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You searched for +publisher:"Virginia Tech" +contributor:("Gatewood, Thomas E."). Showing records 1 – 30 of 31 total matches.

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Virginia Tech

1. Jackson, Deborah R. The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity.

Degree: EdD, Curriculum and Instruction, 2006, Virginia Tech

 The purpose of the study was to examine the Standards of Learning (SOL) test results of students participating in an International Baccalaureate Middle Years Program… (more)

Subjects/Keywords: Middle Years Program; IBMYP; MYP; MYP and achievement; International Baccalaureate Middle Years Program; IBO; International Baccalaureate Organization

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APA (6th Edition):

Jackson, D. R. (2006). The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26936

Chicago Manual of Style (16th Edition):

Jackson, Deborah R. “The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity.” 2006. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/26936.

MLA Handbook (7th Edition):

Jackson, Deborah R. “The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity.” 2006. Web. 27 Nov 2020.

Vancouver:

Jackson DR. The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/26936.

Council of Science Editors:

Jackson DR. The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/26936


Virginia Tech

2. Puttre, Catherine P. Does the Degree of Implementation of the Components of the Middle School Design Relate to High-Stakes Assessment Scores in Grade 8 Reading and Math?.

Degree: EdD, Educational Leadership and Policy Studies, 2007, Virginia Tech

 Does the degree of implementation of the components of the middle-school design relate to high-stakes assessment scores in Grade 8 reading and math? There currently… (more)

Subjects/Keywords: High Stakes Assessment; Middle School; Achievement

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APA (6th Edition):

Puttre, C. P. (2007). Does the Degree of Implementation of the Components of the Middle School Design Relate to High-Stakes Assessment Scores in Grade 8 Reading and Math?. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26080

Chicago Manual of Style (16th Edition):

Puttre, Catherine P. “Does the Degree of Implementation of the Components of the Middle School Design Relate to High-Stakes Assessment Scores in Grade 8 Reading and Math?.” 2007. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/26080.

MLA Handbook (7th Edition):

Puttre, Catherine P. “Does the Degree of Implementation of the Components of the Middle School Design Relate to High-Stakes Assessment Scores in Grade 8 Reading and Math?.” 2007. Web. 27 Nov 2020.

Vancouver:

Puttre CP. Does the Degree of Implementation of the Components of the Middle School Design Relate to High-Stakes Assessment Scores in Grade 8 Reading and Math?. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/26080.

Council of Science Editors:

Puttre CP. Does the Degree of Implementation of the Components of the Middle School Design Relate to High-Stakes Assessment Scores in Grade 8 Reading and Math?. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26080


Virginia Tech

3. Garris, Donald R. Goals for teaching secondary mildly handicapped students.

Degree: EdD, Curriculum and Instruction, 1991, Virginia Tech

 The purpose of this study was to determine special education teachers' perceptions of goals used to teach secondary mildly handicapped students and to identify hindrances… (more)

Subjects/Keywords: Special education Curricula.; Youth with disabilities Education (Secondary); Special education teachers Attitudes.; LD5655.V856 1991.G377

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APA (6th Edition):

Garris, D. R. (1991). Goals for teaching secondary mildly handicapped students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39859

Chicago Manual of Style (16th Edition):

Garris, Donald R. “Goals for teaching secondary mildly handicapped students.” 1991. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/39859.

MLA Handbook (7th Edition):

Garris, Donald R. “Goals for teaching secondary mildly handicapped students.” 1991. Web. 27 Nov 2020.

Vancouver:

Garris DR. Goals for teaching secondary mildly handicapped students. [Internet] [Doctoral dissertation]. Virginia Tech; 1991. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/39859.

Council of Science Editors:

Garris DR. Goals for teaching secondary mildly handicapped students. [Doctoral Dissertation]. Virginia Tech; 1991. Available from: http://hdl.handle.net/10919/39859


Virginia Tech

4. Whitlock, Sharon E. The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls.

Degree: EdD, Curriculum and Instruction, 2006, Virginia Tech

 The purpose of this study was to investigate the effects of class type, coeducational or same-sex, on the self-efficacy of middle school girls in a… (more)

Subjects/Keywords: MSG; Middle School Girls; SSCE; Single Sex and Coeducational Environments; SSCE and self-efficacy; MSG and self-efficacy

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APA (6th Edition):

Whitlock, S. E. (2006). The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28041

Chicago Manual of Style (16th Edition):

Whitlock, Sharon E. “The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls.” 2006. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/28041.

