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You searched for subject:( ADHD learners mainstream classroom ). Showing records 1 – 30 of 178 total matches.

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Utah State University

1. 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 August 24, 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. 24 Aug 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 Aug 24]. 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

2. 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 August 24, 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. 24 Aug 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 Aug 24]. 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

3. 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 August 24, 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. 24 Aug 2019.

Vancouver:

Hilberg S. Formative Assessment, Equity, and Opportunity to Learn. [Internet] [Thesis]. University of California – Santa Cruz; 2012. [cited 2019 Aug 24]. 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

4. 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 (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 August 24, 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. 24 Aug 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 Aug 24]. 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

5. 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 August 24, 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. 24 Aug 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 Aug 24]. 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

6. 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 August 24, 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. 24 Aug 2019.

Vancouver:

Chanjavanakul N. Medium of Instruction in Thai Science Learning. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 24]. 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

7. 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 August 24, 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. 24 Aug 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 Aug 24]. 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

8. 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 (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 August 24, 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. 24 Aug 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 Aug 24]. 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 California – Riverside

9. 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 (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 August 24, 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. 24 Aug 2019.

Vancouver:

Casillas J. Long Term English Learners: Success for Some. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2019 Aug 24]. 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


University of Southern California

10. 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 August 24, 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. 24 Aug 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 Aug 24]. 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


Rutgers University

11. Graham, Eliot James, 1982-. “In real life, you have to speak up”: the civic significance of no-excuses classroom management practices.

Degree: PhD, Education, 2017, Rutgers University

The neoliberal focus on the “achievement gap” as the sole measure of educational inequity has contributed to the proliferation of “no-excuses” schools and practices based… (more)

Subjects/Keywords: Educational equalization; Classroom management

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APA (6th Edition):

Graham, Eliot James, 1. (2017). “In real life, you have to speak up”: the civic significance of no-excuses classroom management practices. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/53628/

Chicago Manual of Style (16th Edition):

Graham, Eliot James, 1982-. ““In real life, you have to speak up”: the civic significance of no-excuses classroom management practices.” 2017. Doctoral Dissertation, Rutgers University. Accessed August 24, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/53628/.

MLA Handbook (7th Edition):

Graham, Eliot James, 1982-. ““In real life, you have to speak up”: the civic significance of no-excuses classroom management practices.” 2017. Web. 24 Aug 2019.

Vancouver:

Graham, Eliot James 1. “In real life, you have to speak up”: the civic significance of no-excuses classroom management practices. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2019 Aug 24]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53628/.

Council of Science Editors:

Graham, Eliot James 1. “In real life, you have to speak up”: the civic significance of no-excuses classroom management practices. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53628/


Virginia Commonwealth University

12. 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 August 24, 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. 24 Aug 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 Aug 24]. 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


University of California – Riverside

13. 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 (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 August 24, 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. 24 Aug 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 Aug 24]. 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

14. 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 (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 August 24, 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. 24 Aug 2019.

Vancouver:

Schott EMP. ADHD identity: a conceptual developmental model. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 24]. 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

15. 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 August 24, 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. 24 Aug 2019.

Vancouver:

Tse M. Social skills and self-esteem of college students with ADHD. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 24]. 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

16. Rosebrock, Sarah E. Implementation of Student-Created Classroom Rules that Decreased Off-Task Behavior in a Second Grade Classroom.

Degree: MAin Education, Education, 2007, Defiance College

 Twenty-two second grade students enrolled in a rural Midwest school participatedin this study. The purpose of this project was to determine if the implementation of… (more)

Subjects/Keywords: Teaching; classroom management; off-task behavior; second grade; classroom rules

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

APA (6th Edition):

Rosebrock, S. E. (2007). Implementation of Student-Created Classroom Rules that Decreased Off-Task Behavior in a Second Grade Classroom. (Masters Thesis). Defiance College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=def1281637491

Chicago Manual of Style (16th Edition):

Rosebrock, Sarah E. “Implementation of Student-Created Classroom Rules that Decreased Off-Task Behavior in a Second Grade Classroom.” 2007. Masters Thesis, Defiance College. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=def1281637491.

MLA Handbook (7th Edition):

Rosebrock, Sarah E. “Implementation of Student-Created Classroom Rules that Decreased Off-Task Behavior in a Second Grade Classroom.” 2007. Web. 24 Aug 2019.

Vancouver:

Rosebrock SE. Implementation of Student-Created Classroom Rules that Decreased Off-Task Behavior in a Second Grade Classroom. [Internet] [Masters thesis]. Defiance College; 2007. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281637491.

