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Dept: Education

You searched for subject:( ADHD learners mainstream classroom ). Showing records 1 – 30 of 314 total matches.

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1. Belczowski, Bonnie. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.

Degree: M. Ed., Education, 2013, National Library of Canada

  Research indicates that a significant proportion of adolescent students have a concurrent disorder that is significant enough to cause social or educational impairment. Thus… (more)

Subjects/Keywords: Health and environmental sciences; Education; Adolescents; Concurrent disorders; Mainstream classroom; Perceptions; Student success; Teachers

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

APA (6th Edition):

Belczowski, B. (2013). Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/4860

Chicago Manual of Style (16th Edition):

Belczowski, Bonnie. “Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.” 2013. Masters Thesis, National Library of Canada. Accessed July 17, 2019. http://scholar.uwindsor.ca/etd/4860.

MLA Handbook (7th Edition):

Belczowski, Bonnie. “Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.” 2013. Web. 17 Jul 2019.

Vancouver:

Belczowski B. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. [Internet] [Masters thesis]. National Library of Canada; 2013. [cited 2019 Jul 17]. Available from: http://scholar.uwindsor.ca/etd/4860.

Council of Science Editors:

Belczowski B. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. [Masters Thesis]. National Library of Canada; 2013. Available from: http://scholar.uwindsor.ca/etd/4860


University of Windsor

2. Belczowski, Bonnie. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.

Degree: M. Ed., Education, 2013, University of Windsor

  Research indicates that a significant proportion of adolescent students have a concurrent disorder that is significant enough to cause social or educational impairment. Thus… (more)

Subjects/Keywords: Health and environmental sciences; Education; Adolescents; Concurrent disorders; Mainstream classroom; Perceptions; Student success; Teachers

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

APA (6th Edition):

Belczowski, B. (2013). Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/4860

Chicago Manual of Style (16th Edition):

Belczowski, Bonnie. “Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.” 2013. Masters Thesis, University of Windsor. Accessed July 17, 2019. https://scholar.uwindsor.ca/etd/4860.

MLA Handbook (7th Edition):

Belczowski, Bonnie. “Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms.” 2013. Web. 17 Jul 2019.

Vancouver:

Belczowski B. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. [Internet] [Masters thesis]. University of Windsor; 2013. [cited 2019 Jul 17]. Available from: https://scholar.uwindsor.ca/etd/4860.

Council of Science Editors:

Belczowski B. Sociocultural implications on the learning of youth with concurrent disorders: Factors that are perceived as necessary for student success in mainstream classrooms. [Masters Thesis]. University of Windsor; 2013. Available from: https://scholar.uwindsor.ca/etd/4860


Utah State University

3. Adams, Janet. What is the Lived Experience of the Learners in a Coteaching Classroom?.

Degree: Doctor of Education (EdD), Education, 2012, Utah State University

  The purpose of this study was to describe the lived experiences of the learners in a fifth-grade coteaching classroom. Because the practice of coteaching… (more)

Subjects/Keywords: Experience; Learners; Coteaching; Classroom; Curriculum and Instruction; Education

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APA (6th Edition):

Adams, J. (2012). What is the Lived Experience of the Learners in a Coteaching Classroom?. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1233

Chicago Manual of Style (16th Edition):

Adams, Janet. “What is the Lived Experience of the Learners in a Coteaching Classroom?.” 2012. Doctoral Dissertation, Utah State University. Accessed July 17, 2019. https://digitalcommons.usu.edu/etd/1233.

MLA Handbook (7th Edition):

Adams, Janet. “What is the Lived Experience of the Learners in a Coteaching Classroom?.” 2012. Web. 17 Jul 2019.

Vancouver:

Adams J. What is the Lived Experience of the Learners in a Coteaching Classroom?. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2019 Jul 17]. Available from: https://digitalcommons.usu.edu/etd/1233.

Council of Science Editors:

Adams J. What is the Lived Experience of the Learners in a Coteaching Classroom?. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1233


Massey University

4. Sewell, Alison Mary. Teachers and children learning together : developing a community of learners in a primary classroom.

Degree: PhD, Education, 2007, Massey University

 This study investigates the development of a community of learners by observing the changes in teachers' and children's participation in four Year 3 / 4… (more)

Subjects/Keywords: Sociocultural theory; Community of learners; Classroom learning; Transformation of participation; Primary school teaching

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APA (6th Edition):

Sewell, A. M. (2007). Teachers and children learning together : developing a community of learners in a primary classroom. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/240

Chicago Manual of Style (16th Edition):

Sewell, Alison Mary. “Teachers and children learning together : developing a community of learners in a primary classroom.” 2007. Doctoral Dissertation, Massey University. Accessed July 17, 2019. http://hdl.handle.net/10179/240.

MLA Handbook (7th Edition):

Sewell, Alison Mary. “Teachers and children learning together : developing a community of learners in a primary classroom.” 2007. Web. 17 Jul 2019.

Vancouver:

Sewell AM. Teachers and children learning together : developing a community of learners in a primary classroom. [Internet] [Doctoral dissertation]. Massey University; 2007. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10179/240.

