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You searched for publisher:("Fordham University"). Showing records 1 – 30 of 54 total matches.

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1. Maziarz, Margaret Kennedy. Middle-school content-area teachers' beliefs about literacy and their classroom practices.

Degree: 2007, Fordham University

  The purpose of this qualitative study was to explore and describe the literacy beliefs and classroom practices of two middle-school content-area teachers. Examining those… (more)

Subjects/Keywords: Education, Language and Literature; Education, Curriculum and Instruction

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

APA (6th Edition):

Maziarz, M. K. (2007). Middle-school content-area teachers' beliefs about literacy and their classroom practices. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3255004

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

Chicago Manual of Style (16th Edition):

Maziarz, Margaret Kennedy. “Middle-school content-area teachers' beliefs about literacy and their classroom practices.” 2007. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3255004.

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

MLA Handbook (7th Edition):

Maziarz, Margaret Kennedy. “Middle-school content-area teachers' beliefs about literacy and their classroom practices.” 2007. Web. 24 Apr 2019.

Vancouver:

Maziarz MK. Middle-school content-area teachers' beliefs about literacy and their classroom practices. [Internet] [Thesis]. Fordham University; 2007. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3255004.

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

Council of Science Editors:

Maziarz MK. Middle-school content-area teachers' beliefs about literacy and their classroom practices. [Thesis]. Fordham University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3255004

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

2. Yeh, Yi-Fang. Elementary students' prior knowledge and the Cooperative Integrated Reading and Composition (CIRC) model in second-language reading comprehension.

Degree: 2007, Fordham University

  This study first examined the effects of prior knowledge of Chinese and the Cooperative Integrated Reading and Composition (CIRC) model on Chinese reading comprehension,… (more)

Subjects/Keywords: Education, Bilingual and Multicultural; Education, Reading; Education, Curriculum and Instruction

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

APA (6th Edition):

Yeh, Y. (2007). Elementary students' prior knowledge and the Cooperative Integrated Reading and Composition (CIRC) model in second-language reading comprehension. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3255006

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

Chicago Manual of Style (16th Edition):

Yeh, Yi-Fang. “Elementary students' prior knowledge and the Cooperative Integrated Reading and Composition (CIRC) model in second-language reading comprehension.” 2007. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3255006.

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

MLA Handbook (7th Edition):

Yeh, Yi-Fang. “Elementary students' prior knowledge and the Cooperative Integrated Reading and Composition (CIRC) model in second-language reading comprehension.” 2007. Web. 24 Apr 2019.

Vancouver:

Yeh Y. Elementary students' prior knowledge and the Cooperative Integrated Reading and Composition (CIRC) model in second-language reading comprehension. [Internet] [Thesis]. Fordham University; 2007. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3255006.

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

Council of Science Editors:

Yeh Y. Elementary students' prior knowledge and the Cooperative Integrated Reading and Composition (CIRC) model in second-language reading comprehension. [Thesis]. Fordham University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3255006

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

3. Stein, Ellen Betsy Adelman. Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds| A consensual qualitative analysis.

Degree: 2007, Fordham University

  This study utilized a consensual qualitative approach (CQR) (Hill, Thompson, & Nutt-Williams, 1997; Hill et al., 2005) to identify themes pertaining to the role… (more)

Subjects/Keywords: Women's Studies; Psychology, Industrial; Education, Vocational

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

APA (6th Edition):

Stein, E. B. A. (2007). Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds| A consensual qualitative analysis. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3255064

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

Chicago Manual of Style (16th Edition):

Stein, Ellen Betsy Adelman. “Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds| A consensual qualitative analysis.” 2007. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3255064.

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

MLA Handbook (7th Edition):

Stein, Ellen Betsy Adelman. “Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds| A consensual qualitative analysis.” 2007. Web. 24 Apr 2019.

Vancouver:

Stein EBA. Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds| A consensual qualitative analysis. [Internet] [Thesis]. Fordham University; 2007. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3255064.

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

Council of Science Editors:

Stein EBA. Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds| A consensual qualitative analysis. [Thesis]. Fordham University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3255064

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

4. Lai, Chin-Chi. Examination of the implementation of English as a foreign language curriculum in Taiwan's elementary schools.

Degree: 2007, Fordham University

  One purpose of this study was to examine the nature of teacher implementation of EFL curriculum in Taiwan's elementary schools. It attempted to provide… (more)

Subjects/Keywords: Education, Language and Literature; Education, Elementary; Education, Curriculum and Instruction

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

APA (6th Edition):

Lai, C. (2007). Examination of the implementation of English as a foreign language curriculum in Taiwan's elementary schools. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3255065

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

Chicago Manual of Style (16th Edition):

Lai, Chin-Chi. “Examination of the implementation of English as a foreign language curriculum in Taiwan's elementary schools.” 2007. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3255065.