Council of Science Editors:

Rosebrock SE. Implementation of Student-Created Classroom Rules that Decreased Off-Task Behavior in a Second Grade Classroom. [Masters Thesis]. Defiance College; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281637491


University of Southern California

17. de Diego, Joslin. Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms.

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

 The purpose of this study was to determine whether teachers’ perceptions of effective instructional strategies, as defined by Marzano, Pickering and Pollack (2001) differ in… (more)

Subjects/Keywords: instructional strategies; teacher perceptions; traditional classroom; virtual classroom

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APA (6th Edition):

de Diego, J. (2012). Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345

Chicago Manual of Style (16th Edition):

de Diego, Joslin. “Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345.

MLA Handbook (7th Edition):

de Diego, Joslin. “Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms.” 2012. Web. 24 Aug 2019.

Vancouver:

de Diego J. Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345.

Council of Science Editors:

de Diego J. Teacher perceptions of Marzano's instructional strategies in traditional and virtual classrooms. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/42336/rec/6345

18. Mills, Jan L. Mob mentality and classroom management : meeting student needs and building self-regulation skills.

Degree: PhD, Education, 2010, Oregon State University

 Literature on classroom management asserts that the best discipline is preventive, with studies on teacher variables such as empathy or enforcement of consequences, as well… (more)

Subjects/Keywords: classroom management; Classroom management

…1 Context and Focus of Study: Our Classroom Learning Environment—A Description of the… …Literature: Classroom Management and Me............ 13 The Amalgam Formed Over Time… …13 Choice Theory and Classroom Management Models …..... 17 Student Choice: Individuals… …Theory According to Glasser’s Five Genetic Human Needs in the Classroom . Teacher… …158 Recommendations for Classroom Practice......................................... 159… 

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

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APA (6th Edition):

Mills, J. L. (2010). Mob mentality and classroom management : meeting student needs and building self-regulation skills. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/16296

Chicago Manual of Style (16th Edition):

Mills, Jan L. “Mob mentality and classroom management : meeting student needs and building self-regulation skills.” 2010. Doctoral Dissertation, Oregon State University. Accessed August 24, 2019. http://hdl.handle.net/1957/16296.

MLA Handbook (7th Edition):

Mills, Jan L. “Mob mentality and classroom management : meeting student needs and building self-regulation skills.” 2010. Web. 24 Aug 2019.

Vancouver:

Mills JL. Mob mentality and classroom management : meeting student needs and building self-regulation skills. [Internet] [Doctoral dissertation]. Oregon State University; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1957/16296.

Council of Science Editors:

Mills JL. Mob mentality and classroom management : meeting student needs and building self-regulation skills. [Doctoral Dissertation]. Oregon State University; 2010. Available from: http://hdl.handle.net/1957/16296


University of California – Riverside

19. Kudo, Millagros. Examining the Structure of English and Spanish Working Memory in English Language Learners.

Degree: Education, 2015, University of California – Riverside

 Since working memory (WM) has important implications in academics, this study investigates the construct of Baddeley’s model of WM in English language learners (ELLs). This… (more)

Subjects/Keywords: Educational psychology; English language learners; Working memory

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

APA (6th Edition):

Kudo, M. (2015). Examining the Structure of English and Spanish Working Memory in English Language Learners. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/64t8r4sp

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):

Kudo, Millagros. “Examining the Structure of English and Spanish Working Memory in English Language Learners.” 2015. Thesis, University of California – Riverside. Accessed August 24, 2019. http://www.escholarship.org/uc/item/64t8r4sp.

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

MLA Handbook (7th Edition):

Kudo, Millagros. “Examining the Structure of English and Spanish Working Memory in English Language Learners.” 2015. Web. 24 Aug 2019.

Vancouver:

Kudo M. Examining the Structure of English and Spanish Working Memory in English Language Learners. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2019 Aug 24]. Available from: http://www.escholarship.org/uc/item/64t8r4sp.

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

Council of Science Editors:

Kudo M. Examining the Structure of English and Spanish Working Memory in English Language Learners. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/64t8r4sp

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


University of Southern California

20. Gomez, Frank, II. English language learners utilizing the accelerated reader program.

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

 The purpose of this study was to evaluate the impact (positive, negative, or neutral) of Accelerated Readers (AR), a standard based intervention, on the academic… (more)

Subjects/Keywords: accelerated reader; English language learners; CST

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APA (6th Edition):

Gomez, Frank, I. (2009). English language learners utilizing the accelerated reader program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371

Chicago Manual of Style (16th Edition):

Gomez, Frank, II. “English language learners utilizing the accelerated reader program.” 2009. Doctoral Dissertation, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371.