Council of Science Editors:

Sewell AM. Teachers and children learning together : developing a community of learners in a primary classroom. [Doctoral Dissertation]. Massey University; 2007. Available from: http://hdl.handle.net/10179/240

5. Maurizio, Toshiko Mesa. Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice.

Degree: Education, EdD, Education, 2018, University of Portland

  With the increased demands of the new Common Core State Standards (CCSS), the New Generation Science Standards (NGSS), and the revised English Language Proficiency… (more)

Subjects/Keywords: English Learners (ELs); Teachers’ beliefs; Classroom practice; Neuroeducation; Neuro-Semantic Language Learning Theory (NsLLT); Professional development; ELD teachers; Language acquisition; Language development; Education; Language and Literacy Education

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APA (6th Edition):

Maurizio, T. M. (2018). Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/60

Chicago Manual of Style (16th Edition):

Maurizio, Toshiko Mesa. “Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice.” 2018. Doctoral Dissertation, University of Portland. Accessed July 17, 2019. https://pilotscholars.up.edu/etd/60.

MLA Handbook (7th Edition):

Maurizio, Toshiko Mesa. “Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice.” 2018. Web. 17 Jul 2019.

Vancouver:

Maurizio TM. Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2019 Jul 17]. Available from: https://pilotscholars.up.edu/etd/60.

Council of Science Editors:

Maurizio TM. Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/60


University of Manitoba

6. Aisicovich, Margaret. Teachers’ and Administrators’ Perceptions of English as an Additional Language Students in.

Degree: Education, 2019, University of Manitoba

 Abstract The following study explored how one school Division in central Canada interpreted ‘inclusion’ of newcomer English as Additional Language (EAL) students and how the… (more)

Subjects/Keywords: EAL programming; inclusion; mainstream classes

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APA (6th Edition):

Aisicovich, M. (2019). Teachers’ and Administrators’ Perceptions of English as an Additional Language Students in. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33630

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):

Aisicovich, Margaret. “Teachers’ and Administrators’ Perceptions of English as an Additional Language Students in.” 2019. Thesis, University of Manitoba. Accessed July 17, 2019. http://hdl.handle.net/1993/33630.

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

MLA Handbook (7th Edition):

Aisicovich, Margaret. “Teachers’ and Administrators’ Perceptions of English as an Additional Language Students in.” 2019. Web. 17 Jul 2019.

Vancouver:

Aisicovich M. Teachers’ and Administrators’ Perceptions of English as an Additional Language Students in. [Internet] [Thesis]. University of Manitoba; 2019. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1993/33630.

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

Council of Science Editors:

Aisicovich M. Teachers’ and Administrators’ Perceptions of English as an Additional Language Students in. [Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/33630

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

7. Hilberg, Soleste. Formative Assessment, Equity, and Opportunity to Learn.

Degree: Education, 2012, University of California – Santa Cruz

 This dissertation presents three studies that were designed to examine formative assessment from a sociocultural perspective. The first study presents the development, inter-rater reliability, and… (more)

Subjects/Keywords: Education; classroom observation; effective instruction; English learners; equity; formative assessment; principal leadership

…disadvantaged students and 38% English learners. Results describe: how principals used teacher… …is known about the variety of classroom contexts that might prove more or less conducive to… …education in the U.S. continues to struggle to equitably meet the needs of learners from diverse… …a conceptual framework for understanding and examining classroom equity. She defines… …classroom. Equity of achievement refers to equitable participation in 1 class, rigorous courses… 

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APA (6th Edition):

Hilberg, S. (2012). Formative Assessment, Equity, and Opportunity to Learn. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/3tr7r3qg

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):

Hilberg, Soleste. “Formative Assessment, Equity, and Opportunity to Learn.” 2012. Thesis, University of California – Santa Cruz. Accessed July 17, 2019. http://www.escholarship.org/uc/item/3tr7r3qg.

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

MLA Handbook (7th Edition):

Hilberg, Soleste. “Formative Assessment, Equity, and Opportunity to Learn.” 2012. Web. 17 Jul 2019.

Vancouver:

Hilberg S. Formative Assessment, Equity, and Opportunity to Learn. [Internet] [Thesis]. University of California – Santa Cruz; 2012. [cited 2019 Jul 17]. Available from: http://www.escholarship.org/uc/item/3tr7r3qg.

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

Council of Science Editors:

Hilberg S. Formative Assessment, Equity, and Opportunity to Learn. [Thesis]. University of California – Santa Cruz; 2012. Available from: http://www.escholarship.org/uc/item/3tr7r3qg

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


Uppsala University

8. Norberg, Johanna. Några lärares upplevelser av att undervisa elever med diagnosen adhd eller med adhd-beteenden : En kvalitativ intervjustudie med tio lärare i de tidigare skolåren.

Degree: Education, 2013, Uppsala University

  Syftet med studien var att undersöka hur lärare i de tidigare skolåren beskriver sina kunskaper om och erfarenheter av att undervisa elever med adhd(more)

Subjects/Keywords: Specialpedagogik; Lärare; Intervju; Adhd/ Adhd-beteenden.