MLA Handbook (7th Edition):

Whitlock, Sharon E. “The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls.” 2006. Web. 27 Nov 2020.

Vancouver:

Whitlock SE. The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/28041.

Council of Science Editors:

Whitlock SE. The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/28041


Virginia Tech

5. Dauer, Doreen M. Group counseling for anger control: the effects of an intervention program with middle school students.

Degree: EdD, Counseling and Student Personnel Services, 1994, Virginia Tech

Subjects/Keywords: Anger; LD5655.V856 1994.D384

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APA (6th Edition):

Dauer, D. M. (1994). Group counseling for anger control: the effects of an intervention program with middle school students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38872

Chicago Manual of Style (16th Edition):

Dauer, Doreen M. “Group counseling for anger control: the effects of an intervention program with middle school students.” 1994. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/38872.

MLA Handbook (7th Edition):

Dauer, Doreen M. “Group counseling for anger control: the effects of an intervention program with middle school students.” 1994. Web. 27 Nov 2020.

Vancouver:

Dauer DM. Group counseling for anger control: the effects of an intervention program with middle school students. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/38872.

Council of Science Editors:

Dauer DM. Group counseling for anger control: the effects of an intervention program with middle school students. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/38872


Virginia Tech

6. Cross, Freddie Lee. The Contribution Of Respondent Computer Experience On Primacy Effect And Satisficing In Internet Surveys.

Degree: PhD, Educational Research and Evaluation, 2005, Virginia Tech

 This study, conducted in the spring of 2005, was designed to assess the contribution of computer experience on primacy effect and satisficing in online survey… (more)

Subjects/Keywords: computer experience; response effects; Internet surveys; Online surveys; primacy effect; satisficing

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APA (6th Edition):

Cross, F. L. (2005). The Contribution Of Respondent Computer Experience On Primacy Effect And Satisficing In Internet Surveys. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29876

Chicago Manual of Style (16th Edition):

Cross, Freddie Lee. “The Contribution Of Respondent Computer Experience On Primacy Effect And Satisficing In Internet Surveys.” 2005. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/29876.

MLA Handbook (7th Edition):

Cross, Freddie Lee. “The Contribution Of Respondent Computer Experience On Primacy Effect And Satisficing In Internet Surveys.” 2005. Web. 27 Nov 2020.

Vancouver:

Cross FL. The Contribution Of Respondent Computer Experience On Primacy Effect And Satisficing In Internet Surveys. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/29876.

Council of Science Editors:

Cross FL. The Contribution Of Respondent Computer Experience On Primacy Effect And Satisficing In Internet Surveys. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/29876


Virginia Tech

7. Dursa, Anthony. A study of school board policy and rules and regulations dealing with police involvement in public high schools in the Commonwealth of Virginia.

Degree: EdD, Educational Administration, 1997, Virginia Tech

Subjects/Keywords: school safety; LD5655.V856 1997.D877

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APA (6th Edition):

Dursa, A. (1997). A study of school board policy and rules and regulations dealing with police involvement in public high schools in the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39667

Chicago Manual of Style (16th Edition):

Dursa, Anthony. “A study of school board policy and rules and regulations dealing with police involvement in public high schools in the Commonwealth of Virginia.” 1997. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/39667.

MLA Handbook (7th Edition):

Dursa, Anthony. “A study of school board policy and rules and regulations dealing with police involvement in public high schools in the Commonwealth of Virginia.” 1997. Web. 27 Nov 2020.

Vancouver:

Dursa A. A study of school board policy and rules and regulations dealing with police involvement in public high schools in the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/39667.

Council of Science Editors:

Dursa A. A study of school board policy and rules and regulations dealing with police involvement in public high schools in the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/39667


Virginia Tech

8. Ravizza, Dean Michael. Students' Perceptions of Physical Education Teachers' Caring.

Degree: PhD, Curriculum and Instruction, 2005, Virginia Tech

 The concept of caring is reported to be an important factor in the teacher-student relationship. However, this concept has not been widely explored in the… (more)

Subjects/Keywords: middle school students; perceived caring; education

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APA (6th Edition):

Ravizza, D. M. (2005). Students' Perceptions of Physical Education Teachers' Caring. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27809

Chicago Manual of Style (16th Edition):

Ravizza, Dean Michael. “Students' Perceptions of Physical Education Teachers' Caring.” 2005. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/27809.