MLA Handbook (7th Edition):

Gomez, Frank, II. “English language learners utilizing the accelerated reader program.” 2009. Web. 24 Aug 2019.

Vancouver:

Gomez, Frank I. English language learners utilizing the accelerated reader program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371.

Council of Science Editors:

Gomez, Frank I. English language learners utilizing the accelerated reader program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371


University of Southern California

21. Veith, Velma. Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates.

Degree: EdD, Education, 2013, University of Southern California

 English as a Second Language (ESL) learners’ access and achievement in Algebra I was examined to determine whether ESL students continue to be denied equal… (more)

Subjects/Keywords: English learners; opportunity-to-learn; algebra I

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APA (6th Edition):

Veith, V. (2013). Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601

Chicago Manual of Style (16th Edition):

Veith, Velma. “Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601.

MLA Handbook (7th Edition):

Veith, Velma. “Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates.” 2013. Web. 24 Aug 2019.

Vancouver:

Veith V. Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601.

Council of Science Editors:

Veith V. Algebra for all and its relationship to English learner's opportunity-to-learn and algebra I success rates. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/238132/rec/601


University of Southern California

22. Lim, Hyo Jin. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.

Degree: PhD, Education, 2010, University of Southern California

 The present study investigated longitudinal changes of the reading achievement among schools populated with English learners. It also examined the heterogeneity in the English learners(more)

Subjects/Keywords: English language learners; reading achievement; longitudinal investigation

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APA (6th Edition):

Lim, H. J. (2010). A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230

Chicago Manual of Style (16th Edition):

Lim, Hyo Jin. “A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230.

MLA Handbook (7th Edition):

Lim, Hyo Jin. “A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.” 2010. Web. 24 Aug 2019.

Vancouver:

Lim HJ. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230.

Council of Science Editors:

Lim HJ. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230


Virginia Commonwealth University

23. Kuti, Laura. Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs)… (more)

Subjects/Keywords: English Language Learners; disability; assessment; accommodations; Education

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APA (6th Edition):

Kuti, L. (2011). Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2541

Chicago Manual of Style (16th Edition):

Kuti, Laura. “Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed August 24, 2019. https://scholarscompass.vcu.edu/etd/2541.

MLA Handbook (7th Edition):

Kuti, Laura. “Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments.” 2011. Web. 24 Aug 2019.

Vancouver:

Kuti L. Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2019 Aug 24]. Available from: https://scholarscompass.vcu.edu/etd/2541.

Council of Science Editors:

Kuti L. Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://scholarscompass.vcu.edu/etd/2541


UCLA

24. Gibson, Katharine Lee. Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems.

Degree: Education, 2015, UCLA

 ABSTRACT OF THE DISSERTATIONEfficacy of a Self-Monitoring Intervention for College Students with Attention Problems byKatharine Lee GibsonDoctor of Education University of California, Los Angeles, 2015Professor… (more)

Subjects/Keywords: Special education; Educational psychology; Psychology; ADHD and technology; attention regulation; College students with ADHD; mind-wandering and ADHD; self-monitoirng; self-regulation

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APA (6th Edition):

Gibson, K. L. (2015). Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/77j3q163

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):

Gibson, Katharine Lee. “Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems.” 2015. Thesis, UCLA. Accessed August 24, 2019. http://www.escholarship.org/uc/item/77j3q163.

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

MLA Handbook (7th Edition):

Gibson, Katharine Lee. “Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems.” 2015. Web. 24 Aug 2019.

Vancouver:

Gibson KL. Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Aug 24]. Available from: http://www.escholarship.org/uc/item/77j3q163.

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

Council of Science Editors:

Gibson KL. Efficacy of a Self-Monitoring Intervention for College Students with Attention Problems. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/77j3q163

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


UCLA

25. Cervantes, Laura A. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.

Degree: Education, 2015, UCLA

 Recently, a great deal of attention has been paid to the disproportionate incarceration of people of color, and the role schools play in perpetuating this… (more)

Subjects/Keywords: Education; Classroom behavior; School-to-prison pipeline

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APA (6th Edition):

Cervantes, L. A. (2015). Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6m81f9c8

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):

Cervantes, Laura A. “Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.” 2015. Thesis, UCLA. Accessed August 24, 2019. http://www.escholarship.org/uc/item/6m81f9c8.

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

MLA Handbook (7th Edition):

Cervantes, Laura A. “Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.” 2015. Web. 24 Aug 2019.

Vancouver:

Cervantes LA. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Aug 24]. Available from: http://www.escholarship.org/uc/item/6m81f9c8.