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APA (6th Edition):

Norberg, J. (2013). Några lärares upplevelser av att undervisa elever med diagnosen adhd eller med adhd-beteenden : En kvalitativ intervjustudie med tio lärare i de tidigare skolåren. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202031

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):

Norberg, Johanna. “Några lärares upplevelser av att undervisa elever med diagnosen adhd eller med adhd-beteenden : En kvalitativ intervjustudie med tio lärare i de tidigare skolåren.” 2013. Thesis, Uppsala University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202031.

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

MLA Handbook (7th Edition):

Norberg, Johanna. “Några lärares upplevelser av att undervisa elever med diagnosen adhd eller med adhd-beteenden : En kvalitativ intervjustudie med tio lärare i de tidigare skolåren.” 2013. Web. 17 Jul 2019.

Vancouver:

Norberg J. Några lärares upplevelser av att undervisa elever med diagnosen adhd eller med adhd-beteenden : En kvalitativ intervjustudie med tio lärare i de tidigare skolåren. [Internet] [Thesis]. Uppsala University; 2013. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202031.

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

Council of Science Editors:

Norberg J. Några lärares upplevelser av att undervisa elever med diagnosen adhd eller med adhd-beteenden : En kvalitativ intervjustudie med tio lärare i de tidigare skolåren. [Thesis]. Uppsala University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202031

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


Linnaeus University

9. Sehlberg, Marie. Att undervisa elever med ADHD : Undervisningsmetoder med hänsyn till elevernas specifika svårigheter.

Degree: Education, 2015, Linnaeus University

  Syftet med denna undersökning är att beskriva hur de svårigheter elever med ADHD har i skolan, samt hur vi pedagoger kan hjälpa dem tillgodogöra… (more)

Subjects/Keywords: ADHD; Damp; HKD

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APA (6th Edition):

Sehlberg, M. (2015). Att undervisa elever med ADHD : Undervisningsmetoder med hänsyn till elevernas specifika svårigheter. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40546

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):

Sehlberg, Marie. “Att undervisa elever med ADHD : Undervisningsmetoder med hänsyn till elevernas specifika svårigheter.” 2015. Thesis, Linnaeus University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40546.

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

MLA Handbook (7th Edition):

Sehlberg, Marie. “Att undervisa elever med ADHD : Undervisningsmetoder med hänsyn till elevernas specifika svårigheter.” 2015. Web. 17 Jul 2019.

Vancouver:

Sehlberg M. Att undervisa elever med ADHD : Undervisningsmetoder med hänsyn till elevernas specifika svårigheter. [Internet] [Thesis]. Linnaeus University; 2015. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40546.

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

Council of Science Editors:

Sehlberg M. Att undervisa elever med ADHD : Undervisningsmetoder med hänsyn till elevernas specifika svårigheter. [Thesis]. Linnaeus University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40546

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


University of Manitoba

10. Ong, Chai Lin Grace. Maintenance of self-monitoring attention intervention for students with attention deficit/hyperactivity disorder.

Degree: Education, 2019, University of Manitoba

 It is common to have students with ADHD involved and included in general education classrooms. To help students with ADHD regulate their behaviours and maximise… (more)

Subjects/Keywords: Self-monitoring; ADHD

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APA (6th Edition):

Ong, C. L. G. (2019). Maintenance of self-monitoring attention intervention for students with attention deficit/hyperactivity disorder. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33860

Chicago Manual of Style (16th Edition):

Ong, Chai Lin Grace. “Maintenance of self-monitoring attention intervention for students with attention deficit/hyperactivity disorder.” 2019. Masters Thesis, University of Manitoba. Accessed July 17, 2019. http://hdl.handle.net/1993/33860.

MLA Handbook (7th Edition):

Ong, Chai Lin Grace. “Maintenance of self-monitoring attention intervention for students with attention deficit/hyperactivity disorder.” 2019. Web. 17 Jul 2019.

Vancouver:

Ong CLG. Maintenance of self-monitoring attention intervention for students with attention deficit/hyperactivity disorder. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1993/33860.

Council of Science Editors:

Ong CLG. Maintenance of self-monitoring attention intervention for students with attention deficit/hyperactivity disorder. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/33860

11. Isiah, Rosa I. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  English learners are expected to acquire academic language and content simultaneously. Long Term English Learners (LTELs), a growing English Learner subgroup, struggle academically and… (more)

Subjects/Keywords: English Learners; Long Term English Learners; Education

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

APA (6th Edition):

Isiah, R. I. (2015). Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/471

Chicago Manual of Style (16th Edition):

Isiah, Rosa I. “Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed July 17, 2019. https://digitalcommons.lmu.edu/etd/471.

MLA Handbook (7th Edition):

Isiah, Rosa I. “Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.” 2015. Web. 17 Jul 2019.

Vancouver:

Isiah RI. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Jul 17]. Available from: https://digitalcommons.lmu.edu/etd/471.

