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You searched for +publisher:"University of Wisconsin – Milwaukee" +contributor:("Karen C. Stoiber"). Showing records 1 – 4 of 4 total matches.

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University of Wisconsin – Milwaukee

1. Hernandez, Melissa. Changing the Quality of Interpersonal Behaviors Between Pregnant Adolescents and Expectant Young Fathers: an Analysis of a Co-Parenting Intervention.

Degree: PhD, Educational Psychology, 2015, University of Wisconsin – Milwaukee

  The transition to parenthood is typically regarded as a difficult adjustment period for couples. In comparison to adult parents, pregnant adolescent mothers and young… (more)

Subjects/Keywords: Adolescents; Coparenting; Pregnancy; Psychology

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

APA (6th Edition):

Hernandez, M. (2015). Changing the Quality of Interpersonal Behaviors Between Pregnant Adolescents and Expectant Young Fathers: an Analysis of a Co-Parenting Intervention. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/877

Chicago Manual of Style (16th Edition):

Hernandez, Melissa. “Changing the Quality of Interpersonal Behaviors Between Pregnant Adolescents and Expectant Young Fathers: an Analysis of a Co-Parenting Intervention.” 2015. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed May 20, 2019. https://dc.uwm.edu/etd/877.

MLA Handbook (7th Edition):

Hernandez, Melissa. “Changing the Quality of Interpersonal Behaviors Between Pregnant Adolescents and Expectant Young Fathers: an Analysis of a Co-Parenting Intervention.” 2015. Web. 20 May 2019.

Vancouver:

Hernandez M. Changing the Quality of Interpersonal Behaviors Between Pregnant Adolescents and Expectant Young Fathers: an Analysis of a Co-Parenting Intervention. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2015. [cited 2019 May 20]. Available from: https://dc.uwm.edu/etd/877.

Council of Science Editors:

Hernandez M. Changing the Quality of Interpersonal Behaviors Between Pregnant Adolescents and Expectant Young Fathers: an Analysis of a Co-Parenting Intervention. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2015. Available from: https://dc.uwm.edu/etd/877


University of Wisconsin – Milwaukee

2. Schwehr, Ethan. The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy.

Degree: PhD, Educational Psychology, 2014, University of Wisconsin – Milwaukee

  This study was designed to address a crucial organizational construct for implementation of Response to Intervention (RTI), ongoing teacher professional development, by examining its… (more)

Subjects/Keywords: Response to Intervention; Teacher Knowledge; Teacher Professional Development; Teacher Self-efficacy; Education; Educational Psychology

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APA (6th Edition):

Schwehr, E. (2014). The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/570

Chicago Manual of Style (16th Edition):

Schwehr, Ethan. “The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy.” 2014. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed May 20, 2019. https://dc.uwm.edu/etd/570.

MLA Handbook (7th Edition):

Schwehr, Ethan. “The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy.” 2014. Web. 20 May 2019.

Vancouver:

Schwehr E. The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2014. [cited 2019 May 20]. Available from: https://dc.uwm.edu/etd/570.

Council of Science Editors:

Schwehr E. The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2014. Available from: https://dc.uwm.edu/etd/570

3. Krzewina, Jennifer Marie. Effect of Preschool Classroom Quality on Social and Language Development.

Degree: PhD, Educational Psychology, 2012, University of Wisconsin – Milwaukee

  The purpose of this study was to examine the effect of child care classroom quality on language and social outcomes for economically disadvantaged preschool… (more)

Subjects/Keywords: Classroom Quality; Early Childhood Education; Language Development; Preschool Quality; Social Competence; Teacher-Child Interaction; Educational Psychology; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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

APA (6th Edition):

Krzewina, J. M. (2012). Effect of Preschool Classroom Quality on Social and Language Development. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/60

Chicago Manual of Style (16th Edition):

Krzewina, Jennifer Marie. “Effect of Preschool Classroom Quality on Social and Language Development.” 2012. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed May 20, 2019. https://dc.uwm.edu/etd/60.

MLA Handbook (7th Edition):

Krzewina, Jennifer Marie. “Effect of Preschool Classroom Quality on Social and Language Development.” 2012. Web. 20 May 2019.

Vancouver:

Krzewina JM. Effect of Preschool Classroom Quality on Social and Language Development. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2012. [cited 2019 May 20]. Available from: https://dc.uwm.edu/etd/60.

Council of Science Editors:

Krzewina JM. Effect of Preschool Classroom Quality on Social and Language Development. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2012. Available from: https://dc.uwm.edu/etd/60

4. Marsh, Carissa. Consultation with Preschool Teachers: Supporting Treatment Integrity to Improve Effectiveness.

Degree: PhD, Educational Psychology, 2012, University of Wisconsin – Milwaukee

  The primary purpose of this study was to determine whether preschool teachers with the help of a consultant would conduct a functional behavior assessment… (more)

Subjects/Keywords: Functional Behavior Assessment; Preschool; Treatment Integrity; Educational Psychology

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

APA (6th Edition):

Marsh, C. (2012). Consultation with Preschool Teachers: Supporting Treatment Integrity to Improve Effectiveness. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/62

Chicago Manual of Style (16th Edition):

Marsh, Carissa. “Consultation with Preschool Teachers: Supporting Treatment Integrity to Improve Effectiveness.” 2012. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed May 20, 2019. https://dc.uwm.edu/etd/62.

MLA Handbook (7th Edition):

Marsh, Carissa. “Consultation with Preschool Teachers: Supporting Treatment Integrity to Improve Effectiveness.” 2012. Web. 20 May 2019.

Vancouver:

Marsh C. Consultation with Preschool Teachers: Supporting Treatment Integrity to Improve Effectiveness. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2012. [cited 2019 May 20]. Available from: https://dc.uwm.edu/etd/62.

Council of Science Editors:

Marsh C. Consultation with Preschool Teachers: Supporting Treatment Integrity to Improve Effectiveness. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2012. Available from: https://dc.uwm.edu/etd/62

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