MLA Handbook (7th Edition):

Ravizza, Dean Michael. “Students' Perceptions of Physical Education Teachers' Caring.” 2005. Web. 27 Nov 2020.

Vancouver:

Ravizza DM. Students' Perceptions of Physical Education Teachers' Caring. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/27809.

Council of Science Editors:

Ravizza DM. Students' Perceptions of Physical Education Teachers' Caring. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/27809


Virginia Tech

9. Lyons-Daniels, Patricia. Interscholastic Sports and The Middle School Student: A Case Study.

Degree: EdD, Educational Leadership and Policy Studies, 1999, Virginia Tech

 Participating in organized sports activities can result in developmental benefits to the adolescent. Increased fitness, self-esteem, competency, academic success and increased recognition by peers are… (more)

Subjects/Keywords: Adolescents; Interscholastic Sports; Case Study

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APA (6th Edition):

Lyons-Daniels, P. (1999). Interscholastic Sports and The Middle School Student: A Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29882

Chicago Manual of Style (16th Edition):

Lyons-Daniels, Patricia. “Interscholastic Sports and The Middle School Student: A Case Study.” 1999. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/29882.

MLA Handbook (7th Edition):

Lyons-Daniels, Patricia. “Interscholastic Sports and The Middle School Student: A Case Study.” 1999. Web. 27 Nov 2020.

Vancouver:

Lyons-Daniels P. Interscholastic Sports and The Middle School Student: A Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/29882.

Council of Science Editors:

Lyons-Daniels P. Interscholastic Sports and The Middle School Student: A Case Study. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/29882


Virginia Tech

10. Krouscas, James A. Jr. Middle School Students' Attitudes Toward a Physical Education Program.

Degree: PhD, Curriculum and Instruction, 1999, Virginia Tech

 The purpose of this study was to examine middle school students' attitude toward a physical education program and to determine the various aspects of the… (more)

Subjects/Keywords: middle school; attitudes; adolescence; physical education

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APA (6th Edition):

Krouscas, J. A. J. (1999). Middle School Students' Attitudes Toward a Physical Education Program. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27822

Chicago Manual of Style (16th Edition):

Krouscas, James A Jr. “Middle School Students' Attitudes Toward a Physical Education Program.” 1999. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/27822.

MLA Handbook (7th Edition):

Krouscas, James A Jr. “Middle School Students' Attitudes Toward a Physical Education Program.” 1999. Web. 27 Nov 2020.

Vancouver:

Krouscas JAJ. Middle School Students' Attitudes Toward a Physical Education Program. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/27822.

Council of Science Editors:

Krouscas JAJ. Middle School Students' Attitudes Toward a Physical Education Program. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/27822


Virginia Tech

11. McWilliams, Karen P. Traumatic Brain Injury: A Case Study of the School Reintegration Process.

Degree: EdD, Educational Leadership and Policy Studies, 2004, Virginia Tech

 The purpose of this linear-analytic exploratory case study is to illustrate the reintegration process from acute care and rehabilitative care to the traditional school setting… (more)

Subjects/Keywords: School Reintegration Planning Guide; Traumatic Brain Injury; Reintegration; Proactive Planning Process

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APA (6th Edition):

McWilliams, K. P. (2004). Traumatic Brain Injury: A Case Study of the School Reintegration Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27312

Chicago Manual of Style (16th Edition):

McWilliams, Karen P. “Traumatic Brain Injury: A Case Study of the School Reintegration Process.” 2004. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/27312.

MLA Handbook (7th Edition):

McWilliams, Karen P. “Traumatic Brain Injury: A Case Study of the School Reintegration Process.” 2004. Web. 27 Nov 2020.

Vancouver:

McWilliams KP. Traumatic Brain Injury: A Case Study of the School Reintegration Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/27312.