Council of Science Editors:

Isiah RI. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/471


University of Georgia

12. Lang, Lisa Force. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.

Degree: PhD, Education, 2009, University of Georgia

 Elementary teachers meet with challenges organizing instruction to differentiate for diverse learners writing in a new complex language. Building on sociocultural theories of learning, this… (more)

Subjects/Keywords: English language learners

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APA (6th Edition):

Lang, L. F. (2009). It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd

Chicago Manual of Style (16th Edition):

Lang, Lisa Force. “It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.” 2009. Doctoral Dissertation, University of Georgia. Accessed July 17, 2019. http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd.

MLA Handbook (7th Edition):

Lang, Lisa Force. “It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.” 2009. Web. 17 Jul 2019.

Vancouver:

Lang LF. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Jul 17]. Available from: http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd.

Council of Science Editors:

Lang LF. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd

13. Chanjavanakul, Natpat. Medium of Instruction in Thai Science Learning.

Degree: Education, 2013, UCLA

 The goal of this study is to compare classroom discourse in Thai 9th grade science lessons with English or Thai as a medium of instruction.… (more)

Subjects/Keywords: Educational psychology; Bilingual education; Science education; Bilingual education; Classroom discourse; Discourse analysis; English language learners; Medium of instruction; Secondary education

…similarities and differences of classroom interactions during Thaimedium and English-medium science… …classroom discourse and provide recommendations for future research, practice and policy. As a… …Literature Review This study focuses on Thai students as English language learners (ELLs)… …hypotheses support the importance of L1 to L2 acquisition. In countries where mainstream students… …Hogan & Corey, 2001; Lee & Fradd, 1998). In classroom science, “the mastery of science is… 

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APA (6th Edition):

Chanjavanakul, N. (2013). Medium of Instruction in Thai Science Learning. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9w059277

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):

Chanjavanakul, Natpat. “Medium of Instruction in Thai Science Learning.” 2013. Thesis, UCLA. Accessed July 17, 2019. http://www.escholarship.org/uc/item/9w059277.

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

MLA Handbook (7th Edition):

Chanjavanakul, Natpat. “Medium of Instruction in Thai Science Learning.” 2013. Web. 17 Jul 2019.

Vancouver:

Chanjavanakul N. Medium of Instruction in Thai Science Learning. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Jul 17]. Available from: http://www.escholarship.org/uc/item/9w059277.

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

Council of Science Editors:

Chanjavanakul N. Medium of Instruction in Thai Science Learning. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/9w059277

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


University of Southern California

14. Nicholson, Nicole Lee. The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective.

Degree: EdD, Education, 2012, University of Southern California

 The purpose of this study was to determine whether stimulant-medicated adult college students with ADHD outperformed non-stimulant medicated students on neuropsychological and academic measures. A… (more)

Subjects/Keywords: ADHD; executive functioning; stimulant medication

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APA (6th Edition):

Nicholson, N. L. (2012). The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/28425/rec/6700

Chicago Manual of Style (16th Edition):

Nicholson, Nicole Lee. “The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/28425/rec/6700.

MLA Handbook (7th Edition):

Nicholson, Nicole Lee. “The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective.” 2012. Web. 17 Jul 2019.

Vancouver:

Nicholson NL. The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/28425/rec/6700.

Council of Science Editors:

Nicholson NL. The executive and academic functioning of stimulant-medicated and non-stimulant medicated adult college students with ADHD: a neuropsychological perspective. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/28425/rec/6700


Uppsala University

15. Hyckenberg, Britt-Marie. Elever med koncentrationssvårigheter : Hur några lärare tänker och planerar för att även elever med koncentrationssvårigheter ska klara sig i skolan.

Degree: Education, 2011, Uppsala University

  Syftet med denna undersökning har varit att få en inblick i hur några lärare i årskurs fyra och fem tänker och planerar för att… (more)

Subjects/Keywords: ADHD; koncentrationssvårigheter; planering; undervisning

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

APA (6th Edition):

Hyckenberg, B. (2011). Elever med koncentrationssvårigheter : Hur några lärare tänker och planerar för att även elever med koncentrationssvårigheter ska klara sig i skolan. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-168969

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):

Hyckenberg, Britt-Marie. “Elever med koncentrationssvårigheter : Hur några lärare tänker och planerar för att även elever med koncentrationssvårigheter ska klara sig i skolan.” 2011. Thesis, Uppsala University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-168969.

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

MLA Handbook (7th Edition):

Hyckenberg, Britt-Marie. “Elever med koncentrationssvårigheter : Hur några lärare tänker och planerar för att även elever med koncentrationssvårigheter ska klara sig i skolan.” 2011. Web. 17 Jul 2019.

Vancouver:

Hyckenberg B. Elever med koncentrationssvårigheter : Hur några lärare tänker och planerar för att även elever med koncentrationssvårigheter ska klara sig i skolan. [Internet] [Thesis]. Uppsala University; 2011. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-168969.

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

Council of Science Editors:

Hyckenberg B. Elever med koncentrationssvårigheter : Hur några lärare tänker och planerar för att även elever med koncentrationssvårigheter ska klara sig i skolan. [Thesis]. Uppsala University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-168969

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


Uppsala University

16. Appellund, Mikaela. ”Sitt still!” : En kvalitativ studie av lärares strategier och inställningar till arbete med elever med ADHD och ADHD-relaterade beteenden.

