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You searched for repository:wisc-superior. Showing records 1 – 30 of 77 total matches.

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1. Peterson, Lisa Marie. A Comparative Study of Literacy Achievement of Kindergarten Students at Pike Lake Elementary School who Enroll in Alternating Full Day Kindergarten Versus Full Day Kindergarten.

Degree: 2012, University of Wisconsin – Superior

Subjects/Keywords: Pike Lake Elementary School; literacy achievement; full day kindergarten; Reading; Educational Leadership; alternating full day kindergarten

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APA (6th Edition):

Peterson, L. M. (2012). A Comparative Study of Literacy Achievement of Kindergarten Students at Pike Lake Elementary School who Enroll in Alternating Full Day Kindergarten Versus Full Day Kindergarten. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/61078

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):

Peterson, Lisa Marie. “A Comparative Study of Literacy Achievement of Kindergarten Students at Pike Lake Elementary School who Enroll in Alternating Full Day Kindergarten Versus Full Day Kindergarten.” 2012. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/61078.

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

MLA Handbook (7th Edition):

Peterson, Lisa Marie. “A Comparative Study of Literacy Achievement of Kindergarten Students at Pike Lake Elementary School who Enroll in Alternating Full Day Kindergarten Versus Full Day Kindergarten.” 2012. Web. 18 Oct 2017.

Vancouver:

Peterson LM. A Comparative Study of Literacy Achievement of Kindergarten Students at Pike Lake Elementary School who Enroll in Alternating Full Day Kindergarten Versus Full Day Kindergarten. [Internet] [Thesis]. University of Wisconsin – Superior; 2012. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/61078.

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

Council of Science Editors:

Peterson LM. A Comparative Study of Literacy Achievement of Kindergarten Students at Pike Lake Elementary School who Enroll in Alternating Full Day Kindergarten Versus Full Day Kindergarten. [Thesis]. University of Wisconsin – Superior; 2012. Available from: http://digital.library.wisc.edu/1793/61078

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

2. Foslin, Tim. How Valid Is The DIBELS Oral Reading Fluency Test as an Indicator for Identifying At-Risk Readers and Documenting Their Progress?.

Degree: 2012, University of Wisconsin – Superior

 The passage of the federal No Child Left Behind (NCLB) legislation in 2001, with its emphases on accountability, quality of instruction, and data-driven decision making,… (more)

Subjects/Keywords: DIBELS Oral Reading Fluency Test; Reading; Educational Leadership

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APA (6th Edition):

Foslin, T. (2012). How Valid Is The DIBELS Oral Reading Fluency Test as an Indicator for Identifying At-Risk Readers and Documenting Their Progress?. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/64227

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):

Foslin, Tim. “How Valid Is The DIBELS Oral Reading Fluency Test as an Indicator for Identifying At-Risk Readers and Documenting Their Progress?.” 2012. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/64227.

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

MLA Handbook (7th Edition):

Foslin, Tim. “How Valid Is The DIBELS Oral Reading Fluency Test as an Indicator for Identifying At-Risk Readers and Documenting Their Progress?.” 2012. Web. 18 Oct 2017.

Vancouver:

Foslin T. How Valid Is The DIBELS Oral Reading Fluency Test as an Indicator for Identifying At-Risk Readers and Documenting Their Progress?. [Internet] [Thesis]. University of Wisconsin – Superior; 2012. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/64227.

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

Council of Science Editors:

Foslin T. How Valid Is The DIBELS Oral Reading Fluency Test as an Indicator for Identifying At-Risk Readers and Documenting Their Progress?. [Thesis]. University of Wisconsin – Superior; 2012. Available from: http://digital.library.wisc.edu/1793/64227

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

3. Furyk-Levings, Lynn E. What is the Effect of Interactive Technology on Student Interest in Literacy Activities?.

Degree: 2013, University of Wisconsin – Superior

 Examining the effects interactive technology may have on the motivation of adolescent students to read, write, and discuss assigned texts in the English classroom may… (more)

Subjects/Keywords: literacy activities; Reading; motivation; adolescent; Educational Leadership; technology; write; discuss; students; read; English

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APA (6th Edition):

Furyk-Levings, L. E. (2013). What is the Effect of Interactive Technology on Student Interest in Literacy Activities?. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/65567

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):

Furyk-Levings, Lynn E. “What is the Effect of Interactive Technology on Student Interest in Literacy Activities?.” 2013. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/65567.

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

MLA Handbook (7th Edition):

Furyk-Levings, Lynn E. “What is the Effect of Interactive Technology on Student Interest in Literacy Activities?.” 2013. Web. 18 Oct 2017.

Vancouver:

Furyk-Levings LE. What is the Effect of Interactive Technology on Student Interest in Literacy Activities?. [Internet] [Thesis]. University of Wisconsin – Superior; 2013. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/65567.

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

Council of Science Editors:

Furyk-Levings LE. What is the Effect of Interactive Technology on Student Interest in Literacy Activities?. [Thesis]. University of Wisconsin – Superior; 2013. Available from: http://digital.library.wisc.edu/1793/65567

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

4. Jauhola, Beth. SPELLING PROGRAMS: BASAL SPELLING, STORYTOWN , AS COMPARED TO DEVELOPMENTAL SPELLING, WORDS THEIR WAY.

Degree: 2014, University of Wisconsin – Superior

This study used historical data from a northern Minnesota first grade classroom that used two instructional programs, StoryTown and Words Their Way. The data, determined as pre- and post- test data, that was collected during each five week (22 school day) instruction was analyzed and compared.

