802.

Council of Science Editors:

David D. The Development of Language and Reading Skills in Emergent Bilingual Children. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35802

18. Reeves, Allison. Biskanewin Ishkode (The Fire that is Beginning to Stand): Exploring Indigenous Health and Healing Concepts and Practices for Addressing Sexual Traumas.

Degree: 2013, University of Toronto

Multiple traumas, including sexual vulnerabilities, sexual abuse, and sexualized violence, remain substantially higher among Indigenous peoples in Canada than among non-Indigenous peoples. These trends are… (more)

Subjects/Keywords: Indigenous healing; Trauma; 6021

…letter from OISE-University of Toronto while the researcher was given a partnership agreement… 

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APA (6th Edition):

Reeves, A. (2013). Biskanewin Ishkode (The Fire that is Beginning to Stand): Exploring Indigenous Health and Healing Concepts and Practices for Addressing Sexual Traumas. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43713

Chicago Manual of Style (16th Edition):

Reeves, Allison. “Biskanewin Ishkode (The Fire that is Beginning to Stand): Exploring Indigenous Health and Healing Concepts and Practices for Addressing Sexual Traumas.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/43713.

MLA Handbook (7th Edition):

Reeves, Allison. “Biskanewin Ishkode (The Fire that is Beginning to Stand): Exploring Indigenous Health and Healing Concepts and Practices for Addressing Sexual Traumas.” 2013. Web. 27 Sep 2020.

Vancouver:

Reeves A. Biskanewin Ishkode (The Fire that is Beginning to Stand): Exploring Indigenous Health and Healing Concepts and Practices for Addressing Sexual Traumas. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/43713.

Council of Science Editors:

Reeves A. Biskanewin Ishkode (The Fire that is Beginning to Stand): Exploring Indigenous Health and Healing Concepts and Practices for Addressing Sexual Traumas. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43713

19. Bischoff, Theanna. Interior Music: An Examination of the Sociocognitive Abilities of Fiction Writers.

Degree: 2013, University of Toronto

A two-part study was undertaken to investigate the relationship between fiction writing and social cognition: the ability to make inferences about the mental states of… (more)

Subjects/Keywords: Social Cognition; Fiction Writers; 0633; 0451

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APA (6th Edition):

Bischoff, T. (2013). Interior Music: An Examination of the Sociocognitive Abilities of Fiction Writers. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/43490

Chicago Manual of Style (16th Edition):

Bischoff, Theanna. “Interior Music: An Examination of the Sociocognitive Abilities of Fiction Writers.” 2013. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/43490.

MLA Handbook (7th Edition):

Bischoff, Theanna. “Interior Music: An Examination of the Sociocognitive Abilities of Fiction Writers.” 2013. Web. 27 Sep 2020.

Vancouver:

Bischoff T. Interior Music: An Examination of the Sociocognitive Abilities of Fiction Writers. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/43490.

Council of Science Editors:

Bischoff T. Interior Music: An Examination of the Sociocognitive Abilities of Fiction Writers. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/43490

20. Guberman, Carly Ilana. Potential Precursors of Comorbidity: Examining how Emotions, Parental Psychopathology, and Family Functioning Relate to Depressive Symptoms in Young Anxious Children.

Degree: 2012, University of Toronto

Objective: Past research indicates that comorbid anxiety and depression in youth is associated with greater functional impairment than anxiety alone. To elucidate those factors which… (more)

Subjects/Keywords: anxiety; depression; comorbidity; subthreshold symptoms; youth; children; emotions; feelings ratings; parental psychopathology; family functioning; 0622

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APA (6th Edition):

Guberman, C. I. (2012). Potential Precursors of Comorbidity: Examining how Emotions, Parental Psychopathology, and Family Functioning Relate to Depressive Symptoms in Young Anxious Children. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34023

Chicago Manual of Style (16th Edition):

Guberman, Carly Ilana. “Potential Precursors of Comorbidity: Examining how Emotions, Parental Psychopathology, and Family Functioning Relate to Depressive Symptoms in Young Anxious Children.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/34023.

MLA Handbook (7th Edition):

Guberman, Carly Ilana. “Potential Precursors of Comorbidity: Examining how Emotions, Parental Psychopathology, and Family Functioning Relate to Depressive Symptoms in Young Anxious Children.” 2012. Web. 27 Sep 2020.

Vancouver:

Guberman CI. Potential Precursors of Comorbidity: Examining how Emotions, Parental Psychopathology, and Family Functioning Relate to Depressive Symptoms in Young Anxious Children. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/34023.