Degree: Education, 2016, Uppsala University

ADHD är idag en relativt vanlig beteendestörning bland barn och unga. Ofta behandlas detta med psykotropisk medicin, men även kognitiv beteendeterapi och mindfulness hör… (more)

Subjects/Keywords: ADHD; strategier; inställningar; kvalitativ intervjustudie

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

APA (6th Edition):

Appellund, M. (2016). ”Sitt still!” : En kvalitativ studie av lärares strategier och inställningar till arbete med elever med ADHD och ADHD-relaterade beteenden. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-296128

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):

Appellund, Mikaela. “”Sitt still!” : En kvalitativ studie av lärares strategier och inställningar till arbete med elever med ADHD och ADHD-relaterade beteenden.” 2016. Thesis, Uppsala University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-296128.

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

MLA Handbook (7th Edition):

Appellund, Mikaela. “”Sitt still!” : En kvalitativ studie av lärares strategier och inställningar till arbete med elever med ADHD och ADHD-relaterade beteenden.” 2016. Web. 17 Jul 2019.

Vancouver:

Appellund M. ”Sitt still!” : En kvalitativ studie av lärares strategier och inställningar till arbete med elever med ADHD och ADHD-relaterade beteenden. [Internet] [Thesis]. Uppsala University; 2016. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-296128.

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

Council of Science Editors:

Appellund M. ”Sitt still!” : En kvalitativ studie av lärares strategier och inställningar till arbete med elever med ADHD och ADHD-relaterade beteenden. [Thesis]. Uppsala University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-296128

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

17. Andersson, Caroline. Behandlares kunskap om ADHD : En studie om SiS:s behandlingspersonals upplevda och uppskattade ADHD-kunskaper.

Degree: Education, 2009, Växjö UniversityVäxjö University

  Studiens syfte var att belysa kunskapsläget om ADHD hos behandlare inom SiS samt hur de arbetar med elever/klienter som har ADHD eller ADHD-liknande symtom.… (more)

Subjects/Keywords: ADHD; SiS; kunskap; behandlig; prevalens

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

APA (6th Edition):

Andersson, C. (2009). Behandlares kunskap om ADHD : En studie om SiS:s behandlingspersonals upplevda och uppskattade ADHD-kunskaper. (Thesis). Växjö UniversityVäxjö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5078

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):

Andersson, Caroline. “Behandlares kunskap om ADHD : En studie om SiS:s behandlingspersonals upplevda och uppskattade ADHD-kunskaper.” 2009. Thesis, Växjö UniversityVäxjö University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5078.

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

MLA Handbook (7th Edition):

Andersson, Caroline. “Behandlares kunskap om ADHD : En studie om SiS:s behandlingspersonals upplevda och uppskattade ADHD-kunskaper.” 2009. Web. 17 Jul 2019.

Vancouver:

Andersson C. Behandlares kunskap om ADHD : En studie om SiS:s behandlingspersonals upplevda och uppskattade ADHD-kunskaper. [Internet] [Thesis]. Växjö UniversityVäxjö University; 2009. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5078.

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

Council of Science Editors:

Andersson C. Behandlares kunskap om ADHD : En studie om SiS:s behandlingspersonals upplevda och uppskattade ADHD-kunskaper. [Thesis]. Växjö UniversityVäxjö University; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5078

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


Uppsala University

18. Farinotte, Amelie. Anledningen till varför jag inte är som alla andra : En kvalitativ studie om att leva med ADHD i och utanför skolan.

Degree: Education, 2017, Uppsala University

  ”Hon har ju nånting” är en mening jag hörde flera gånger i lärarrummet på mina praktikplatser på olika skolor. Lärarna syftar på diagnoser som… (more)

Subjects/Keywords: Specialpedagogik; ADHD; Pedagogy; Pedagogik

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

APA (6th Edition):

Farinotte, A. (2017). Anledningen till varför jag inte är som alla andra : En kvalitativ studie om att leva med ADHD i och utanför skolan. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-319759

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):

Farinotte, Amelie. “Anledningen till varför jag inte är som alla andra : En kvalitativ studie om att leva med ADHD i och utanför skolan.” 2017. Thesis, Uppsala University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-319759.

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

MLA Handbook (7th Edition):

Farinotte, Amelie. “Anledningen till varför jag inte är som alla andra : En kvalitativ studie om att leva med ADHD i och utanför skolan.” 2017. Web. 17 Jul 2019.

Vancouver:

Farinotte A. Anledningen till varför jag inte är som alla andra : En kvalitativ studie om att leva med ADHD i och utanför skolan. [Internet] [Thesis]. Uppsala University; 2017. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-319759.

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

Council of Science Editors:

Farinotte A. Anledningen till varför jag inte är som alla andra : En kvalitativ studie om att leva med ADHD i och utanför skolan. [Thesis]. Uppsala University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-319759

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

19. Hajghassemali, Shedeh. Interpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students with Attention Deficit Hyperactivity Disorder.