Council of Science Editors:

McWilliams KP. Traumatic Brain Injury: A Case Study of the School Reintegration Process. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/27312


Virginia Tech

12. Joy, Donna E. Instructors Transitioning to Online Education.

Degree: PhD, Educational Research, 2004, Virginia Tech

 The motivation and importance of this study was influenced by my own experience of transitioning from traditional face-to-face to online instruction. For this study, I… (more)

Subjects/Keywords: Phenomenological Research; Distance Education; Online Education

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APA (6th Edition):

Joy, D. E. (2004). Instructors Transitioning to Online Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29066

Chicago Manual of Style (16th Edition):

Joy, Donna E. “Instructors Transitioning to Online Education.” 2004. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/29066.

MLA Handbook (7th Edition):

Joy, Donna E. “Instructors Transitioning to Online Education.” 2004. Web. 27 Nov 2020.

Vancouver:

Joy DE. Instructors Transitioning to Online Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/29066.

Council of Science Editors:

Joy DE. Instructors Transitioning to Online Education. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/29066


Virginia Tech

13. Lyon, Anna Faye. The Transition To Reader: Multiple Perspectives.

Degree: EdD, Curriculum and Instruction, 1999, Virginia Tech

 The observation of first grade children as they became readers led the researcher to this study. Some children found reading an effortless task, some progressed… (more)

Subjects/Keywords: reading; early literacy

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APA (6th Edition):

Lyon, A. F. (1999). The Transition To Reader: Multiple Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28497

Chicago Manual of Style (16th Edition):

Lyon, Anna Faye. “The Transition To Reader: Multiple Perspectives.” 1999. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/28497.

MLA Handbook (7th Edition):

Lyon, Anna Faye. “The Transition To Reader: Multiple Perspectives.” 1999. Web. 27 Nov 2020.

Vancouver:

Lyon AF. The Transition To Reader: Multiple Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/28497.

Council of Science Editors:

Lyon AF. The Transition To Reader: Multiple Perspectives. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/28497


Virginia Tech

14. Goodwin, Daisy Wilson. Virginia policymakers' views on the value of visual arts education at the high school level.

Degree: EdD, Curriculum and Instruction, 1996, Virginia Tech

 The purpose of this study was to find out from Virginia policymakers their feelings toward visual arts education as a required subject at the high… (more)

Subjects/Keywords: Virginia policymakers; high school; visual arts education; LD5655.V856 1996.G663

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APA (6th Edition):

Goodwin, D. W. (1996). Virginia policymakers' views on the value of visual arts education at the high school level. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37772

Chicago Manual of Style (16th Edition):

Goodwin, Daisy Wilson. “Virginia policymakers' views on the value of visual arts education at the high school level.” 1996. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/37772.

MLA Handbook (7th Edition):

Goodwin, Daisy Wilson. “Virginia policymakers' views on the value of visual arts education at the high school level.” 1996. Web. 27 Nov 2020.

Vancouver:

Goodwin DW. Virginia policymakers' views on the value of visual arts education at the high school level. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/37772.

Council of Science Editors:

Goodwin DW. Virginia policymakers' views on the value of visual arts education at the high school level. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/37772


Virginia Tech

15. Cramer, Roxanne Herrick. Issues related to the education of gifted children in the United States: a Delphi study.

Degree: EdD, Curriculum and Instruction, 1990, Virginia Tech

Subjects/Keywords: Gifted children Education United States; LD5655.V856 1990.C736

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APA (6th Edition):

Cramer, R. H. (1990). Issues related to the education of gifted children in the United States: a Delphi study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39802

Chicago Manual of Style (16th Edition):

Cramer, Roxanne Herrick. “Issues related to the education of gifted children in the United States: a Delphi study.” 1990. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/39802.

MLA Handbook (7th Edition):

Cramer, Roxanne Herrick. “Issues related to the education of gifted children in the United States: a Delphi study.” 1990. Web. 27 Nov 2020.

Vancouver:

Cramer RH. Issues related to the education of gifted children in the United States: a Delphi study. [Internet] [Doctoral dissertation]. Virginia Tech; 1990. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/39802.

Council of Science Editors:

Cramer RH. Issues related to the education of gifted children in the United States: a Delphi study. [Doctoral Dissertation]. Virginia Tech; 1990. Available from: http://hdl.handle.net/10919/39802


Virginia Tech

16. Tarner, Elizabeth I. A Comparative Study of the Numbers, Job Responsibilities, and Preparation of Selected Males and Females as Central Office Administrators in Selected School Districts in Virginia.