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

MLA Handbook (7th Edition):

Lai, Chin-Chi. “Examination of the implementation of English as a foreign language curriculum in Taiwan's elementary schools.” 2007. Web. 24 Apr 2019.

Vancouver:

Lai C. Examination of the implementation of English as a foreign language curriculum in Taiwan's elementary schools. [Internet] [Thesis]. Fordham University; 2007. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3255065.

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

Council of Science Editors:

Lai C. Examination of the implementation of English as a foreign language curriculum in Taiwan's elementary schools. [Thesis]. Fordham University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3255065

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

5. Occhiogrossi, Christina Marie. Social and academic learning of high school seniors participating in an alternative learning program.

Degree: 2007, Fordham University

  This qualitative case study documented, described and analyzed the experiences of 51 students voluntarily enrolled in a Progressive Alternative Education Program (PAEP). The study… (more)

Subjects/Keywords: Education, Secondary; Education, Curriculum and Instruction

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

APA (6th Edition):

Occhiogrossi, C. M. (2007). Social and academic learning of high school seniors participating in an alternative learning program. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3255066

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

Chicago Manual of Style (16th Edition):

Occhiogrossi, Christina Marie. “Social and academic learning of high school seniors participating in an alternative learning program.” 2007. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3255066.

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

MLA Handbook (7th Edition):

Occhiogrossi, Christina Marie. “Social and academic learning of high school seniors participating in an alternative learning program.” 2007. Web. 24 Apr 2019.

Vancouver:

Occhiogrossi CM. Social and academic learning of high school seniors participating in an alternative learning program. [Internet] [Thesis]. Fordham University; 2007. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3255066.

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

Council of Science Editors:

Occhiogrossi CM. Social and academic learning of high school seniors participating in an alternative learning program. [Thesis]. Fordham University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3255066

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

6. Mueller, Lisa Noelle. Self-help in vocational rehabilitation| Impact of a job search workbook on employment, job search behavior, skill, and self-efficacy.

Degree: 2007, Fordham University

  The primary purpose of this study was to investigate whether a job search workbook alone is equivalent to a job search workbook with individual… (more)

Subjects/Keywords: Health Sciences, Rehabilitation and Therapy; Psychology, Clinical

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

APA (6th Edition):

Mueller, L. N. (2007). Self-help in vocational rehabilitation| Impact of a job search workbook on employment, job search behavior, skill, and self-efficacy. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3262828

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

Chicago Manual of Style (16th Edition):

Mueller, Lisa Noelle. “Self-help in vocational rehabilitation| Impact of a job search workbook on employment, job search behavior, skill, and self-efficacy.” 2007. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3262828.

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

MLA Handbook (7th Edition):

Mueller, Lisa Noelle. “Self-help in vocational rehabilitation| Impact of a job search workbook on employment, job search behavior, skill, and self-efficacy.” 2007. Web. 24 Apr 2019.

Vancouver:

Mueller LN. Self-help in vocational rehabilitation| Impact of a job search workbook on employment, job search behavior, skill, and self-efficacy. [Internet] [Thesis]. Fordham University; 2007. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3262828.

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

Council of Science Editors:

Mueller LN. Self-help in vocational rehabilitation| Impact of a job search workbook on employment, job search behavior, skill, and self-efficacy. [Thesis]. Fordham University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3262828

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

7. Morris, Jodi Carol. Attachment and coping as predictors of mood in daughters of women with breast cancer.

Degree: 2007, Fordham University

  Given that one in eight women in the United States will be diagnosed with breast cancer at some point during her lifetime and that… (more)

Subjects/Keywords: Women's Studies; Psychology, Clinical

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

APA (6th Edition):

Morris, J. C. (2007). Attachment and coping as predictors of mood in daughters of women with breast cancer. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3262835

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

Chicago Manual of Style (16th Edition):

Morris, Jodi Carol. “Attachment and coping as predictors of mood in daughters of women with breast cancer.” 2007. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3262835.

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

MLA Handbook (7th Edition):

Morris, Jodi Carol. “Attachment and coping as predictors of mood in daughters of women with breast cancer.” 2007. Web. 24 Apr 2019.

Vancouver:

Morris JC. Attachment and coping as predictors of mood in daughters of women with breast cancer. [Internet] [Thesis]. Fordham University; 2007. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3262835.

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

Council of Science Editors:

Morris JC. Attachment and coping as predictors of mood in daughters of women with breast cancer. [Thesis]. Fordham University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3262835

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

8. Ronga, Richard Dominick. Schools for gay, lesbian, bisexual, transgendered, and questioning youth| What makes them viable.