Council of Science Editors:

Guberman CI. Potential Precursors of Comorbidity: Examining how Emotions, Parental Psychopathology, and Family Functioning Relate to Depressive Symptoms in Young Anxious Children. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34023

21. Case, Emily Kathryn. Specialized Summer Camp for Children and Adolescents with Learning Disabilities: A Naturalistic Context for Enhancing Social Competence, Friendship, and Self-Concept.

Degree: 2012, University of Toronto

Social competence and positive self-concept are essential to future adaptive outcomes and overall well-being; but children and adolescents with learning disabilities (LD) frequently struggle in… (more)

Subjects/Keywords: learning disabilities; social competence; self-concept; summer camp; ADHD; adventure based counseling; 0621; 0622

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APA (6th Edition):

Case, E. K. (2012). Specialized Summer Camp for Children and Adolescents with Learning Disabilities: A Naturalistic Context for Enhancing Social Competence, Friendship, and Self-Concept. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/33947

Chicago Manual of Style (16th Edition):

Case, Emily Kathryn. “Specialized Summer Camp for Children and Adolescents with Learning Disabilities: A Naturalistic Context for Enhancing Social Competence, Friendship, and Self-Concept.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/33947.

MLA Handbook (7th Edition):

Case, Emily Kathryn. “Specialized Summer Camp for Children and Adolescents with Learning Disabilities: A Naturalistic Context for Enhancing Social Competence, Friendship, and Self-Concept.” 2012. Web. 27 Sep 2020.

Vancouver:

Case EK. Specialized Summer Camp for Children and Adolescents with Learning Disabilities: A Naturalistic Context for Enhancing Social Competence, Friendship, and Self-Concept. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/33947.

Council of Science Editors:

Case EK. Specialized Summer Camp for Children and Adolescents with Learning Disabilities: A Naturalistic Context for Enhancing Social Competence, Friendship, and Self-Concept. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33947

22. Nash, Kelly. Improving Executive Functioning in Children with Fetal Alcohol Spectrum Disorders using the Alert Program for Self Regulation®.

Degree: 2012, University of Toronto

The chronic and severe executive functioning (EF) and self regulation deficits experienced by children with fetal alcohol spectrum disorders (FASD) are well documented and EF… (more)

Subjects/Keywords: Fetal Alcohol Spectrum Disorders; Intervention

…boards at both SickKids and the University of Toronto. Letters were mailed to parents of… 

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APA (6th Edition):

Nash, K. (2012). Improving Executive Functioning in Children with Fetal Alcohol Spectrum Disorders using the Alert Program for Self Regulation®. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34820

Chicago Manual of Style (16th Edition):

Nash, Kelly. “Improving Executive Functioning in Children with Fetal Alcohol Spectrum Disorders using the Alert Program for Self Regulation®.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/34820.

MLA Handbook (7th Edition):

Nash, Kelly. “Improving Executive Functioning in Children with Fetal Alcohol Spectrum Disorders using the Alert Program for Self Regulation®.” 2012. Web. 27 Sep 2020.

Vancouver:

Nash K. Improving Executive Functioning in Children with Fetal Alcohol Spectrum Disorders using the Alert Program for Self Regulation®. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/34820.

Council of Science Editors:

Nash K. Improving Executive Functioning in Children with Fetal Alcohol Spectrum Disorders using the Alert Program for Self Regulation®. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34820

23. Juan, Valerie San. The Role of Language in the Development of Epistemic Concepts.

Degree: 2012, University of Toronto

This thesis examines the effects of linguistic input on the development of children’s epistemic concepts. It draws upon two fundamental questions in the field of… (more)

Subjects/Keywords: implicit false belief; language; theory of mind; epistemic concepts; preschool; 0620

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APA (6th Edition):

Juan, V. S. (2012). The Role of Language in the Development of Epistemic Concepts. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34873

Chicago Manual of Style (16th Edition):

Juan, Valerie San. “The Role of Language in the Development of Epistemic Concepts.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/34873.

MLA Handbook (7th Edition):

Juan, Valerie San. “The Role of Language in the Development of Epistemic Concepts.” 2012. Web. 27 Sep 2020.

Vancouver:

Juan VS. The Role of Language in the Development of Epistemic Concepts. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/34873.

Council of Science Editors:

Juan VS. The Role of Language in the Development of Epistemic Concepts. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34873

24. Regina, Andrea Michelle. ‘Lit For Life’: Using Literacy Intervention to Foster Meaningful Life Changes for High-risk Youth with Reading Disabilities.