Degree: EdD, Curriculum and Instruction, 1997, Virginia Tech

 The purpose of this study was to examine the distribution of males and females in line and staff positions in central offices in selected school… (more)

Subjects/Keywords: Education; Administration; Superintendent; Gender; Women; Female; Leadership

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APA (6th Edition):

Tarner, E. I. (1997). A Comparative Study of the Numbers, Job Responsibilities, and Preparation of Selected Males and Females as Central Office Administrators in Selected School Districts in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29343

Chicago Manual of Style (16th Edition):

Tarner, Elizabeth I. “A Comparative Study of the Numbers, Job Responsibilities, and Preparation of Selected Males and Females as Central Office Administrators in Selected School Districts in Virginia.” 1997. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/29343.

MLA Handbook (7th Edition):

Tarner, Elizabeth I. “A Comparative Study of the Numbers, Job Responsibilities, and Preparation of Selected Males and Females as Central Office Administrators in Selected School Districts in Virginia.” 1997. Web. 27 Nov 2020.

Vancouver:

Tarner EI. A Comparative Study of the Numbers, Job Responsibilities, and Preparation of Selected Males and Females as Central Office Administrators in Selected School Districts in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/29343.

Council of Science Editors:

Tarner EI. A Comparative Study of the Numbers, Job Responsibilities, and Preparation of Selected Males and Females as Central Office Administrators in Selected School Districts in Virginia. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/29343


Virginia Tech

17. Barnes, Charline J. Against all odds: the natural history of an alternative-adult high school program.

Degree: EdD, Curriculum and Instruction, 1995, Virginia Tech

 The traditional high school program is not appropriate for all students. Some students cannot cope with the pressures from social! family background, personal problems (independent… (more)

Subjects/Keywords: Adult education; LD5655.V856 1995.B3753

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APA (6th Edition):

Barnes, C. J. (1995). Against all odds: the natural history of an alternative-adult high school program. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38251

Chicago Manual of Style (16th Edition):

Barnes, Charline J. “Against all odds: the natural history of an alternative-adult high school program.” 1995. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/38251.

MLA Handbook (7th Edition):

Barnes, Charline J. “Against all odds: the natural history of an alternative-adult high school program.” 1995. Web. 27 Nov 2020.

Vancouver:

Barnes CJ. Against all odds: the natural history of an alternative-adult high school program. [Internet] [Doctoral dissertation]. Virginia Tech; 1995. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/38251.

Council of Science Editors:

Barnes CJ. Against all odds: the natural history of an alternative-adult high school program. [Doctoral Dissertation]. Virginia Tech; 1995. Available from: http://hdl.handle.net/10919/38251


Virginia Tech

18. Dyer, Ronald E. How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation: a case study.

Degree: EdD, Curriculum and Instruction, 1992, Virginia Tech

Subjects/Keywords: Mainstreaming in education.; LD5655.V856 1992.D947

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APA (6th Edition):

Dyer, R. E. (1992). How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation: a case study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38381

Chicago Manual of Style (16th Edition):

Dyer, Ronald E. “How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation: a case study.” 1992. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/38381.

MLA Handbook (7th Edition):

Dyer, Ronald E. “How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation: a case study.” 1992. Web. 27 Nov 2020.

Vancouver:

Dyer RE. How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation: a case study. [Internet] [Doctoral dissertation]. Virginia Tech; 1992. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/38381.

Council of Science Editors:

Dyer RE. How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation: a case study. [Doctoral Dissertation]. Virginia Tech; 1992. Available from: http://hdl.handle.net/10919/38381


Virginia Tech

19. Haughton, Ethel Scrivner. Reaching out: relationship building in a middle school student teaching experience.

Degree: EdD, Curriculum and Instruction, 1996, Virginia Tech

 The purpose of this study was to describe how relationships between student teachers and pupils were constructed within the context of the middle school classroom.… (more)

Subjects/Keywords: student teaching middle school; classroom relationship building; student teacher-pupil relationship building; teacher education; LD5655.V856 1996.H384

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APA (6th Edition):

Haughton, E. S. (1996). Reaching out: relationship building in a middle school student teaching experience. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38157

Chicago Manual of Style (16th Edition):

Haughton, Ethel Scrivner. “Reaching out: relationship building in a middle school student teaching experience.” 1996. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/38157.