Degree: 2011, Fordham University

  Research indicated that gay, lesbian, bisexual, transgender and questioning (GLBTQ) students in high schools are at higher risks for suicide, poor academic performance in… (more)

Subjects/Keywords: Education, Leadership; Education, Policy; GLBT Studies; Education, Administration

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

APA (6th Edition):

Ronga, R. D. (2011). Schools for gay, lesbian, bisexual, transgendered, and questioning youth| What makes them viable. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3468296

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

Chicago Manual of Style (16th Edition):

Ronga, Richard Dominick. “Schools for gay, lesbian, bisexual, transgendered, and questioning youth| What makes them viable.” 2011. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3468296.

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

MLA Handbook (7th Edition):

Ronga, Richard Dominick. “Schools for gay, lesbian, bisexual, transgendered, and questioning youth| What makes them viable.” 2011. Web. 24 Apr 2019.

Vancouver:

Ronga RD. Schools for gay, lesbian, bisexual, transgendered, and questioning youth| What makes them viable. [Internet] [Thesis]. Fordham University; 2011. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468296.

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

Council of Science Editors:

Ronga RD. Schools for gay, lesbian, bisexual, transgendered, and questioning youth| What makes them viable. [Thesis]. Fordham University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468296

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

9. Wilson, Laurel Ann. 'De novo modo'| The birth of fashion in the Middle Ages.

Degree: 2011, Fordham University

  In the early fourteenth century a drastic change took place in the clothing of upper-class European men, a change which swept rapidly across Western… (more)

Subjects/Keywords: History, European; History, Medieval; Textile Technology

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

APA (6th Edition):

Wilson, L. A. (2011). 'De novo modo'| The birth of fashion in the Middle Ages. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3474156

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

Chicago Manual of Style (16th Edition):

Wilson, Laurel Ann. “'De novo modo'| The birth of fashion in the Middle Ages.” 2011. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3474156.

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

MLA Handbook (7th Edition):

Wilson, Laurel Ann. “'De novo modo'| The birth of fashion in the Middle Ages.” 2011. Web. 24 Apr 2019.

Vancouver:

Wilson LA. 'De novo modo'| The birth of fashion in the Middle Ages. [Internet] [Thesis]. Fordham University; 2011. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474156.

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

Council of Science Editors:

Wilson LA. 'De novo modo'| The birth of fashion in the Middle Ages. [Thesis]. Fordham University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474156

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

10. Zamperlin, Frank Umberto. The role of servant leadership in middle school culture.

Degree: 2012, Fordham University

  This study sought to examine the effect of how a middle school principal's skill as a listener influenced a school's culture within the servant… (more)

Subjects/Keywords: Education, Leadership; Education, Middle School

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

APA (6th Edition):

Zamperlin, F. U. (2012). The role of servant leadership in middle school culture. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3495742

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

Chicago Manual of Style (16th Edition):

Zamperlin, Frank Umberto. “The role of servant leadership in middle school culture.” 2012. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3495742.

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

MLA Handbook (7th Edition):

Zamperlin, Frank Umberto. “The role of servant leadership in middle school culture.” 2012. Web. 24 Apr 2019.

Vancouver:

Zamperlin FU. The role of servant leadership in middle school culture. [Internet] [Thesis]. Fordham University; 2012. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495742.

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

Council of Science Editors:

Zamperlin FU. The role of servant leadership in middle school culture. [Thesis]. Fordham University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495742

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

11. Oransky, Matthew. Endorsement of traditional male role norms| Investigating the contribution to proactive and reactive aggression in adolescent boys.

Degree: 2012, Fordham University

  Masculinity researchers have long asserted that endorsement of traditional male role norms contributes to adolescent boys’ aggressive behavior. Indeed, a growing body of interview… (more)

Subjects/Keywords: Psychology, Developmental; Psychology, Clinical; Gender Studies

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

APA (6th Edition):

Oransky, M. (2012). Endorsement of traditional male role norms| Investigating the contribution to proactive and reactive aggression in adolescent boys. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3495878

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

Chicago Manual of Style (16th Edition):

Oransky, Matthew. “Endorsement of traditional male role norms| Investigating the contribution to proactive and reactive aggression in adolescent boys.” 2012. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3495878.

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

MLA Handbook (7th Edition):

Oransky, Matthew. “Endorsement of traditional male role norms| Investigating the contribution to proactive and reactive aggression in adolescent boys.” 2012. Web. 24 Apr 2019.

Vancouver:

Oransky M. Endorsement of traditional male role norms| Investigating the contribution to proactive and reactive aggression in adolescent boys. [Internet] [Thesis]. Fordham University; 2012. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495878.