Subjects/Keywords: Spelling Programs; Minnesota; StoryTown; Reading; Educational Leadership; Words Their Way

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APA (6th Edition):

Jauhola, B. (2014). SPELLING PROGRAMS: BASAL SPELLING, STORYTOWN , AS COMPARED TO DEVELOPMENTAL SPELLING, WORDS THEIR WAY. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/67763

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):

Jauhola, Beth. “SPELLING PROGRAMS: BASAL SPELLING, STORYTOWN , AS COMPARED TO DEVELOPMENTAL SPELLING, WORDS THEIR WAY.” 2014. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/67763.

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

MLA Handbook (7th Edition):

Jauhola, Beth. “SPELLING PROGRAMS: BASAL SPELLING, STORYTOWN , AS COMPARED TO DEVELOPMENTAL SPELLING, WORDS THEIR WAY.” 2014. Web. 18 Oct 2017.

Vancouver:

Jauhola B. SPELLING PROGRAMS: BASAL SPELLING, STORYTOWN , AS COMPARED TO DEVELOPMENTAL SPELLING, WORDS THEIR WAY. [Internet] [Thesis]. University of Wisconsin – Superior; 2014. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/67763.

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

Council of Science Editors:

Jauhola B. SPELLING PROGRAMS: BASAL SPELLING, STORYTOWN , AS COMPARED TO DEVELOPMENTAL SPELLING, WORDS THEIR WAY. [Thesis]. University of Wisconsin – Superior; 2014. Available from: http://digital.library.wisc.edu/1793/67763

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

5. Bachand, Danna. Art Therapy Using Sensory Stimulation for Low Functioning Developmentally Disabled Adults.

Degree: 2014, University of Wisconsin – Superior

 Through Art Therapy, sensory-focused activities can be used with low functioning developmentally disabled adults. Using a structured model to guide an Art Therapist when selecting… (more)

Subjects/Keywords: communication; art therapy; low functioning; adults; sensory-focused activities; developmentally disabled; tactile; olfactory; visual; auditory; gustatory; Visual Arts

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APA (6th Edition):

Bachand, D. (2014). Art Therapy Using Sensory Stimulation for Low Functioning Developmentally Disabled Adults. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/69011

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):

Bachand, Danna. “Art Therapy Using Sensory Stimulation for Low Functioning Developmentally Disabled Adults.” 2014. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/69011.

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

MLA Handbook (7th Edition):

Bachand, Danna. “Art Therapy Using Sensory Stimulation for Low Functioning Developmentally Disabled Adults.” 2014. Web. 18 Oct 2017.

Vancouver:

Bachand D. Art Therapy Using Sensory Stimulation for Low Functioning Developmentally Disabled Adults. [Internet] [Thesis]. University of Wisconsin – Superior; 2014. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/69011.

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

Council of Science Editors:

Bachand D. Art Therapy Using Sensory Stimulation for Low Functioning Developmentally Disabled Adults. [Thesis]. University of Wisconsin – Superior; 2014. Available from: http://digital.library.wisc.edu/1793/69011

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

6. Rardin, Katherine N. Intellectual Disabilities: Effects of Physical Activity on Academic Performance.

Degree: 2014, University of Wisconsin – Superior

 Research has been completed to show that physical activity has a positive effect on students' academic success. Little research has been done to show the… (more)

Subjects/Keywords: intellectual disabilities; physical activity; student; Educational Leadership; academic success

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APA (6th Edition):

Rardin, K. N. (2014). Intellectual Disabilities: Effects of Physical Activity on Academic Performance. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/69017

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):

Rardin, Katherine N. “Intellectual Disabilities: Effects of Physical Activity on Academic Performance.” 2014. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/69017.

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

MLA Handbook (7th Edition):

Rardin, Katherine N. “Intellectual Disabilities: Effects of Physical Activity on Academic Performance.” 2014. Web. 18 Oct 2017.

Vancouver:

Rardin KN. Intellectual Disabilities: Effects of Physical Activity on Academic Performance. [Internet] [Thesis]. University of Wisconsin – Superior; 2014. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/69017.

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

Council of Science Editors:

Rardin KN. Intellectual Disabilities: Effects of Physical Activity on Academic Performance. [Thesis]. University of Wisconsin – Superior; 2014. Available from: http://digital.library.wisc.edu/1793/69017

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

7. Stolarzyk, Brian E. TEACHER ATTITUDES OF INCLUSION IN A NATIVE AMERICAN SCHOOL.

Degree: 2014, University of Wisconsin – Superior

Subjects/Keywords: American Indian; Alaska Native; Educational Leadership; inclusive; Special Education; general education; teacher; disability; special education; student

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APA (6th Edition):

Stolarzyk, B. E. (2014). TEACHER ATTITUDES OF INCLUSION IN A NATIVE AMERICAN SCHOOL. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/69038

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):

Stolarzyk, Brian E. “TEACHER ATTITUDES OF INCLUSION IN A NATIVE AMERICAN SCHOOL.” 2014. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/69038.

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

MLA Handbook (7th Edition):

Stolarzyk, Brian E. “TEACHER ATTITUDES OF INCLUSION IN A NATIVE AMERICAN SCHOOL.” 2014. Web. 18 Oct 2017.