MLA Handbook (7th Edition):

Haughton, Ethel Scrivner. “Reaching out: relationship building in a middle school student teaching experience.” 1996. Web. 27 Nov 2020.

Vancouver:

Haughton ES. Reaching out: relationship building in a middle school student teaching experience. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/38157.

Council of Science Editors:

Haughton ES. Reaching out: relationship building in a middle school student teaching experience. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/38157


Virginia Tech

20. Miller, Dale Jonathan. How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling.

Degree: PhD, Curriculum and Instruction, 1999, Virginia Tech

 The influences of school reform on the instructional practices of a seventh-grade language arts teacher was the focus of this study. This study was conducted… (more)

Subjects/Keywords: time and learning; language arts; school reform; block scheduling

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APA (6th Edition):

Miller, D. J. (1999). How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27074

Chicago Manual of Style (16th Edition):

Miller, Dale Jonathan. “How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling.” 1999. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/27074.

MLA Handbook (7th Edition):

Miller, Dale Jonathan. “How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling.” 1999. Web. 27 Nov 2020.

Vancouver:

Miller DJ. How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/27074.

Council of Science Editors:

Miller DJ. How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/27074


Virginia Tech

21. Kidd, Julie Kelly. The effects of type of written practice and time of writing sample on sixth grade students' argumentative written responses to literature.

Degree: EdD, Curriculum and Instruction, 1992, Virginia Tech

 The purpose of this study was to determine the effects of type of written practice (collaborative and independent) and time of writing sample (pre-training, mid-training,… (more)

Subjects/Keywords: Group work in education; LD5655.V856 1992.K533

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APA (6th Edition):

Kidd, J. K. (1992). The effects of type of written practice and time of writing sample on sixth grade students' argumentative written responses to literature. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38465

Chicago Manual of Style (16th Edition):

Kidd, Julie Kelly. “The effects of type of written practice and time of writing sample on sixth grade students' argumentative written responses to literature.” 1992. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/38465.

MLA Handbook (7th Edition):

Kidd, Julie Kelly. “The effects of type of written practice and time of writing sample on sixth grade students' argumentative written responses to literature.” 1992. Web. 27 Nov 2020.

Vancouver:

Kidd JK. The effects of type of written practice and time of writing sample on sixth grade students' argumentative written responses to literature. [Internet] [Doctoral dissertation]. Virginia Tech; 1992. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/38465.

Council of Science Editors:

Kidd JK. The effects of type of written practice and time of writing sample on sixth grade students' argumentative written responses to literature. [Doctoral Dissertation]. Virginia Tech; 1992. Available from: http://hdl.handle.net/10919/38465


Virginia Tech

22. Dillard, Patricia Hutcherson. Learning-Inhibiting Problems Experienced by Middle School Teachers: Implications for Staff Development.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

 This study sought to determine if there were statistically significant differences between years of teaching experience and education relative to learning-inhibiting problems in the classroom.… (more)

Subjects/Keywords: Delivery of Instruction; Middle School Teacher Preparation; and Staff Development; Classroom Management

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APA (6th Edition):

Dillard, P. H. (2000). Learning-Inhibiting Problems Experienced by Middle School Teachers: Implications for Staff Development. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37486

Chicago Manual of Style (16th Edition):

Dillard, Patricia Hutcherson. “Learning-Inhibiting Problems Experienced by Middle School Teachers: Implications for Staff Development.” 2000. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/37486.

MLA Handbook (7th Edition):

Dillard, Patricia Hutcherson. “Learning-Inhibiting Problems Experienced by Middle School Teachers: Implications for Staff Development.” 2000. Web. 27 Nov 2020.

Vancouver:

Dillard PH. Learning-Inhibiting Problems Experienced by Middle School Teachers: Implications for Staff Development. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/37486.

Council of Science Editors:

Dillard PH. Learning-Inhibiting Problems Experienced by Middle School Teachers: Implications for Staff Development. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/37486


Virginia Tech

23. Dutrow, Anita Marceca. Transitioning Students to the Middle school: A Case Study.

Degree: PhD, Curriculum and Instruction, 1997, Virginia Tech

 The purpose of this study was to describe how students moving from a school for students with learning disabilities to a regular public school classroom… (more)

Subjects/Keywords: Middle Schools; Special Education; General Education; Curriculum and Instruction

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APA (6th Edition):

Dutrow, A. M. (1997). Transitioning Students to the Middle school: A Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30321

Chicago Manual of Style (16th Edition):

Dutrow, Anita Marceca. “Transitioning Students to the Middle school: A Case Study.” 1997. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/30321.