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

Council of Science Editors:

Oransky M. Endorsement of traditional male role norms| Investigating the contribution to proactive and reactive aggression in adolescent boys. [Thesis]. Fordham University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495878

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

12. Smith, Michele Barakett. Psychological well-being and self-construal among Asian International students| The effect of frame switching.

Degree: 2009, Fordham University

  The purpose of this study was to investigate cultural frame switching and well-being in Asian international students. Specifically, it sought to establish whether it… (more)

Subjects/Keywords: Psychology, Experimental; Psychology, Personality

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

APA (6th Edition):

Smith, M. B. (2009). Psychological well-being and self-construal among Asian International students| The effect of frame switching. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3361466

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

Chicago Manual of Style (16th Edition):

Smith, Michele Barakett. “Psychological well-being and self-construal among Asian International students| The effect of frame switching.” 2009. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3361466.

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

MLA Handbook (7th Edition):

Smith, Michele Barakett. “Psychological well-being and self-construal among Asian International students| The effect of frame switching.” 2009. Web. 24 Apr 2019.

Vancouver:

Smith MB. Psychological well-being and self-construal among Asian International students| The effect of frame switching. [Internet] [Thesis]. Fordham University; 2009. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361466.

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

Council of Science Editors:

Smith MB. Psychological well-being and self-construal among Asian International students| The effect of frame switching. [Thesis]. Fordham University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361466

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

13. Doran-Cunningham, Jacquelyn. Empirical validation of a model of social competence and aggression for adolescents.

Degree: 2009, Fordham University

  Theoretical models of social competence and aggression among adolescents in the peer milieu within the school context enhance school-based and peer-based prevention and intervention… (more)

Subjects/Keywords: Psychology, Social; Education, Educational Psychology; Psychology, Developmental

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

APA (6th Edition):

Doran-Cunningham, J. (2009). Empirical validation of a model of social competence and aggression for adolescents. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3361467

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

Chicago Manual of Style (16th Edition):

Doran-Cunningham, Jacquelyn. “Empirical validation of a model of social competence and aggression for adolescents.” 2009. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3361467.

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

MLA Handbook (7th Edition):

Doran-Cunningham, Jacquelyn. “Empirical validation of a model of social competence and aggression for adolescents.” 2009. Web. 24 Apr 2019.

Vancouver:

Doran-Cunningham J. Empirical validation of a model of social competence and aggression for adolescents. [Internet] [Thesis]. Fordham University; 2009. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361467.

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

Council of Science Editors:

Doran-Cunningham J. Empirical validation of a model of social competence and aggression for adolescents. [Thesis]. Fordham University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361467

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

14. Ianniello, Peter. Concerns, uses, and reflections of teachers in a hybrid teacher education program.

Degree: 2009, Fordham University

  The research into alternative and traditional teaching preparation programs has not shown that either pathway is superior, suggesting that each program is perceived as… (more)

Subjects/Keywords: Education; Teacher Training

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

APA (6th Edition):

Ianniello, P. (2009). Concerns, uses, and reflections of teachers in a hybrid teacher education program. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3361468

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

Chicago Manual of Style (16th Edition):

Ianniello, Peter. “Concerns, uses, and reflections of teachers in a hybrid teacher education program.” 2009. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3361468.

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

MLA Handbook (7th Edition):

Ianniello, Peter. “Concerns, uses, and reflections of teachers in a hybrid teacher education program.” 2009. Web. 24 Apr 2019.

Vancouver:

Ianniello P. Concerns, uses, and reflections of teachers in a hybrid teacher education program. [Internet] [Thesis]. Fordham University; 2009. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361468.

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

Council of Science Editors:

Ianniello P. Concerns, uses, and reflections of teachers in a hybrid teacher education program. [Thesis]. Fordham University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361468

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

15. Leach, David Fred. The assistant school superintendent in New York State| Sense of job satisfaction, job efficacy, and career aspirations.

Degree: 2009, Fordham University

  Little attention has been devoted in the extant body of research to public school assistant superintendents. This study sought to determine the job satisfaction,… (more)

Subjects/Keywords: Education, Administration; Education, Curriculum and Instruction

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APA (6th Edition):

Leach, D. F. (2009). The assistant school superintendent in New York State| Sense of job satisfaction, job efficacy, and career aspirations. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3361469

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

Chicago Manual of Style (16th Edition):

Leach, David Fred. “The assistant school superintendent in New York State| Sense of job satisfaction, job efficacy, and career aspirations.” 2009. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3361469.

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

MLA Handbook (7th Edition):

Leach, David Fred. “The assistant school superintendent in New York State| Sense of job satisfaction, job efficacy, and career aspirations.” 2009. Web. 24 Apr 2019.