Degree: 2012, University of Toronto

Substantial evidence indicates that maltreatment places abused children at great risk for illiteracy and damaging self-perceptions of competency and worth. Given that academic ability and… (more)

Subjects/Keywords: literacy; maltreatment; adolescents; intervention; reading; writing; self-perception; disability; 0621; 0622; 0620; 0633; 0525; 0535

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APA (6th Edition):

Regina, A. M. (2012). ‘Lit For Life’: Using Literacy Intervention to Foster Meaningful Life Changes for High-risk Youth with Reading Disabilities. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34863

Chicago Manual of Style (16th Edition):

Regina, Andrea Michelle. “‘Lit For Life’: Using Literacy Intervention to Foster Meaningful Life Changes for High-risk Youth with Reading Disabilities.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/34863.

MLA Handbook (7th Edition):

Regina, Andrea Michelle. “‘Lit For Life’: Using Literacy Intervention to Foster Meaningful Life Changes for High-risk Youth with Reading Disabilities.” 2012. Web. 27 Sep 2020.

Vancouver:

Regina AM. ‘Lit For Life’: Using Literacy Intervention to Foster Meaningful Life Changes for High-risk Youth with Reading Disabilities. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/34863.

Council of Science Editors:

Regina AM. ‘Lit For Life’: Using Literacy Intervention to Foster Meaningful Life Changes for High-risk Youth with Reading Disabilities. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34863

25. Singh, Devita. A Follow-up Study of Boys with Gender Identity Disorder.

Degree: 2012, University of Toronto

This study provided information on the long term psychosexual and psychiatric outcomes of 139 boys with gender identity disorder (GID). Standardized assessment data in childhood… (more)

Subjects/Keywords: Gender Identity Disorder; 0622

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APA (6th Edition):

Singh, D. (2012). A Follow-up Study of Boys with Gender Identity Disorder. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34926

Chicago Manual of Style (16th Edition):

Singh, Devita. “A Follow-up Study of Boys with Gender Identity Disorder.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/34926.

MLA Handbook (7th Edition):

Singh, Devita. “A Follow-up Study of Boys with Gender Identity Disorder.” 2012. Web. 27 Sep 2020.

Vancouver:

Singh D. A Follow-up Study of Boys with Gender Identity Disorder. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/34926.

Council of Science Editors:

Singh D. A Follow-up Study of Boys with Gender Identity Disorder. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34926

26. Benayon, Marcus. Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto.

Degree: 2012, University of Toronto

The purpose of the present study was to examine the state of special education programs in selected Jewish Ultra Orthodox (Haredi) community schools in the… (more)

Subjects/Keywords: Special Education; Ultra Orthodox Jewish; Hassidic; Attitude; Inclusion; Learning Disabilities; Behavioural Disorders; 0529; 0516; 0530

…Education (OISE) at the University of Toronto; Dr… 

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APA (6th Edition):

Benayon, M. (2012). Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/33934

Chicago Manual of Style (16th Edition):

Benayon, Marcus. “Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/33934.

MLA Handbook (7th Edition):

Benayon, Marcus. “Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto.” 2012. Web. 27 Sep 2020.

Vancouver:

Benayon M. Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/33934.

Council of Science Editors:

Benayon M. Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33934

27. Ram, Anita. Changes in School Results in EQAO Assessments from 2006 to 2010.

Degree: 2012, University of Toronto

Many accountability systems use data from large-scale assessments to make judgements about school performance. In Ontario, school performance is often assessed using the percentage of… (more)

Subjects/Keywords: EQAO assessment; fluctuations; percentage of proficient students; large-scale assessment; cohort size; annual change in PPS

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APA (6th Edition):

Ram, A. (2012). Changes in School Results in EQAO Assessments from 2006 to 2010. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34858

Chicago Manual of Style (16th Edition):

Ram, Anita. “Changes in School Results in EQAO Assessments from 2006 to 2010.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/34858.

MLA Handbook (7th Edition):

Ram, Anita. “Changes in School Results in EQAO Assessments from 2006 to 2010.” 2012. Web. 27 Sep 2020.

Vancouver:

Ram A. Changes in School Results in EQAO Assessments from 2006 to 2010. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/34858.

Council of Science Editors:

Ram A. Changes in School Results in EQAO Assessments from 2006 to 2010. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34858

28. McNeilly, Kenneth. Beyond the ‘Bedrooms of the Nation’: An Interpretative Phenomenological Analysis of Canadian Adolescents with Lesbian, Gay, or Bisexual-identified Parents.