MLA Handbook (7th Edition):

Dutrow, Anita Marceca. “Transitioning Students to the Middle school: A Case Study.” 1997. Web. 27 Nov 2020.

Vancouver:

Dutrow AM. Transitioning Students to the Middle school: A Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/30321.

Council of Science Editors:

Dutrow AM. Transitioning Students to the Middle school: A Case Study. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/30321


Virginia Tech

24. Hall, Patricia Holmes. A descriptive study of the supervisory model used in a large metropolitan school system: the triad support teacher model of Baltimore City, Maryland.

Degree: EdD, Curriculum and Instruction, 1991, Virginia Tech

 Effective supervision can improve the quality of teaching and learning in the classroom. Researchers in educational theory agree that supervision exists for the primary purpose… (more)

Subjects/Keywords: Teachers In-service training Maryland Baltimore.; Teachers Rating of Maryland Baltimore.; Teacher-administrator relationships Maryland Balti; LD5655.V856 1991.H355

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APA (6th Edition):

Hall, P. H. (1991). A descriptive study of the supervisory model used in a large metropolitan school system: the triad support teacher model of Baltimore City, Maryland. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37412

Chicago Manual of Style (16th Edition):

Hall, Patricia Holmes. “A descriptive study of the supervisory model used in a large metropolitan school system: the triad support teacher model of Baltimore City, Maryland.” 1991. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/37412.

MLA Handbook (7th Edition):

Hall, Patricia Holmes. “A descriptive study of the supervisory model used in a large metropolitan school system: the triad support teacher model of Baltimore City, Maryland.” 1991. Web. 27 Nov 2020.

Vancouver:

Hall PH. A descriptive study of the supervisory model used in a large metropolitan school system: the triad support teacher model of Baltimore City, Maryland. [Internet] [Doctoral dissertation]. Virginia Tech; 1991. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/37412.

Council of Science Editors:

Hall PH. A descriptive study of the supervisory model used in a large metropolitan school system: the triad support teacher model of Baltimore City, Maryland. [Doctoral Dissertation]. Virginia Tech; 1991. Available from: http://hdl.handle.net/10919/37412


Virginia Tech

25. Carico, Kathleen M. Responses of four adolescent females to adolescent fiction with strong female characters.

Degree: PhD, Curriculum and Instruction, 1994, Virginia Tech

Subjects/Keywords: Teenage girls; LD5655.V856 1994.C374

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APA (6th Edition):

Carico, K. M. (1994). Responses of four adolescent females to adolescent fiction with strong female characters. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39482

Chicago Manual of Style (16th Edition):

Carico, Kathleen M. “Responses of four adolescent females to adolescent fiction with strong female characters.” 1994. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/39482.

MLA Handbook (7th Edition):

Carico, Kathleen M. “Responses of four adolescent females to adolescent fiction with strong female characters.” 1994. Web. 27 Nov 2020.

Vancouver:

Carico KM. Responses of four adolescent females to adolescent fiction with strong female characters. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/39482.

Council of Science Editors:

Carico KM. Responses of four adolescent females to adolescent fiction with strong female characters. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/39482


Virginia Tech

26. Gibson, Patrice Keough. Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools.

Degree: EdD, Curriculum and Instruction, 1992, Virginia Tech

 The purpose of this study was to identify common elements in the experience of exemplary interdisciplinary teams in middle level schools, to assess their value… (more)

Subjects/Keywords: Middle schools; LD5655.V856 1992.G529

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APA (6th Edition):

Gibson, P. K. (1992). Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38466

Chicago Manual of Style (16th Edition):

Gibson, Patrice Keough. “Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools.” 1992. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/38466.

MLA Handbook (7th Edition):

Gibson, Patrice Keough. “Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools.” 1992. Web. 27 Nov 2020.

Vancouver:

Gibson PK. Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools. [Internet] [Doctoral dissertation]. Virginia Tech; 1992. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/38466.