Vancouver:

Leach DF. The assistant school superintendent in New York State| Sense of job satisfaction, job efficacy, and career aspirations. [Internet] [Thesis]. Fordham University; 2009. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361469.

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

Council of Science Editors:

Leach DF. The assistant school superintendent in New York State| Sense of job satisfaction, job efficacy, and career aspirations. [Thesis]. Fordham University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361469

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

16. Brady-Amoon, Margaret. The association between self-efficacy and self-rated abilities and college students' adjustment and academic performance.

Degree: 2009, Fordham University

  This study examined the association between self-efficacy and self-rated abilities in association with college students' adjustment and academic performance. Self-efficacy and self-rated abilities are… (more)

Subjects/Keywords: Education, Guidance and Counseling; Education, Educational Psychology; Education, Higher

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

APA (6th Edition):

Brady-Amoon, M. (2009). The association between self-efficacy and self-rated abilities and college students' adjustment and academic performance. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3361470

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

Chicago Manual of Style (16th Edition):

Brady-Amoon, Margaret. “The association between self-efficacy and self-rated abilities and college students' adjustment and academic performance.” 2009. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3361470.

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

MLA Handbook (7th Edition):

Brady-Amoon, Margaret. “The association between self-efficacy and self-rated abilities and college students' adjustment and academic performance.” 2009. Web. 24 Apr 2019.

Vancouver:

Brady-Amoon M. The association between self-efficacy and self-rated abilities and college students' adjustment and academic performance. [Internet] [Thesis]. Fordham University; 2009. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361470.

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

Council of Science Editors:

Brady-Amoon M. The association between self-efficacy and self-rated abilities and college students' adjustment and academic performance. [Thesis]. Fordham University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361470

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

17. Eschenauer, Donna Sassi. The Paschal Triduum| A Roman Catholic way of teaching how to live and how to die.

Degree: 2010, Fordham University

  This study explores the ritual of the Paschal Triduum, the Roman Catholic Church's highest expression of the mystery of faith. The research interprets the… (more)

Subjects/Keywords: Theology; Education, Religious

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

APA (6th Edition):

Eschenauer, D. S. (2010). The Paschal Triduum| A Roman Catholic way of teaching how to live and how to die. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3405538

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

Chicago Manual of Style (16th Edition):

Eschenauer, Donna Sassi. “The Paschal Triduum| A Roman Catholic way of teaching how to live and how to die.” 2010. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3405538.

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

MLA Handbook (7th Edition):

Eschenauer, Donna Sassi. “The Paschal Triduum| A Roman Catholic way of teaching how to live and how to die.” 2010. Web. 24 Apr 2019.

Vancouver:

Eschenauer DS. The Paschal Triduum| A Roman Catholic way of teaching how to live and how to die. [Internet] [Thesis]. Fordham University; 2010. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3405538.

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

Council of Science Editors:

Eschenauer DS. The Paschal Triduum| A Roman Catholic way of teaching how to live and how to die. [Thesis]. Fordham University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3405538

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

18. Ross, Allison Rosita. Impact of psychoeducational advocacy training as compared to psychoeducational support group as an empowering tool for female survivors of domestic violence.

Degree: 2013, Fordham University

  Domestic violence is a serious social problem that can have a devastating effect on women's social functioning and sense of power. Evaluation studies have… (more)

Subjects/Keywords: Health Sciences, Mental Health; Social Work

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

APA (6th Edition):

Ross, A. R. (2013). Impact of psychoeducational advocacy training as compared to psychoeducational support group as an empowering tool for female survivors of domestic violence. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3545597

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

Chicago Manual of Style (16th Edition):

Ross, Allison Rosita. “Impact of psychoeducational advocacy training as compared to psychoeducational support group as an empowering tool for female survivors of domestic violence.” 2013. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3545597.

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

MLA Handbook (7th Edition):

Ross, Allison Rosita. “Impact of psychoeducational advocacy training as compared to psychoeducational support group as an empowering tool for female survivors of domestic violence.” 2013. Web. 24 Apr 2019.

Vancouver:

Ross AR. Impact of psychoeducational advocacy training as compared to psychoeducational support group as an empowering tool for female survivors of domestic violence. [Internet] [Thesis]. Fordham University; 2013. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3545597.

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

Council of Science Editors:

Ross AR. Impact of psychoeducational advocacy training as compared to psychoeducational support group as an empowering tool for female survivors of domestic violence. [Thesis]. Fordham University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3545597

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

19. Schultz-Leon, Janet Trinidad. Gender and family factors as predictors of academic motivation and resilience among Latino students.