Degree: 2012, University of Toronto

Although parenting by lesbian, gay, and bisexual-identified (LGB) individuals has attracted increasing research attention over the past few decades, relatively little focus has been given… (more)

Subjects/Keywords: lesbian; gay; parenting; family; adolescent; identity; narrative; interpretative phenomenological analysis; IPA; bisexual; GSA; QSA; school; education; personality; 0620; 0525; 0519; 0625

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APA (6th Edition):

McNeilly, K. (2012). Beyond the ‘Bedrooms of the Nation’: An Interpretative Phenomenological Analysis of Canadian Adolescents with Lesbian, Gay, or Bisexual-identified Parents. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34808

Chicago Manual of Style (16th Edition):

McNeilly, Kenneth. “Beyond the ‘Bedrooms of the Nation’: An Interpretative Phenomenological Analysis of Canadian Adolescents with Lesbian, Gay, or Bisexual-identified Parents.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/34808.

MLA Handbook (7th Edition):

McNeilly, Kenneth. “Beyond the ‘Bedrooms of the Nation’: An Interpretative Phenomenological Analysis of Canadian Adolescents with Lesbian, Gay, or Bisexual-identified Parents.” 2012. Web. 27 Sep 2020.

Vancouver:

McNeilly K. Beyond the ‘Bedrooms of the Nation’: An Interpretative Phenomenological Analysis of Canadian Adolescents with Lesbian, Gay, or Bisexual-identified Parents. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/34808.

Council of Science Editors:

McNeilly K. Beyond the ‘Bedrooms of the Nation’: An Interpretative Phenomenological Analysis of Canadian Adolescents with Lesbian, Gay, or Bisexual-identified Parents. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34808

29. Maini, Rosalina De Sa. Teacher Training In A Proactive Approach To Classroom Behaviour Management: Teacher and Student Outcomes.

Degree: 2011, University of Toronto

The present study was undertaken to evaluate the effectiveness and impact of a brief teacher training program in proactive classroom management (PCM), on both teacher… (more)

Subjects/Keywords: classroom behaviour managment; teacher training; behaviour management; proactive behaviour management; disruptive behaviour; proactive classroom management; 0384; 0530; 0525

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APA (6th Edition):

Maini, R. D. S. (2011). Teacher Training In A Proactive Approach To Classroom Behaviour Management: Teacher and Student Outcomes. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27591

Chicago Manual of Style (16th Edition):

Maini, Rosalina De Sa. “Teacher Training In A Proactive Approach To Classroom Behaviour Management: Teacher and Student Outcomes.” 2011. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/27591.

MLA Handbook (7th Edition):

Maini, Rosalina De Sa. “Teacher Training In A Proactive Approach To Classroom Behaviour Management: Teacher and Student Outcomes.” 2011. Web. 27 Sep 2020.

Vancouver:

Maini RDS. Teacher Training In A Proactive Approach To Classroom Behaviour Management: Teacher and Student Outcomes. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/27591.

Council of Science Editors:

Maini RDS. Teacher Training In A Proactive Approach To Classroom Behaviour Management: Teacher and Student Outcomes. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27591

30. Harper, Sarah Nicole. Narrowing the Gap in Early Literacy for French Immersion Students: The Effects of a Family Literacy Intervention on Grade 1 Children’s English and French Literacy Development.

Degree: 2010, University of Toronto

The study evaluated the effects of a Family Literacy program on Grade 1 French Immersion (FI) children’s language and literacy development. Family Literacy programs aim… (more)

Subjects/Keywords: French Immersion; Family Literacy; 0525; 0282

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APA (6th Edition):

Harper, S. N. (2010). Narrowing the Gap in Early Literacy for French Immersion Students: The Effects of a Family Literacy Intervention on Grade 1 Children’s English and French Literacy Development. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/26419

Chicago Manual of Style (16th Edition):

Harper, Sarah Nicole. “Narrowing the Gap in Early Literacy for French Immersion Students: The Effects of a Family Literacy Intervention on Grade 1 Children’s English and French Literacy Development.” 2010. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/26419.

MLA Handbook (7th Edition):

Harper, Sarah Nicole. “Narrowing the Gap in Early Literacy for French Immersion Students: The Effects of a Family Literacy Intervention on Grade 1 Children’s English and French Literacy Development.” 2010. Web. 27 Sep 2020.

Vancouver:

Harper SN. Narrowing the Gap in Early Literacy for French Immersion Students: The Effects of a Family Literacy Intervention on Grade 1 Children’s English and French Literacy Development. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/26419.

Council of Science Editors:

Harper SN. Narrowing the Gap in Early Literacy for French Immersion Students: The Effects of a Family Literacy Intervention on Grade 1 Children’s English and French Literacy Development. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/26419

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