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You searched for +publisher:"Vanderbilt University" +contributor:("Kimberly Paulsen"). Showing records 1 – 6 of 6 total matches.

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Vanderbilt University

1. Sheaffer, Amanda W. Peer Affiliation and School-based Problem Behavior During Adolescence: A Cross-sectional Evaluation.

Degree: PhD, Special Education, 2019, Vanderbilt University

 Peer affiliation is an important factor in the behavioral trajectories of adolescents, and the effect of peer dynamics on problem behavior is especially salient in… (more)

Subjects/Keywords: peer affiliation and school-based problem behavior; deviant peer affiliation; gender; problem behavior; peer affiliation

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APA (6th Edition):

Sheaffer, A. W. (2019). Peer Affiliation and School-based Problem Behavior During Adolescence: A Cross-sectional Evaluation. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-11192019-112148/ ;

Chicago Manual of Style (16th Edition):

Sheaffer, Amanda W. “Peer Affiliation and School-based Problem Behavior During Adolescence: A Cross-sectional Evaluation.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed July 03, 2020. http://etd.library.vanderbilt.edu/available/etd-11192019-112148/ ;.

MLA Handbook (7th Edition):

Sheaffer, Amanda W. “Peer Affiliation and School-based Problem Behavior During Adolescence: A Cross-sectional Evaluation.” 2019. Web. 03 Jul 2020.

Vancouver:

Sheaffer AW. Peer Affiliation and School-based Problem Behavior During Adolescence: A Cross-sectional Evaluation. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2020 Jul 03]. Available from: http://etd.library.vanderbilt.edu/available/etd-11192019-112148/ ;.

Council of Science Editors:

Sheaffer AW. Peer Affiliation and School-based Problem Behavior During Adolescence: A Cross-sectional Evaluation. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-11192019-112148/ ;


Vanderbilt University

2. Wang, Amber Yu. Irrelevant Information and Person Effects of Word-Problem Performance.

Degree: PhD, Special Education, 2016, Vanderbilt University

 The purpose of this study was to extend the literature on word-problem performance by using a crossed random-effects item response model to bring together two… (more)

Subjects/Keywords:

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

APA (6th Edition):

Wang, A. Y. (2016). Irrelevant Information and Person Effects of Word-Problem Performance. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07062016-131309/ ;

Chicago Manual of Style (16th Edition):

Wang, Amber Yu. “Irrelevant Information and Person Effects of Word-Problem Performance.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed July 03, 2020. http://etd.library.vanderbilt.edu/available/etd-07062016-131309/ ;.

MLA Handbook (7th Edition):

Wang, Amber Yu. “Irrelevant Information and Person Effects of Word-Problem Performance.” 2016. Web. 03 Jul 2020.

Vancouver:

Wang AY. Irrelevant Information and Person Effects of Word-Problem Performance. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2020 Jul 03]. Available from: http://etd.library.vanderbilt.edu/available/etd-07062016-131309/ ;.

Council of Science Editors:

Wang AY. Irrelevant Information and Person Effects of Word-Problem Performance. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-07062016-131309/ ;


Vanderbilt University

3. Moore Partin, Tara C. An Analysis of Teachers' Use of Praise and Reprimands in Relation to Student Behavior.

Degree: PhD, Special Education, 2010, Vanderbilt University

 The author presented an examination of teachersâ use of praise and reprimands in relation to student behaviors for students identified as exhibiting problem behaviors. Data… (more)

Subjects/Keywords: student behavior; reprimands; praise; teacher praise; teacher reprimands

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APA (6th Edition):

Moore Partin, T. C. (2010). An Analysis of Teachers' Use of Praise and Reprimands in Relation to Student Behavior. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-04152010-074602/ ;

Chicago Manual of Style (16th Edition):

Moore Partin, Tara C. “An Analysis of Teachers' Use of Praise and Reprimands in Relation to Student Behavior.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed July 03, 2020. http://etd.library.vanderbilt.edu/available/etd-04152010-074602/ ;.

MLA Handbook (7th Edition):

Moore Partin, Tara C. “An Analysis of Teachers' Use of Praise and Reprimands in Relation to Student Behavior.” 2010. Web. 03 Jul 2020.

Vancouver:

Moore Partin TC. An Analysis of Teachers' Use of Praise and Reprimands in Relation to Student Behavior. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2020 Jul 03]. Available from: http://etd.library.vanderbilt.edu/available/etd-04152010-074602/ ;.