Degree: 2013, Fordham University

  The purpose of this research study was to explore the role of culturally-based family factors (i.e., family structure, parenting style, and perceived academic support)… (more)

Subjects/Keywords: Education, Multilingual; Education, Educational Psychology; Hispanic American Studies

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

APA (6th Edition):

Schultz-Leon, J. T. (2013). Gender and family factors as predictors of academic motivation and resilience among Latino students. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3550993

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

Chicago Manual of Style (16th Edition):

Schultz-Leon, Janet Trinidad. “Gender and family factors as predictors of academic motivation and resilience among Latino students.” 2013. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3550993.

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

MLA Handbook (7th Edition):

Schultz-Leon, Janet Trinidad. “Gender and family factors as predictors of academic motivation and resilience among Latino students.” 2013. Web. 24 Apr 2019.

Vancouver:

Schultz-Leon JT. Gender and family factors as predictors of academic motivation and resilience among Latino students. [Internet] [Thesis]. Fordham University; 2013. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3550993.

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

Council of Science Editors:

Schultz-Leon JT. Gender and family factors as predictors of academic motivation and resilience among Latino students. [Thesis]. Fordham University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3550993

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

20. Brennan, William Vincent. School principals and virtual learning| A catalyst to personal and organizational learning.

Degree: 2013, Fordham University

  This national study explores and examines the experiences of principals who are actively engaged in virtual learning communities. The purpose of the study was… (more)

Subjects/Keywords: Education, Leadership; Information Technology; Education, Technology of

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

APA (6th Edition):

Brennan, W. V. (2013). School principals and virtual learning| A catalyst to personal and organizational learning. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3551332

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

Chicago Manual of Style (16th Edition):

Brennan, William Vincent. “School principals and virtual learning| A catalyst to personal and organizational learning.” 2013. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3551332.

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

MLA Handbook (7th Edition):

Brennan, William Vincent. “School principals and virtual learning| A catalyst to personal and organizational learning.” 2013. Web. 24 Apr 2019.

Vancouver:

Brennan WV. School principals and virtual learning| A catalyst to personal and organizational learning. [Internet] [Thesis]. Fordham University; 2013. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3551332.

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

Council of Science Editors:

Brennan WV. School principals and virtual learning| A catalyst to personal and organizational learning. [Thesis]. Fordham University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3551332

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

21. Fealy, Erin Marie. Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions.

Degree: 2010, Fordham University

  The purpose of this case study research was to explore the effects of explicit instruction of graphic organizers to support students' understandings of informational… (more)

Subjects/Keywords: Education, Elementary; Education, Social Sciences; Education, Reading

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

APA (6th Edition):

Fealy, E. M. (2010). Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3420969

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

Chicago Manual of Style (16th Edition):

Fealy, Erin Marie. “Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions.” 2010. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3420969.

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

MLA Handbook (7th Edition):

Fealy, Erin Marie. “Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions.” 2010. Web. 24 Apr 2019.

Vancouver:

Fealy EM. Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions. [Internet] [Thesis]. Fordham University; 2010. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3420969.

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

Council of Science Editors:

Fealy EM. Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions. [Thesis]. Fordham University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3420969

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

22. Barish, Lois Siederer. Leading in science| Teachers' perceptions of their principal's supervisory effectiveness.

Degree: 2008, Fordham University

  This study attempted to discover if a correlation existed between a principal's academic background and their ability to lead science instruction. In the quantitative… (more)

Subjects/Keywords: Education; Administration

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

APA (6th Edition):

Barish, L. S. (2008). Leading in science| Teachers' perceptions of their principal's supervisory effectiveness. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3302112

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

Chicago Manual of Style (16th Edition):

Barish, Lois Siederer. “Leading in science| Teachers' perceptions of their principal's supervisory effectiveness.” 2008. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3302112.

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

MLA Handbook (7th Edition):

Barish, Lois Siederer. “Leading in science| Teachers' perceptions of their principal's supervisory effectiveness.” 2008. Web. 24 Apr 2019.

Vancouver:

Barish LS. Leading in science| Teachers' perceptions of their principal's supervisory effectiveness. [Internet] [Thesis]. Fordham University; 2008. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302112.

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

Council of Science Editors:

Barish LS. Leading in science| Teachers' perceptions of their principal's supervisory effectiveness. [Thesis]. Fordham University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302112

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

23. Comerchero, Victoria. Gender, tenure status, teacher efficacy, perfectionism and teacher burnout.

Degree: 2008, Fordham University

  Teacher burnout has been identified as a serious issue within the public school teacher population. The consequences of teacher burnout are witnessed on the… (more)

Subjects/Keywords: Education; Educational Psychology

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

APA (6th Edition):

Comerchero, V. (2008). Gender, tenure status, teacher efficacy, perfectionism and teacher burnout. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3302113

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

Chicago Manual of Style (16th Edition):

Comerchero, Victoria. “Gender, tenure status, teacher efficacy, perfectionism and teacher burnout.” 2008. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3302113.