Council of Science Editors:

Gibson PK. Factors present during the devolopment of exemplary interdisciplinary teams in middle level schools. [Doctoral Dissertation]. Virginia Tech; 1992. Available from: http://hdl.handle.net/10919/38466


Virginia Tech

27. Boddie, Jacquelyn Lynnette. Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School.

Degree: PhD, Curriculum and Instruction, 1997, Virginia Tech

 The educational disenfranchisement of many urban, African American male adolescents aggravates the complex social and economic issues which America must reconcile. Two significant behaviors resulting… (more)

Subjects/Keywords: high school students; African American Urban males; male adolescents

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APA (6th Edition):

Boddie, J. L. (1997). Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30698

Chicago Manual of Style (16th Edition):

Boddie, Jacquelyn Lynnette. “Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School.” 1997. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/30698.

MLA Handbook (7th Edition):

Boddie, Jacquelyn Lynnette. “Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School.” 1997. Web. 27 Nov 2020.

Vancouver:

Boddie JL. Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/30698.

Council of Science Editors:

Boddie JL. Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/30698


Virginia Tech

28. Harris, Charles H. III. Current Scheduling, Teaming, and Curriculum Practices In Virginia's Middle Schools.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

 The purpose of this study was to describe the current schedules employed, teaming practices, and curricula used by the middle-level schools in the Commonwealth of… (more)

Subjects/Keywords: Curriculum; Middle Schools; Interdisciplinary Teaming; Scheduling

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APA (6th Edition):

Harris, C. H. I. (1998). Current Scheduling, Teaming, and Curriculum Practices In Virginia's Middle Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29462

Chicago Manual of Style (16th Edition):

Harris, Charles H III. “Current Scheduling, Teaming, and Curriculum Practices In Virginia's Middle Schools.” 1998. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/29462.

MLA Handbook (7th Edition):

Harris, Charles H III. “Current Scheduling, Teaming, and Curriculum Practices In Virginia's Middle Schools.” 1998. Web. 27 Nov 2020.

Vancouver:

Harris CHI. Current Scheduling, Teaming, and Curriculum Practices In Virginia's Middle Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/29462.

Council of Science Editors:

Harris CHI. Current Scheduling, Teaming, and Curriculum Practices In Virginia's Middle Schools. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/29462


Virginia Tech

29. Bookhart, Portia Yvonne. Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff.

Degree: EdD, Curriculum and Instruction, 1999, Virginia Tech

 The tension between exclusion and inclusion has been a shaping force in U.S. society and education. Public schools, in particular, have experienced stages of incorporating… (more)

Subjects/Keywords: inclusive; learning disabled; teacher

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APA (6th Edition):

Bookhart, P. Y. (1999). Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28914

Chicago Manual of Style (16th Edition):

Bookhart, Portia Yvonne. “Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff.” 1999. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/28914.

MLA Handbook (7th Edition):

Bookhart, Portia Yvonne. “Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff.” 1999. Web. 27 Nov 2020.

Vancouver:

Bookhart PY. Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/28914.

Council of Science Editors:

Bookhart PY. Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/28914


Virginia Tech

30. Hanlon, Harriet Wehner. Differences in female and male development of the human cerebral cortex from birth to age 16.

Degree: PhD, Education Research and Evaluation, 1994, Virginia Tech

 This study compares the development of the human cerebral cortex of 224 girls and 284 boys in a series of cross-sectional analyses as measured by… (more)

Subjects/Keywords: Sex differences (Psychology) in children; Cerebral cortex; Brain Growth; Pediatric neuropsychology; LD5655.V856 1994.H367

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APA (6th Edition):

Hanlon, H. W. (1994). Differences in female and male development of the human cerebral cortex from birth to age 16. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40000

Chicago Manual of Style (16th Edition):

Hanlon, Harriet Wehner. “Differences in female and male development of the human cerebral cortex from birth to age 16.” 1994. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/40000.

MLA Handbook (7th Edition):

Hanlon, Harriet Wehner. “Differences in female and male development of the human cerebral cortex from birth to age 16.” 1994. Web. 27 Nov 2020.

Vancouver:

Hanlon HW. Differences in female and male development of the human cerebral cortex from birth to age 16. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/40000.

Council of Science Editors:

Hanlon HW. Differences in female and male development of the human cerebral cortex from birth to age 16. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/40000

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