Council of Science Editors:

Moore Partin TC. An Analysis of Teachers' Use of Praise and Reprimands in Relation to Student Behavior. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-04152010-074602/ ;


Vanderbilt University

4. Malone, Amelia Schneider. Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students.

Degree: PhD, Special Education, 2014, Vanderbilt University

 The study had four purposes: (a) to describe fraction ordering errors among 227 at-risk 4th-grade students; (b) to examine performance differences among 3 cohorts; (c)… (more)

Subjects/Keywords: special education; mathematics education; error analysis

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

APA (6th Edition):

Malone, A. S. (2014). Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06052014-114527/ ;

Chicago Manual of Style (16th Edition):

Malone, Amelia Schneider. “Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed July 03, 2020. http://etd.library.vanderbilt.edu/available/etd-06052014-114527/ ;.

MLA Handbook (7th Edition):

Malone, Amelia Schneider. “Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students.” 2014. Web. 03 Jul 2020.

Vancouver:

Malone AS. Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Jul 03]. Available from: http://etd.library.vanderbilt.edu/available/etd-06052014-114527/ ;.

Council of Science Editors:

Malone AS. Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-06052014-114527/ ;


Vanderbilt University

5. Sinclair, Anne Campbell. The Effect of Targeted Professional Development on Paraprofessional Fidelity to an Evidence-Based Reading Intervention.

Degree: PhD, Special Education, 2019, Vanderbilt University

 Though researchers are developing effective literacy practices for students with intellectual disabilities, educators often struggle to implement evidence-based practices (EBPs) with fidelity. Professional development opportunities… (more)

Subjects/Keywords: multi-tiered professional development; real-time performance feedback; paraprofessional; targeted professional development

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APA (6th Edition):

Sinclair, A. C. (2019). The Effect of Targeted Professional Development on Paraprofessional Fidelity to an Evidence-Based Reading Intervention. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-02142019-120237/ ;

Chicago Manual of Style (16th Edition):

Sinclair, Anne Campbell. “The Effect of Targeted Professional Development on Paraprofessional Fidelity to an Evidence-Based Reading Intervention.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed July 03, 2020. http://etd.library.vanderbilt.edu/available/etd-02142019-120237/ ;.

MLA Handbook (7th Edition):

Sinclair, Anne Campbell. “The Effect of Targeted Professional Development on Paraprofessional Fidelity to an Evidence-Based Reading Intervention.” 2019. Web. 03 Jul 2020.

Vancouver:

Sinclair AC. The Effect of Targeted Professional Development on Paraprofessional Fidelity to an Evidence-Based Reading Intervention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2020 Jul 03]. Available from: http://etd.library.vanderbilt.edu/available/etd-02142019-120237/ ;.

Council of Science Editors:

Sinclair AC. The Effect of Targeted Professional Development on Paraprofessional Fidelity to an Evidence-Based Reading Intervention. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-02142019-120237/ ;

6. Seethaler, Pamela Maureeen. The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?.

Degree: PhD, Special Education, 2008, Vanderbilt University

 The purpose of this study was to examine the reliability, validity, and predictive utility of 3 measures for screening kindergarten students for risk for math… (more)

Subjects/Keywords: learning disabilities; early identification; predictive utility; mathematics; kindergarten screening

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

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

APA (6th Edition):

Seethaler, P. M. (2008). The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-08272008-135652/ ;

Chicago Manual of Style (16th Edition):

Seethaler, Pamela Maureeen. “The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?.” 2008. Doctoral Dissertation, Vanderbilt University. Accessed July 03, 2020. http://etd.library.vanderbilt.edu/available/etd-08272008-135652/ ;.

MLA Handbook (7th Edition):

Seethaler, Pamela Maureeen. “The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?.” 2008. Web. 03 Jul 2020.

Vancouver:

Seethaler PM. The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?. [Internet] [Doctoral dissertation]. Vanderbilt University; 2008. [cited 2020 Jul 03]. Available from: http://etd.library.vanderbilt.edu/available/etd-08272008-135652/ ;.

Council of Science Editors:

Seethaler PM. The Predictive Utility of Kindergarten Screening for Math Difficulty: How, When, and With Respect to What Outcome Should It Occur?. [Doctoral Dissertation]. Vanderbilt University; 2008. Available from: http://etd.library.vanderbilt.edu/available/etd-08272008-135652/ ;

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