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

MLA Handbook (7th Edition):

Comerchero, Victoria. “Gender, tenure status, teacher efficacy, perfectionism and teacher burnout.” 2008. Web. 24 Apr 2019.

Vancouver:

Comerchero V. Gender, tenure status, teacher efficacy, perfectionism and teacher burnout. [Internet] [Thesis]. Fordham University; 2008. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302113.

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

Council of Science Editors:

Comerchero V. Gender, tenure status, teacher efficacy, perfectionism and teacher burnout. [Thesis]. Fordham University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302113

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

24. Garrison, Heather. Adolescents' perceptions of the sociocultural construct of disability when responding to literature| "Of Mice and Men".

Degree: 2008, Fordham University

  The experience of reading is a complex process that involves the transactions, or interactions, between a reader's schema, or prior knowledge, experiences, attitudes, and… (more)

Subjects/Keywords: Education, Language and Literature; Education, Reading; Education, Curriculum and Instruction

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APA (6th Edition):

Garrison, H. (2008). Adolescents' perceptions of the sociocultural construct of disability when responding to literature| "Of Mice and Men". (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3302114

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

Chicago Manual of Style (16th Edition):

Garrison, Heather. “Adolescents' perceptions of the sociocultural construct of disability when responding to literature| "Of Mice and Men".” 2008. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3302114.

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

MLA Handbook (7th Edition):

Garrison, Heather. “Adolescents' perceptions of the sociocultural construct of disability when responding to literature| "Of Mice and Men".” 2008. Web. 24 Apr 2019.

Vancouver:

Garrison H. Adolescents' perceptions of the sociocultural construct of disability when responding to literature| "Of Mice and Men". [Internet] [Thesis]. Fordham University; 2008. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302114.

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

Council of Science Editors:

Garrison H. Adolescents' perceptions of the sociocultural construct of disability when responding to literature| "Of Mice and Men". [Thesis]. Fordham University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302114

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

25. Kurstedt, Rosanne L. A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work.

Degree: 2008, Fordham University

  As the collaborative work of teachers continues to increase through job-embedded professional development, such as grade-level meetings, the need to understand the complexities of… (more)

Subjects/Keywords: Education; Teacher Training

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

APA (6th Edition):

Kurstedt, R. L. (2008). A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3302115

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

Chicago Manual of Style (16th Edition):

Kurstedt, Rosanne L. “A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work.” 2008. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3302115.

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

MLA Handbook (7th Edition):

Kurstedt, Rosanne L. “A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work.” 2008. Web. 24 Apr 2019.

Vancouver:

Kurstedt RL. A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work. [Internet] [Thesis]. Fordham University; 2008. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302115.

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

Council of Science Editors:

Kurstedt RL. A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work. [Thesis]. Fordham University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302115

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

26. Murray, Bettina Patterson. Prior knowledge, two teaching approaches for metacognition| Main idea and summarization strategies in reading.

Degree: 2008, Fordham University

  This study examined the effects of prior knowledge and two teaching approaches, reciprocal teaching and peer tutoring, on college students' metacognition, main idea and… (more)

Subjects/Keywords: Education, Reading; Psychology, Cognitive; Language, Rhetoric and Composition

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APA (6th Edition):

Murray, B. P. (2008). Prior knowledge, two teaching approaches for metacognition| Main idea and summarization strategies in reading. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3302116

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

Chicago Manual of Style (16th Edition):

Murray, Bettina Patterson. “Prior knowledge, two teaching approaches for metacognition| Main idea and summarization strategies in reading.” 2008. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3302116.

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

MLA Handbook (7th Edition):

Murray, Bettina Patterson. “Prior knowledge, two teaching approaches for metacognition| Main idea and summarization strategies in reading.” 2008. Web. 24 Apr 2019.

Vancouver:

Murray BP. Prior knowledge, two teaching approaches for metacognition| Main idea and summarization strategies in reading. [Internet] [Thesis]. Fordham University; 2008. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302116.

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

Council of Science Editors:

Murray BP. Prior knowledge, two teaching approaches for metacognition| Main idea and summarization strategies in reading. [Thesis]. Fordham University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302116

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

27. Ross, Jennifer. Parental attachment, interparental conflict, and late adolescents' emotional adjustment| The associations with social functioning.

Degree: 2008, Fordham University

  The purpose of he study was to extend a previously examined model of emotional adjustment, which suggested that middle adolescents' perceptions of their social… (more)

Subjects/Keywords: Psychology, Social; Psychology, Developmental

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

APA (6th Edition):

Ross, J. (2008). Parental attachment, interparental conflict, and late adolescents' emotional adjustment| The associations with social functioning. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3302117

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

Chicago Manual of Style (16th Edition):

Ross, Jennifer. “Parental attachment, interparental conflict, and late adolescents' emotional adjustment| The associations with social functioning.” 2008. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3302117.