Vancouver:

Stolarzyk BE. TEACHER ATTITUDES OF INCLUSION IN A NATIVE AMERICAN SCHOOL. [Internet] [Thesis]. University of Wisconsin – Superior; 2014. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/69038.

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

Council of Science Editors:

Stolarzyk BE. TEACHER ATTITUDES OF INCLUSION IN A NATIVE AMERICAN SCHOOL. [Thesis]. University of Wisconsin – Superior; 2014. Available from: http://digital.library.wisc.edu/1793/69038

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

8. Janigo, Stephanie J. TECHNOLOGY COACHING AND INTEGRATION: TEACHERS' PERCEPTIONS OF SUCCESSFUL STRATEGIES.

Degree: 2014, University of Wisconsin – Superior

 Technology advancements have provided endless methods in approaching the way teachers present content, design class activities, and assess student learning. In an effort to integrate… (more)

Subjects/Keywords: instructional methods; technology coaching; secondary; Educational Leadership; technology; teacher

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APA (6th Edition):

Janigo, S. J. (2014). TECHNOLOGY COACHING AND INTEGRATION: TEACHERS' PERCEPTIONS OF SUCCESSFUL STRATEGIES. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/69426

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):

Janigo, Stephanie J. “TECHNOLOGY COACHING AND INTEGRATION: TEACHERS' PERCEPTIONS OF SUCCESSFUL STRATEGIES.” 2014. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/69426.

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

MLA Handbook (7th Edition):

Janigo, Stephanie J. “TECHNOLOGY COACHING AND INTEGRATION: TEACHERS' PERCEPTIONS OF SUCCESSFUL STRATEGIES.” 2014. Web. 18 Oct 2017.

Vancouver:

Janigo SJ. TECHNOLOGY COACHING AND INTEGRATION: TEACHERS' PERCEPTIONS OF SUCCESSFUL STRATEGIES. [Internet] [Thesis]. University of Wisconsin – Superior; 2014. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/69426.

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

Council of Science Editors:

Janigo SJ. TECHNOLOGY COACHING AND INTEGRATION: TEACHERS' PERCEPTIONS OF SUCCESSFUL STRATEGIES. [Thesis]. University of Wisconsin – Superior; 2014. Available from: http://digital.library.wisc.edu/1793/69426

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

9. Huck, Staci M. Kindergarten Efficacy: A Comparative analysis of Literacy Achievment Outcomes and Length And Time of Kindergarten Programs.

Degree: 2014, University of Wisconsin – Superior

 This study explores the impact of full-day kindergarten versus half-day kindergarten on student literacy achievement. The participant samples were drawn from a suburban school district… (more)

Subjects/Keywords: Dynamic Indicators or Basic Early Literacy Skills; DIBELS; Midwest; literacy achievement; half-day kindergarten; full-day kindergarten; Educational Leadership; Education

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

APA (6th Edition):

Huck, S. M. (2014). Kindergarten Efficacy: A Comparative analysis of Literacy Achievment Outcomes and Length And Time of Kindergarten Programs. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/69771

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):

Huck, Staci M. “Kindergarten Efficacy: A Comparative analysis of Literacy Achievment Outcomes and Length And Time of Kindergarten Programs.” 2014. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/69771.

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

MLA Handbook (7th Edition):

Huck, Staci M. “Kindergarten Efficacy: A Comparative analysis of Literacy Achievment Outcomes and Length And Time of Kindergarten Programs.” 2014. Web. 18 Oct 2017.

Vancouver:

Huck SM. Kindergarten Efficacy: A Comparative analysis of Literacy Achievment Outcomes and Length And Time of Kindergarten Programs. [Internet] [Thesis]. University of Wisconsin – Superior; 2014. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/69771.

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

Council of Science Editors:

Huck SM. Kindergarten Efficacy: A Comparative analysis of Literacy Achievment Outcomes and Length And Time of Kindergarten Programs. [Thesis]. University of Wisconsin – Superior; 2014. Available from: http://digital.library.wisc.edu/1793/69771

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

10. Geisen, Colleen M. Using Universal Reading Achievement Data to Study the Effects of a Summer School Reading Program with Elementary Students in a Northern Wisconsin School District.

Degree: 2014, University of Wisconsin – Superior

 Summer slide in reading creates a substantial, cumulative gap over the school years. Attendance at summer school is an intervention that can help prevent students… (more)

Subjects/Keywords: Educational Leadership; Elementary School Students; Summer School; Wisconsin; Reading

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APA (6th Edition):

Geisen, C. M. (2014). Using Universal Reading Achievement Data to Study the Effects of a Summer School Reading Program with Elementary Students in a Northern Wisconsin School District. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/70169

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):

Geisen, Colleen M. “Using Universal Reading Achievement Data to Study the Effects of a Summer School Reading Program with Elementary Students in a Northern Wisconsin School District.” 2014. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/70169.

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

MLA Handbook (7th Edition):

Geisen, Colleen M. “Using Universal Reading Achievement Data to Study the Effects of a Summer School Reading Program with Elementary Students in a Northern Wisconsin School District.” 2014. Web. 18 Oct 2017.

Vancouver:

Geisen CM. Using Universal Reading Achievement Data to Study the Effects of a Summer School Reading Program with Elementary Students in a Northern Wisconsin School District. [Internet] [Thesis]. University of Wisconsin – Superior; 2014. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/70169.