Degree: PhD, Education, 2011, The Catholic University of America

Degree awarded: Ph.D. Education. The Catholic University of America

ABSTRACTInterpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students Diagnosed… (more)

Subjects/Keywords: Educational Psychology; ADHD; Behavior; Relationship

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

APA (6th Edition):

Hajghassemali, S. (2011). Interpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students with Attention Deficit Hyperactivity Disorder. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/9726

Chicago Manual of Style (16th Edition):

Hajghassemali, Shedeh. “Interpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students with Attention Deficit Hyperactivity Disorder.” 2011. Doctoral Dissertation, The Catholic University of America. Accessed July 17, 2019. http://hdl.handle.net/1961/9726.

MLA Handbook (7th Edition):

Hajghassemali, Shedeh. “Interpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students with Attention Deficit Hyperactivity Disorder.” 2011. Web. 17 Jul 2019.

Vancouver:

Hajghassemali S. Interpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students with Attention Deficit Hyperactivity Disorder. [Internet] [Doctoral dissertation]. The Catholic University of America; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1961/9726.

Council of Science Editors:

Hajghassemali S. Interpreting the Relation of Internal Behavior, External Behavior, Academic Behavior, and Social Behaviors in Students with Attention Deficit Hyperactivity Disorder. [Doctoral Dissertation]. The Catholic University of America; 2011. Available from: http://hdl.handle.net/1961/9726


University of New South Wales

20. Mulholland, Sarah. ADHD-specific knowledge and attitudes of New South Wales Government school teachers.

Degree: Education, 2018, University of New South Wales

ADHD is one of the most common neurobiological disorders among school aged children and has significant implications for their educational outcomes (Barkley, 2015). It is… (more)

Subjects/Keywords: Knowledge; ADHD; Teacher; Attitudes

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

APA (6th Edition):

Mulholland, S. (2018). ADHD-specific knowledge and attitudes of New South Wales Government school teachers. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/59514

Chicago Manual of Style (16th Edition):

Mulholland, Sarah. “ADHD-specific knowledge and attitudes of New South Wales Government school teachers.” 2018. Doctoral Dissertation, University of New South Wales. Accessed July 17, 2019. http://handle.unsw.edu.au/1959.4/59514.

MLA Handbook (7th Edition):

Mulholland, Sarah. “ADHD-specific knowledge and attitudes of New South Wales Government school teachers.” 2018. Web. 17 Jul 2019.

Vancouver:

Mulholland S. ADHD-specific knowledge and attitudes of New South Wales Government school teachers. [Internet] [Doctoral dissertation]. University of New South Wales; 2018. [cited 2019 Jul 17]. Available from: http://handle.unsw.edu.au/1959.4/59514.

Council of Science Editors:

Mulholland S. ADHD-specific knowledge and attitudes of New South Wales Government school teachers. [Doctoral Dissertation]. University of New South Wales; 2018. Available from: http://handle.unsw.edu.au/1959.4/59514


University of California – Riverside

21. Casillas, Jacqueline. Long Term English Learners: Success for Some.

Degree: Education, 2018, University of California – Riverside

 Many factors influence the schooling experience of a student. This research explores the influence of the school structure, the family, as well as policy and… (more)

Subjects/Keywords: Education; Community Cultural Wealth; English Learners; Long Term English Learners; Reclassified English Learners; Student Voice

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

APA (6th Edition):

Casillas, J. (2018). Long Term English Learners: Success for Some. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/1vd9p1v6

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):

Casillas, Jacqueline. “Long Term English Learners: Success for Some.” 2018. Thesis, University of California – Riverside. Accessed July 17, 2019. http://www.escholarship.org/uc/item/1vd9p1v6.

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

MLA Handbook (7th Edition):

Casillas, Jacqueline. “Long Term English Learners: Success for Some.” 2018. Web. 17 Jul 2019.

Vancouver:

Casillas J. Long Term English Learners: Success for Some. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2019 Jul 17]. Available from: http://www.escholarship.org/uc/item/1vd9p1v6.

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

Council of Science Editors:

Casillas J. Long Term English Learners: Success for Some. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/1vd9p1v6

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

22. Bondu, Raju. Development of self instructional material for foundation course in mathematics for distance learners of open university; -.

Degree: Education, 2014, Osmania University

None

-

Advisors/Committee Members: Srinivasa, Charyulu G.

Subjects/Keywords: Distance Learners

Page 1 Page 2

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

APA (6th Edition):

Bondu, R. (2014). Development of self instructional material for foundation course in mathematics for distance learners of open university; -. (Thesis). Osmania University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/22273

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):

Bondu, Raju. “Development of self instructional material for foundation course in mathematics for distance learners of open university; -.” 2014. Thesis, Osmania University. Accessed July 17, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/22273.

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

MLA Handbook (7th Edition):

Bondu, Raju. “Development of self instructional material for foundation course in mathematics for distance learners of open university; -.” 2014. Web. 17 Jul 2019.

Vancouver:

Bondu R. Development of self instructional material for foundation course in mathematics for distance learners of open university; -. [Internet] [Thesis]. Osmania University; 2014. [cited 2019 Jul 17]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/22273.