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

MLA Handbook (7th Edition):

Ross, Jennifer. “Parental attachment, interparental conflict, and late adolescents' emotional adjustment| The associations with social functioning.” 2008. Web. 24 Apr 2019.

Vancouver:

Ross J. Parental attachment, interparental conflict, and late adolescents' emotional adjustment| The associations with social functioning. [Internet] [Thesis]. Fordham University; 2008. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302117.

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

Council of Science Editors:

Ross J. Parental attachment, interparental conflict, and late adolescents' emotional adjustment| The associations with social functioning. [Thesis]. Fordham University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302117

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

28. Platnick Rubel, Deborah. Perceived classmate, teacher, and parent support and self-regulated learning skills during middle school.

Degree: 2008, Fordham University

  This study investigated the relationship between students' social supports from their parents, teachers, and classmates and their self-efficacy and use of self-regulated learning strategies.… (more)

Subjects/Keywords: Psychology, Social; Education, Educational Psychology; Psychology, Developmental

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

APA (6th Edition):

Platnick Rubel, D. (2008). Perceived classmate, teacher, and parent support and self-regulated learning skills during middle school. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3302118

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

Chicago Manual of Style (16th Edition):

Platnick Rubel, Deborah. “Perceived classmate, teacher, and parent support and self-regulated learning skills during middle school.” 2008. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3302118.

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

MLA Handbook (7th Edition):

Platnick Rubel, Deborah. “Perceived classmate, teacher, and parent support and self-regulated learning skills during middle school.” 2008. Web. 24 Apr 2019.

Vancouver:

Platnick Rubel D. Perceived classmate, teacher, and parent support and self-regulated learning skills during middle school. [Internet] [Thesis]. Fordham University; 2008. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302118.

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

Council of Science Editors:

Platnick Rubel D. Perceived classmate, teacher, and parent support and self-regulated learning skills during middle school. [Thesis]. Fordham University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302118

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

29. Rust, Jonathan Peter. Biculturalism, cultural identity, self-esteem, and academic achievement of African-American high school students.

Degree: 2008, Fordham University

  This study used Alternation Theory and Orthogonal Cultural Identification Theory to investigate how African-American high school students' level of biculturalism (an individual's sense of… (more)

Subjects/Keywords: Black Studies; Education, Guidance and Counseling; Education, Educational Psychology; Education, Secondary

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

APA (6th Edition):

Rust, J. P. (2008). Biculturalism, cultural identity, self-esteem, and academic achievement of African-American high school students. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3302119

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

Chicago Manual of Style (16th Edition):

Rust, Jonathan Peter. “Biculturalism, cultural identity, self-esteem, and academic achievement of African-American high school students.” 2008. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3302119.

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

MLA Handbook (7th Edition):

Rust, Jonathan Peter. “Biculturalism, cultural identity, self-esteem, and academic achievement of African-American high school students.” 2008. Web. 24 Apr 2019.

Vancouver:

Rust JP. Biculturalism, cultural identity, self-esteem, and academic achievement of African-American high school students. [Internet] [Thesis]. Fordham University; 2008. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302119.

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

Council of Science Editors:

Rust JP. Biculturalism, cultural identity, self-esteem, and academic achievement of African-American high school students. [Thesis]. Fordham University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302119

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

30. Tobin, Renee Sands. Written and oral personal narratives of more and less proficient writers.

Degree: 2008, Fordham University

  This study examined metacognitive strategies used to produce written and oral narratives by 2 more-proficient and 2 less-proficient fourth-grade students. Their scores on the… (more)

Subjects/Keywords: Education, Language and Literature; Education, Tests and Measurements; Education, Elementary; Language, Rhetoric and Composition

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

APA (6th Edition):

Tobin, R. S. (2008). Written and oral personal narratives of more and less proficient writers. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3302120

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

Chicago Manual of Style (16th Edition):

Tobin, Renee Sands. “Written and oral personal narratives of more and less proficient writers.” 2008. Thesis, Fordham University. Accessed April 24, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3302120.

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

MLA Handbook (7th Edition):

Tobin, Renee Sands. “Written and oral personal narratives of more and less proficient writers.” 2008. Web. 24 Apr 2019.

Vancouver:

Tobin RS. Written and oral personal narratives of more and less proficient writers. [Internet] [Thesis]. Fordham University; 2008. [cited 2019 Apr 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302120.

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

Council of Science Editors:

Tobin RS. Written and oral personal narratives of more and less proficient writers. [Thesis]. Fordham University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302120

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

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