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

Council of Science Editors:

Geisen CM. Using Universal Reading Achievement Data to Study the Effects of a Summer School Reading Program with Elementary Students in a Northern Wisconsin School District. [Thesis]. University of Wisconsin – Superior; 2014. Available from: http://digital.library.wisc.edu/1793/70169

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

11. Ratkovich, Kate. Go With Your Eyes Open.

Degree: Master of Studio Art Thesis: visual exhibit and written materials, 2015, University of Wisconsin – Superior

Master of Studio Art Thesis: visual exhibit and written materials

Subjects/Keywords: Studio Art; Visual Arts

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APA (6th Edition):

Ratkovich, K. (2015). Go With Your Eyes Open. (Masters Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/72151

Chicago Manual of Style (16th Edition):

Ratkovich, Kate. “Go With Your Eyes Open.” 2015. Masters Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/72151.

MLA Handbook (7th Edition):

Ratkovich, Kate. “Go With Your Eyes Open.” 2015. Web. 18 Oct 2017.

Vancouver:

Ratkovich K. Go With Your Eyes Open. [Internet] [Masters thesis]. University of Wisconsin – Superior; 2015. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/72151.

Council of Science Editors:

Ratkovich K. Go With Your Eyes Open. [Masters Thesis]. University of Wisconsin – Superior; 2015. Available from: http://digital.library.wisc.edu/1793/72151

12. Walker, Lydia. The Positive Effects of Art Therapy and Its Affect on the Brain.

Degree: 2015, University of Wisconsin – Superior

This paper examines various ways art therapy has been able to show how it can be beneficial for of treatment, especially for those with PTSD.… (more)

Subjects/Keywords: Visual Arts; PTSD; treatment; Art Therapy; muscle movement; neurological response

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APA (6th Edition):

Walker, L. (2015). The Positive Effects of Art Therapy and Its Affect on the Brain. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/72153

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):

Walker, Lydia. “The Positive Effects of Art Therapy and Its Affect on the Brain.” 2015. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/72153.

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

MLA Handbook (7th Edition):

Walker, Lydia. “The Positive Effects of Art Therapy and Its Affect on the Brain.” 2015. Web. 18 Oct 2017.

Vancouver:

Walker L. The Positive Effects of Art Therapy and Its Affect on the Brain. [Internet] [Thesis]. University of Wisconsin – Superior; 2015. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/72153.

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

Council of Science Editors:

Walker L. The Positive Effects of Art Therapy and Its Affect on the Brain. [Thesis]. University of Wisconsin – Superior; 2015. Available from: http://digital.library.wisc.edu/1793/72153

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

13. Wentworth, Bryan. Paraprofessionals' Perceptions of Violence and Training: Investigating an Understudied Group.

Degree: 2015, University of Wisconsin – Superior

 Paraprofessionals often work in a variety of roles directly with students with disabilities. Previous research on paraprofessionals has indicated that they are often undertrained for… (more)

Subjects/Keywords: Schools; Educational Leadership; Paraprofessional Training; Education; Support Staff; Special Education; School Violence; Violence; Paraprofessionals

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APA (6th Edition):

Wentworth, B. (2015). Paraprofessionals' Perceptions of Violence and Training: Investigating an Understudied Group. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/72155

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):

Wentworth, Bryan. “Paraprofessionals' Perceptions of Violence and Training: Investigating an Understudied Group.” 2015. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/72155.

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

MLA Handbook (7th Edition):

Wentworth, Bryan. “Paraprofessionals' Perceptions of Violence and Training: Investigating an Understudied Group.” 2015. Web. 18 Oct 2017.

Vancouver:

Wentworth B. Paraprofessionals' Perceptions of Violence and Training: Investigating an Understudied Group. [Internet] [Thesis]. University of Wisconsin – Superior; 2015. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/72155.

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

Council of Science Editors:

Wentworth B. Paraprofessionals' Perceptions of Violence and Training: Investigating an Understudied Group. [Thesis]. University of Wisconsin – Superior; 2015. Available from: http://digital.library.wisc.edu/1793/72155

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

14. Brendon, Natalie. General Education Teachers' Attitudes Towards Inclusion.

Degree: 2015, University of Wisconsin – Superior

 Knowing general education teachers attitudes towards inclusion is crucial to a successful inclusion program. Factors that influence positive and negative attitudes must be identified so… (more)

Subjects/Keywords: Students with Disabilities; General Education; Inclusion; Teachers; Educational Leadership; Education; Inclusion Programs; K12 Schools; Teachers' attitudes; General Education; Special Education; Inclusion

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APA (6th Edition):

Brendon, N. (2015). General Education Teachers' Attitudes Towards Inclusion. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/72207

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):

Brendon, Natalie. “General Education Teachers' Attitudes Towards Inclusion.” 2015. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/72207.

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

MLA Handbook (7th Edition):

Brendon, Natalie. “General Education Teachers' Attitudes Towards Inclusion.” 2015. Web. 18 Oct 2017.

Vancouver:

Brendon N. General Education Teachers' Attitudes Towards Inclusion. [Internet] [Thesis]. University of Wisconsin – Superior; 2015. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/72207.

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

Council of Science Editors:

Brendon N. General Education Teachers' Attitudes Towards Inclusion. [Thesis]. University of Wisconsin – Superior; 2015. Available from: http://digital.library.wisc.edu/1793/72207

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

15. Lisdahl, Robin M. Role-Modeling Perceptions and Health Behavior Patterns of College Students in Health-Related Majors.