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

Council of Science Editors:

Bondu R. Development of self instructional material for foundation course in mathematics for distance learners of open university; -. [Thesis]. Osmania University; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/22273

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


University of Southern California

23. Oschman, Scot. The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom.

Degree: PhD, Education, 2009, University of Southern California

 The scientific community strongly and virtually universally supports the teaching of biological evolution in our public schools. However, there are many in the general public… (more)

Subjects/Keywords: evolution; biology; classroom; support; pressure

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APA (6th Edition):

Oschman, S. (2009). The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/151045/rec/7213

Chicago Manual of Style (16th Edition):

Oschman, Scot. “The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/151045/rec/7213.

MLA Handbook (7th Edition):

Oschman, Scot. “The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom.” 2009. Web. 17 Jul 2019.

Vancouver:

Oschman S. The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/151045/rec/7213.

Council of Science Editors:

Oschman S. The role of external pressure and support on teacher choices related to evolution curriculum in the secondary biology classroom. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/151045/rec/7213


Virginia Commonwealth University

24. Rufer, Lisa S. Loyalty Program Effectiveness: An Examination of Mainstream and Niche Sport Fan-Team Relationships.

Degree: PhD, Education, 2018, Virginia Commonwealth University

  The purpose of this study was to explore the efficacy of using loyalty programs on sport fans’ relationship quality and fan engagement toward sport… (more)

Subjects/Keywords: loyalty program; sport marketing; niche sports; mainstream sports; relationship marketing; Sports Management; Sports Studies

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APA (6th Edition):

Rufer, L. S. (2018). Loyalty Program Effectiveness: An Examination of Mainstream and Niche Sport Fan-Team Relationships. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5322

Chicago Manual of Style (16th Edition):

Rufer, Lisa S. “Loyalty Program Effectiveness: An Examination of Mainstream and Niche Sport Fan-Team Relationships.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 17, 2019. https://scholarscompass.vcu.edu/etd/5322.

MLA Handbook (7th Edition):

Rufer, Lisa S. “Loyalty Program Effectiveness: An Examination of Mainstream and Niche Sport Fan-Team Relationships.” 2018. Web. 17 Jul 2019.

Vancouver:

Rufer LS. Loyalty Program Effectiveness: An Examination of Mainstream and Niche Sport Fan-Team Relationships. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2019 Jul 17]. Available from: https://scholarscompass.vcu.edu/etd/5322.

Council of Science Editors:

Rufer LS. Loyalty Program Effectiveness: An Examination of Mainstream and Niche Sport Fan-Team Relationships. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5322

25. Nilsson, Birgitta. Ett gemensamt förhållningssätt : - en trygghet för barn med koncentrationssvårigheter?.

Degree: Education, 2009, Växjö University

  Syftet med detta examensarbete är att undersöka hur pedagoger i förskolan bemöter barn med koncentrationssvårigheter. Är pedagogernas bemötande annorlunda om de arbetar på en… (more)

Subjects/Keywords: Koncentrationssvårigheter; ADHD; Montessoripedagogik; Pedgogical work; Pedagogiskt arbete

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

APA (6th Edition):

Nilsson, B. (2009). Ett gemensamt förhållningssätt : - en trygghet för barn med koncentrationssvårigheter?. (Thesis). Växjö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5929

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):

Nilsson, Birgitta. “Ett gemensamt förhållningssätt : - en trygghet för barn med koncentrationssvårigheter?.” 2009. Thesis, Växjö University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5929.

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

MLA Handbook (7th Edition):

Nilsson, Birgitta. “Ett gemensamt förhållningssätt : - en trygghet för barn med koncentrationssvårigheter?.” 2009. Web. 17 Jul 2019.

Vancouver:

Nilsson B. Ett gemensamt förhållningssätt : - en trygghet för barn med koncentrationssvårigheter?. [Internet] [Thesis]. Växjö University; 2009. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5929.

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

Council of Science Editors:

Nilsson B. Ett gemensamt förhållningssätt : - en trygghet för barn med koncentrationssvårigheter?. [Thesis]. Växjö University; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5929

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


Uppsala University

26. Gottfridsson, Anna. Att inkludera elever med ADHD : En fenomenografisk studie om grundskollärares uppfattningar.

Degree: Education, 2018, Uppsala University

  Denna studie syftade till att få ökad kunskap om grundskollärares uppfattningar gällande begreppet inkludering samt hur dessa lärare ansåg att de arbetar för att… (more)

Subjects/Keywords: ADHD; inkludering; uppfattningar; fenomenografi; intervju; Pedagogy; Pedagogik

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

APA (6th Edition):

Gottfridsson, A. (2018). Att inkludera elever med ADHD : En fenomenografisk studie om grundskollärares uppfattningar. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354126

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):

Gottfridsson, Anna. “Att inkludera elever med ADHD : En fenomenografisk studie om grundskollärares uppfattningar.” 2018. Thesis, Uppsala University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354126.

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

MLA Handbook (7th Edition):

Gottfridsson, Anna. “Att inkludera elever med ADHD : En fenomenografisk studie om grundskollärares uppfattningar.” 2018. Web. 17 Jul 2019.