Degree: 2015, University of Wisconsin – Superior

 Students seeking degrees in Health and Human Performance (HHP) at the University of Wisconsin-Superior (UWS) are provided a curriculum which focuses on health, fitness, and… (more)

Subjects/Keywords: role modeling; health; fitness; health behavior; health professions; health majors; role models; Educational Leadership; Education

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APA (6th Edition):

Lisdahl, R. M. (2015). Role-Modeling Perceptions and Health Behavior Patterns of College Students in Health-Related Majors. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/72240

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):

Lisdahl, Robin M. “Role-Modeling Perceptions and Health Behavior Patterns of College Students in Health-Related Majors.” 2015. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/72240.

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

MLA Handbook (7th Edition):

Lisdahl, Robin M. “Role-Modeling Perceptions and Health Behavior Patterns of College Students in Health-Related Majors.” 2015. Web. 18 Oct 2017.

Vancouver:

Lisdahl RM. Role-Modeling Perceptions and Health Behavior Patterns of College Students in Health-Related Majors. [Internet] [Thesis]. University of Wisconsin – Superior; 2015. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/72240.

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

Council of Science Editors:

Lisdahl RM. Role-Modeling Perceptions and Health Behavior Patterns of College Students in Health-Related Majors. [Thesis]. University of Wisconsin – Superior; 2015. Available from: http://digital.library.wisc.edu/1793/72240

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

16. O'Neill, Grady. A Personal Perspective: The Art of Imaging Revelation, Inspiration, and Healing.

Degree: 2015, University of Wisconsin – Superior

 A large part of my journey through life has involved me in both addiction and art therapy. I have gone from believing art therapy doesn't… (more)

Subjects/Keywords: Addiction; Recovery; Personal Narratives; Art Therapy; Visual Arts

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APA (6th Edition):

O'Neill, G. (2015). A Personal Perspective: The Art of Imaging Revelation, Inspiration, and Healing. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/72607

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):

O'Neill, Grady. “A Personal Perspective: The Art of Imaging Revelation, Inspiration, and Healing.” 2015. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/72607.

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

MLA Handbook (7th Edition):

O'Neill, Grady. “A Personal Perspective: The Art of Imaging Revelation, Inspiration, and Healing.” 2015. Web. 18 Oct 2017.

Vancouver:

O'Neill G. A Personal Perspective: The Art of Imaging Revelation, Inspiration, and Healing. [Internet] [Thesis]. University of Wisconsin – Superior; 2015. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/72607.

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

Council of Science Editors:

O'Neill G. A Personal Perspective: The Art of Imaging Revelation, Inspiration, and Healing. [Thesis]. University of Wisconsin – Superior; 2015. Available from: http://digital.library.wisc.edu/1793/72607

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

17. Johnston, Kacy. The Effects of Immediate Correctness Feedback on Student Learning, Understanding, and Achievement.

Degree: 2015, University of Wisconsin – Superior

 There is a national push from many directions to improve student achievement in all STEM areas. A study done by Harvard University's Program on Education… (more)

Subjects/Keywords: Math instruction; STEM; Education; Educational Leadership; Math education; Seventh graders; ASSISTments; Mathematics; Homework methods

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APA (6th Edition):

Johnston, K. (2015). The Effects of Immediate Correctness Feedback on Student Learning, Understanding, and Achievement. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/73043

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):

Johnston, Kacy. “The Effects of Immediate Correctness Feedback on Student Learning, Understanding, and Achievement.” 2015. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/73043.

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

MLA Handbook (7th Edition):

Johnston, Kacy. “The Effects of Immediate Correctness Feedback on Student Learning, Understanding, and Achievement.” 2015. Web. 18 Oct 2017.

Vancouver:

Johnston K. The Effects of Immediate Correctness Feedback on Student Learning, Understanding, and Achievement. [Internet] [Thesis]. University of Wisconsin – Superior; 2015. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/73043.

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

Council of Science Editors:

Johnston K. The Effects of Immediate Correctness Feedback on Student Learning, Understanding, and Achievement. [Thesis]. University of Wisconsin – Superior; 2015. Available from: http://digital.library.wisc.edu/1793/73043

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

18. Engel, Aaron Joshua Janson. Superintendent Characteristics and Their Relationship to Student Achievement in Reading and Mathematics.

Degree: 2016, University of Wisconsin – Superior

 The relationship between superintendent longevity and student achievement has been variably shown in numerous states to have a positive correlation or no correlation. The goal… (more)

Subjects/Keywords: Superintendent longevity; Student achievement; Mathematics; Reading; Wisconsin; Superintendent characteristics; Education specialist; Educational leadership

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APA (6th Edition):

Engel, A. J. J. (2016). Superintendent Characteristics and Their Relationship to Student Achievement in Reading and Mathematics. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/73956

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):

Engel, Aaron Joshua Janson. “Superintendent Characteristics and Their Relationship to Student Achievement in Reading and Mathematics.” 2016. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/73956.

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

MLA Handbook (7th Edition):

Engel, Aaron Joshua Janson. “Superintendent Characteristics and Their Relationship to Student Achievement in Reading and Mathematics.” 2016. Web. 18 Oct 2017.

Vancouver:

Engel AJJ. Superintendent Characteristics and Their Relationship to Student Achievement in Reading and Mathematics. [Internet] [Thesis]. University of Wisconsin – Superior; 2016. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/73956.