Vancouver:

Gottfridsson A. Att inkludera elever med ADHD : En fenomenografisk studie om grundskollärares uppfattningar. [Internet] [Thesis]. Uppsala University; 2018. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354126.

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

Council of Science Editors:

Gottfridsson A. Att inkludera elever med ADHD : En fenomenografisk studie om grundskollärares uppfattningar. [Thesis]. Uppsala University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354126

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


University of California – Riverside

27. Llanes, Elizabeth. Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement.

Degree: Education, 2016, University of California – Riverside

 According to the Center for Disease Control (CDC; 2014), the prevalence rate of autism spectrum disorders (ASD) is now 1 in 68. Among children with… (more)

Subjects/Keywords: Special education; ADHD; Anxiety; Autism; School Placement

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

APA (6th Edition):

Llanes, E. (2016). Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/3dc8p465

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):

Llanes, Elizabeth. “Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement.” 2016. Thesis, University of California – Riverside. Accessed July 17, 2019. http://www.escholarship.org/uc/item/3dc8p465.

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

MLA Handbook (7th Edition):

Llanes, Elizabeth. “Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement.” 2016. Web. 17 Jul 2019.

Vancouver:

Llanes E. Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement. [Internet] [Thesis]. University of California – Riverside; 2016. [cited 2019 Jul 17]. Available from: http://www.escholarship.org/uc/item/3dc8p465.

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

Council of Science Editors:

Llanes E. Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement. [Thesis]. University of California – Riverside; 2016. Available from: http://www.escholarship.org/uc/item/3dc8p465

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


University of Southern California

28. Schott, Erik Max Peter. ADHD identity: a conceptual developmental model.

Degree: EdD, Education, 2012, University of Southern California

 There is an extremely limited amount of research that looks at the identity development for adults with disabilities, particularly those who identify with a hidden… (more)

Subjects/Keywords: Attention-Deficit/Hyperactivity Disorder; ADHD; identity; development

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

APA (6th Edition):

Schott, E. M. P. (2012). ADHD identity: a conceptual developmental model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4195/rec/532

Chicago Manual of Style (16th Edition):

Schott, Erik Max Peter. “ADHD identity: a conceptual developmental model.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4195/rec/532.

MLA Handbook (7th Edition):

Schott, Erik Max Peter. “ADHD identity: a conceptual developmental model.” 2012. Web. 17 Jul 2019.

Vancouver:

Schott EMP. ADHD identity: a conceptual developmental model. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4195/rec/532.

Council of Science Editors:

Schott EMP. ADHD identity: a conceptual developmental model. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/4195/rec/532


University of Southern California

29. Tse, Marina. Social skills and self-esteem of college students with ADHD.

Degree: EdD, Education, 2012, University of Southern California

 Research indicates that up to 65% of children diagnosed with ADHD may continue to display general behavior problems, as well as specific symptoms of ADHD,… (more)

Subjects/Keywords: ADHD; college students; social skills; self-esteem

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

APA (6th Edition):

Tse, M. (2012). Social skills and self-esteem of college students with ADHD. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/125119/rec/5927

Chicago Manual of Style (16th Edition):

Tse, Marina. “Social skills and self-esteem of college students with ADHD.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/125119/rec/5927.

MLA Handbook (7th Edition):

Tse, Marina. “Social skills and self-esteem of college students with ADHD.” 2012. Web. 17 Jul 2019.

Vancouver:

Tse M. Social skills and self-esteem of college students with ADHD. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/125119/rec/5927.

Council of Science Editors:

Tse M. Social skills and self-esteem of college students with ADHD. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/125119/rec/5927

30. Edin, Johan. ”Vi måste alla lära oss mer” : En normkritisk studie om blivande specialpedagogers och speciallärares kunskaper om och syn på ADHD.

Degree: Education, 2015, Umeå University

  The most common neuropsychiatric diagnose among children and adolescents in Swedish schools today is Attention Deficit Hyperactivity Disorder (ADHD). Many of these pupils are… (more)

Subjects/Keywords: ADHD; special education; special support; gender; norms

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

APA (6th Edition):

Edin, J. (2015). ”Vi måste alla lära oss mer” : En normkritisk studie om blivande specialpedagogers och speciallärares kunskaper om och syn på ADHD. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105708

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):

Edin, Johan. “”Vi måste alla lära oss mer” : En normkritisk studie om blivande specialpedagogers och speciallärares kunskaper om och syn på ADHD.” 2015. Thesis, Umeå University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105708.

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

MLA Handbook (7th Edition):

Edin, Johan. “”Vi måste alla lära oss mer” : En normkritisk studie om blivande specialpedagogers och speciallärares kunskaper om och syn på ADHD.” 2015. Web. 17 Jul 2019.

Vancouver:

Edin J. ”Vi måste alla lära oss mer” : En normkritisk studie om blivande specialpedagogers och speciallärares kunskaper om och syn på ADHD. [Internet] [Thesis]. Umeå University; 2015. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105708.

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

Council of Science Editors:

Edin J. ”Vi måste alla lära oss mer” : En normkritisk studie om blivande specialpedagogers och speciallärares kunskaper om och syn på ADHD. [Thesis]. Umeå University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105708

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

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