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

Council of Science Editors:

Engel AJJ. Superintendent Characteristics and Their Relationship to Student Achievement in Reading and Mathematics. [Thesis]. University of Wisconsin – Superior; 2016. Available from: http://digital.library.wisc.edu/1793/73956

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

19. Jenkins, Treasure Ann. The Value of African American Poetry in Community Settings.

Degree: 2016, University of Wisconsin – Superior

 This research study presents the perspectives of nine residents of Duluth, MN and Superior, WI (the "Twin Ports"), upon the reading of African American poetry.… (more)

Subjects/Keywords: Fine and Applied Arts; Superior, Wisconsin; Twin Ports; Communicating Arts; Duluth, Minnesota; Community; Dominant White culture; African American culture; African American poetry; Storytelling

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APA (6th Edition):

Jenkins, T. A. (2016). The Value of African American Poetry in Community Settings. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/75615

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):

Jenkins, Treasure Ann. “The Value of African American Poetry in Community Settings.” 2016. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/75615.

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

MLA Handbook (7th Edition):

Jenkins, Treasure Ann. “The Value of African American Poetry in Community Settings.” 2016. Web. 18 Oct 2017.

Vancouver:

Jenkins TA. The Value of African American Poetry in Community Settings. [Internet] [Thesis]. University of Wisconsin – Superior; 2016. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/75615.

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

Council of Science Editors:

Jenkins TA. The Value of African American Poetry in Community Settings. [Thesis]. University of Wisconsin – Superior; 2016. Available from: http://digital.library.wisc.edu/1793/75615

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

20. Green, Luke Peter. I Am Not the Same Person, Even Though I Am: Managing Communication and Identity in the Aftermath of Physical Disability.

Degree: 2011, University of Wisconsin – Superior

Thesis (M.A.)- University of Wisconsin, Superior, 2011. 116 leaves.

The following explores changes that occur in communication following the acquisition of a physical disability. Framed… (more)

Subjects/Keywords: Communicating Arts; communication

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APA (6th Edition):

Green, L. P. (2011). I Am Not the Same Person, Even Though I Am: Managing Communication and Identity in the Aftermath of Physical Disability. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/54323

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):

Green, Luke Peter. “I Am Not the Same Person, Even Though I Am: Managing Communication and Identity in the Aftermath of Physical Disability.” 2011. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/54323.

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

MLA Handbook (7th Edition):

Green, Luke Peter. “I Am Not the Same Person, Even Though I Am: Managing Communication and Identity in the Aftermath of Physical Disability.” 2011. Web. 18 Oct 2017.

Vancouver:

Green LP. I Am Not the Same Person, Even Though I Am: Managing Communication and Identity in the Aftermath of Physical Disability. [Internet] [Thesis]. University of Wisconsin – Superior; 2011. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/54323.

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

Council of Science Editors:

Green LP. I Am Not the Same Person, Even Though I Am: Managing Communication and Identity in the Aftermath of Physical Disability. [Thesis]. University of Wisconsin – Superior; 2011. Available from: http://digital.library.wisc.edu/1793/54323

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

21. McGrath, Philip Casey. The Effects of Student Discipline on School Climate in a School Using Positive Behavior Interventions and Supports.

Degree: 2011, University of Wisconsin – Superior

Thesis (M.A.)- University of Wisconsin, Superior, 2011.

This study examines the school climate of a rural school using Positive Behavior Interventions and Supports.

Subjects/Keywords: Instruction; Supports; Positive Behavior Interventions; rural; climate; school; Educational Leadership

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APA (6th Edition):

McGrath, P. C. (2011). The Effects of Student Discipline on School Climate in a School Using Positive Behavior Interventions and Supports. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/54325

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):

McGrath, Philip Casey. “The Effects of Student Discipline on School Climate in a School Using Positive Behavior Interventions and Supports.” 2011. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/54325.

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

MLA Handbook (7th Edition):

McGrath, Philip Casey. “The Effects of Student Discipline on School Climate in a School Using Positive Behavior Interventions and Supports.” 2011. Web. 18 Oct 2017.

Vancouver:

McGrath PC. The Effects of Student Discipline on School Climate in a School Using Positive Behavior Interventions and Supports. [Internet] [Thesis]. University of Wisconsin – Superior; 2011. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/54325.

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

Council of Science Editors:

McGrath PC. The Effects of Student Discipline on School Climate in a School Using Positive Behavior Interventions and Supports. [Thesis]. University of Wisconsin – Superior; 2011. Available from: http://digital.library.wisc.edu/1793/54325

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

22. Hill, Kristina. The Effects of Graphic Novels on the Reading Comprehension Scores of Students with Autism Spectrum Disorders (ASD).

Degree: 2011, University of Wisconsin – Superior

Thesis (M.S.) University of Wisconsin-Superior, 2011. 36 pages. Includes bibliography and appendix (bibliography pgs. 31-32; appendix pgs. 33-36).

Students with Autism Spectrum Disorder (ASD) face… (more)

Subjects/Keywords: Education; Reading; Autism Spectrum Disorder; reading comprehension; Educational Leadership; ASD; graphic novel

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APA (6th Edition):

Hill, K. (2011). The Effects of Graphic Novels on the Reading Comprehension Scores of Students with Autism Spectrum Disorders (ASD). (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/55282

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):

Hill, Kristina. “The Effects of Graphic Novels on the Reading Comprehension Scores of Students with Autism Spectrum Disorders (ASD).” 2011. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/55282.

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

MLA Handbook (7th Edition):

Hill, Kristina. “The Effects of Graphic Novels on the Reading Comprehension Scores of Students with Autism Spectrum Disorders (ASD).” 2011. Web. 18 Oct 2017.

Vancouver:

Hill K. The Effects of Graphic Novels on the Reading Comprehension Scores of Students with Autism Spectrum Disorders (ASD). [Internet] [Thesis]. University of Wisconsin – Superior; 2011. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/55282.

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

Council of Science Editors:

Hill K. The Effects of Graphic Novels on the Reading Comprehension Scores of Students with Autism Spectrum Disorders (ASD). [Thesis]. University of Wisconsin – Superior; 2011. Available from: http://digital.library.wisc.edu/1793/55282

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

23. Forney, Mary. Herstory.

Degree: 2011, University of Wisconsin – Superior

Thesis M.A?University of Wisconsin, Superior, 2010. 23 leaves.

This supporting paper discusses how art is the vehicle that has led to a road of personal… (more)

Subjects/Keywords: narrative art; Visual Arts; Studio Art

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APA (6th Edition):

Forney, M. (2011). Herstory. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/55854

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):

Forney, Mary. “Herstory.” 2011. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/55854.

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

MLA Handbook (7th Edition):

Forney, Mary. “Herstory.” 2011. Web. 18 Oct 2017.

Vancouver:

Forney M. Herstory. [Internet] [Thesis]. University of Wisconsin – Superior; 2011. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/55854.

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

Council of Science Editors:

Forney M. Herstory. [Thesis]. University of Wisconsin – Superior; 2011. Available from: http://digital.library.wisc.edu/1793/55854

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

24. Newberry, Jenna Marie. Venus Anadyomene: The Mythological Symbolism from Antiquity to the 19th Century.

Degree: 2011, University of Wisconsin – Superior

Thesis (M.A.)-University of Wisconsin, Superior, 2011. 30 leaves.

This thesis includes reading the chosen artworks as a visual interpretation of the written mythological birth of… (more)

Subjects/Keywords: Art History; Venus; symbols; Visual Arts; art; myth

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APA (6th Edition):

Newberry, J. M. (2011). Venus Anadyomene: The Mythological Symbolism from Antiquity to the 19th Century. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/55858

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):

Newberry, Jenna Marie. “Venus Anadyomene: The Mythological Symbolism from Antiquity to the 19th Century.” 2011. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/55858.

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

MLA Handbook (7th Edition):

Newberry, Jenna Marie. “Venus Anadyomene: The Mythological Symbolism from Antiquity to the 19th Century.” 2011. Web. 18 Oct 2017.

Vancouver:

Newberry JM. Venus Anadyomene: The Mythological Symbolism from Antiquity to the 19th Century. [Internet] [Thesis]. University of Wisconsin – Superior; 2011. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/55858.

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

Council of Science Editors:

Newberry JM. Venus Anadyomene: The Mythological Symbolism from Antiquity to the 19th Century. [Thesis]. University of Wisconsin – Superior; 2011. Available from: http://digital.library.wisc.edu/1793/55858

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

25. Ellis, Matthew Sean. Bloody Savages/White Invaders: Images of the Other in Non-Native and Native Art.

Degree: 2011, University of Wisconsin – Superior

Thesis (M.A.)-University of Wisconsin, Superior, 2011. 67 leaves

Europeans, from the time of their first arrival in the Americas, documented the New World inhabitants and… (more)

Subjects/Keywords: misrepresentation; stereotype; European; Native American; art; Visual Arts; Art History

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APA (6th Edition):

Ellis, M. S. (2011). Bloody Savages/White Invaders: Images of the Other in Non-Native and Native Art. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/55860

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):

Ellis, Matthew Sean. “Bloody Savages/White Invaders: Images of the Other in Non-Native and Native Art.” 2011. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/55860.

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

MLA Handbook (7th Edition):

Ellis, Matthew Sean. “Bloody Savages/White Invaders: Images of the Other in Non-Native and Native Art.” 2011. Web. 18 Oct 2017.

Vancouver:

Ellis MS. Bloody Savages/White Invaders: Images of the Other in Non-Native and Native Art. [Internet] [Thesis]. University of Wisconsin – Superior; 2011. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/55860.

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

Council of Science Editors:

Ellis MS. Bloody Savages/White Invaders: Images of the Other in Non-Native and Native Art. [Thesis]. University of Wisconsin – Superior; 2011. Available from: http://digital.library.wisc.edu/1793/55860

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

26. Boyat-Chartier, Stephanie. Analysis of Writing in Connection to Reading with Primary Students.

Degree: 2011, University of Wisconsin – Superior

Thesis (M.S.)- University of Wisconsin, Superior, 2011.

The study looked at the success of students who used the strategies of writing to learn. The data… (more)

Subjects/Keywords: reading; elementary students; Educational Leadership; writing; comprehension

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APA (6th Edition):

Boyat-Chartier, S. (2011). Analysis of Writing in Connection to Reading with Primary Students. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/56440

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):

Boyat-Chartier, Stephanie. “Analysis of Writing in Connection to Reading with Primary Students.” 2011. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/56440.

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

MLA Handbook (7th Edition):

Boyat-Chartier, Stephanie. “Analysis of Writing in Connection to Reading with Primary Students.” 2011. Web. 18 Oct 2017.

Vancouver:

Boyat-Chartier S. Analysis of Writing in Connection to Reading with Primary Students. [Internet] [Thesis]. University of Wisconsin – Superior; 2011. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/56440.

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

Council of Science Editors:

Boyat-Chartier S. Analysis of Writing in Connection to Reading with Primary Students. [Thesis]. University of Wisconsin – Superior; 2011. Available from: http://digital.library.wisc.edu/1793/56440

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

27. Kline, Christina Marie. One Stitch at a Time: Piecing Together Communication/Community in Women's Quilting.

Degree: 2012, University of Wisconsin – Superior

Thesis (Master of Arts in Communicating Arts)-University of Wisconsin, Superior, 2012.

This thesis is a snapshot of the communicative process that occurs by a group… (more)

Subjects/Keywords: Communicating Arts; communication; symbolic convergence theory; quilting; community; women

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APA (6th Edition):

Kline, C. M. (2012). One Stitch at a Time: Piecing Together Communication/Community in Women's Quilting. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/56542

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):

Kline, Christina Marie. “One Stitch at a Time: Piecing Together Communication/Community in Women's Quilting.” 2012. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/56542.

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

MLA Handbook (7th Edition):

Kline, Christina Marie. “One Stitch at a Time: Piecing Together Communication/Community in Women's Quilting.” 2012. Web. 18 Oct 2017.

Vancouver:

Kline CM. One Stitch at a Time: Piecing Together Communication/Community in Women's Quilting. [Internet] [Thesis]. University of Wisconsin – Superior; 2012. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/56542.

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

Council of Science Editors:

Kline CM. One Stitch at a Time: Piecing Together Communication/Community in Women's Quilting. [Thesis]. University of Wisconsin – Superior; 2012. Available from: http://digital.library.wisc.edu/1793/56542

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

28. Hawkinson, Tara. De-escalation Techniques for students with Emotional and Behavioral Disorders.

Degree: 2012, University of Wisconsin – Superior

 This study proposes to look for a relationship between the de-escalation techniques and the amount and severity of aggressive behaviors in students who have an… (more)

Subjects/Keywords: behavioral disorder; Special Education; emotional disorder; EBD; Educational Leadership; de-escalation techniques; crisis prevention intervention

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

APA (6th Edition):

Hawkinson, T. (2012). De-escalation Techniques for students with Emotional and Behavioral Disorders. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/61074

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):

Hawkinson, Tara. “De-escalation Techniques for students with Emotional and Behavioral Disorders.” 2012. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/61074.

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

MLA Handbook (7th Edition):

Hawkinson, Tara. “De-escalation Techniques for students with Emotional and Behavioral Disorders.” 2012. Web. 18 Oct 2017.

Vancouver:

Hawkinson T. De-escalation Techniques for students with Emotional and Behavioral Disorders. [Internet] [Thesis]. University of Wisconsin – Superior; 2012. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/61074.

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

Council of Science Editors:

Hawkinson T. De-escalation Techniques for students with Emotional and Behavioral Disorders. [Thesis]. University of Wisconsin – Superior; 2012. Available from: http://digital.library.wisc.edu/1793/61074

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

29. Forslund, Haley. Art as an Expressive Therapy for Adolescents.

Degree: 2012, University of Wisconsin – Superior

 Nobody can imagine their life as full and beautiful without art. Art is beauty, play, creation, imagination, expression, inspiration and intuition. I believe that artists… (more)

Subjects/Keywords: adolescents; Visual Arts; expressive therapy; Art Therapy; art

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

APA (6th Edition):

Forslund, H. (2012). Art as an Expressive Therapy for Adolescents. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/61520

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):

Forslund, Haley. “Art as an Expressive Therapy for Adolescents.” 2012. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/61520.

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

MLA Handbook (7th Edition):

Forslund, Haley. “Art as an Expressive Therapy for Adolescents.” 2012. Web. 18 Oct 2017.

Vancouver:

Forslund H. Art as an Expressive Therapy for Adolescents. [Internet] [Thesis]. University of Wisconsin – Superior; 2012. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/61520.

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

Council of Science Editors:

Forslund H. Art as an Expressive Therapy for Adolescents. [Thesis]. University of Wisconsin – Superior; 2012. Available from: http://digital.library.wisc.edu/1793/61520

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

30. Petersburg, Jonathan W. ART THERAPY WITH CHILDREN.

Degree: 2012, University of Wisconsin – Superior

 Therapy with children serves as a great healing tool because it allows the child to recreate what is in their mind onto paper. Children struggle… (more)

Subjects/Keywords: children; Visual Arts; therapy; Art Therapy; art

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

APA (6th Edition):

Petersburg, J. W. (2012). ART THERAPY WITH CHILDREN. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/61522

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):

Petersburg, Jonathan W. “ART THERAPY WITH CHILDREN.” 2012. Thesis, University of Wisconsin – Superior. Accessed October 18, 2017. http://digital.library.wisc.edu/1793/61522.

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

MLA Handbook (7th Edition):

Petersburg, Jonathan W. “ART THERAPY WITH CHILDREN.” 2012. Web. 18 Oct 2017.

Vancouver:

Petersburg JW. ART THERAPY WITH CHILDREN. [Internet] [Thesis]. University of Wisconsin – Superior; 2012. [cited 2017 Oct 18]. Available from: http://digital.library.wisc.edu/1793/61522.

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

Council of Science Editors:

Petersburg JW. ART THERAPY WITH CHILDREN. [Thesis]. University of Wisconsin – Superior; 2012. Available from: http://digital.library.wisc.edu/1793/61522

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

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