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

Council of Science Editors:

Cervantes LA. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/6m81f9c8

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


UCLA

26. Krueger, Kathryne Kelley. Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality.

Degree: Education, 2013, UCLA

 Minimally verbal school aged children with autism (MVSACwA) receive the bulk of their behavioral and academic support in schools yet we know little about the… (more)

Subjects/Keywords: Special education; Communication; Educational psychology; Autism; Classroom Observation; Classroom Quality; Communication; Minimally Verbal; Primary Education

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APA (6th Edition):

Krueger, K. K. (2013). Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1329g9pk

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):

Krueger, Kathryne Kelley. “Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality.” 2013. Thesis, UCLA. Accessed August 24, 2019. http://www.escholarship.org/uc/item/1329g9pk.

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

MLA Handbook (7th Edition):

Krueger, Kathryne Kelley. “Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality.” 2013. Web. 24 Aug 2019.

Vancouver:

Krueger KK. Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Aug 24]. Available from: http://www.escholarship.org/uc/item/1329g9pk.

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

Council of Science Editors:

Krueger KK. Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/1329g9pk

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


Colorado State University

27. Milholland, Eric Stanley. Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A.

Degree: PhD, Education, 2015, Colorado State University

 This study examined five instructors who have employed Classroom Response Systems (CRS) for a minimum of five years. Instructors were asked their initial pedagogical goals… (more)

Subjects/Keywords: Classroom Discussion; Contingent Teaching; Student Engagement; Classroom Response Systems (CRS); Active Learning; Peer Instruction

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APA (6th Edition):

Milholland, E. S. (2015). Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/166970

Chicago Manual of Style (16th Edition):

Milholland, Eric Stanley. “Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A.” 2015. Doctoral Dissertation, Colorado State University. Accessed August 24, 2019. http://hdl.handle.net/10217/166970.

MLA Handbook (7th Edition):

Milholland, Eric Stanley. “Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A.” 2015. Web. 24 Aug 2019.

Vancouver:

Milholland ES. Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10217/166970.

Council of Science Editors:

Milholland ES. Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/166970

28. Potovsky, Elena. From Attention Deficit Hyperactivity Disorder to Substance Use Disorder: Perspectives from Recovering Addicts.

Degree: MS, Education, 2015, Dominican University of California

  People who have Attention Deficit Hyperactivity Disorder (ADHD) are often at high risk of acquiring Substance Use Disorder (SUD). When a diagnosis is determined… (more)

Subjects/Keywords: ADHD; SUD; addiction; education; dysfunction; Special Education and Teaching

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APA (6th Edition):

Potovsky, E. (2015). From Attention Deficit Hyperactivity Disorder to Substance Use Disorder: Perspectives from Recovering Addicts. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/211

Chicago Manual of Style (16th Edition):

Potovsky, Elena. “From Attention Deficit Hyperactivity Disorder to Substance Use Disorder: Perspectives from Recovering Addicts.” 2015. Masters Thesis, Dominican University of California. Accessed August 24, 2019. https://scholar.dominican.edu/masters-theses/211.

MLA Handbook (7th Edition):

Potovsky, Elena. “From Attention Deficit Hyperactivity Disorder to Substance Use Disorder: Perspectives from Recovering Addicts.” 2015. Web. 24 Aug 2019.

Vancouver:

Potovsky E. From Attention Deficit Hyperactivity Disorder to Substance Use Disorder: Perspectives from Recovering Addicts. [Internet] [Masters thesis]. Dominican University of California; 2015. [cited 2019 Aug 24]. Available from: https://scholar.dominican.edu/masters-theses/211.

Council of Science Editors:

Potovsky E. From Attention Deficit Hyperactivity Disorder to Substance Use Disorder: Perspectives from Recovering Addicts. [Masters Thesis]. Dominican University of California; 2015. Available from: https://scholar.dominican.edu/masters-theses/211


University of California – Riverside

29. Zheng, Ruiwen. The Effect of PALS on Classroom Behavior and Math Performance of Students with ADHD.

Degree: Education, 2018, University of California – Riverside

 Since children with ADHD are commonly faced with academic and classroom behavioral challenges (e.g., DuPaul et al., 2004), it is vital to provide effective interventions… (more)

Subjects/Keywords: Education; Educational psychology; Psychology; ADHD; behavior; math; PALS; peer-tutoring

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

APA (6th Edition):

Zheng, R. (2018). The Effect of PALS on Classroom Behavior and Math Performance of Students with ADHD. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/61r246f1

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):

Zheng, Ruiwen. “The Effect of PALS on Classroom Behavior and Math Performance of Students with ADHD.” 2018. Thesis, University of California – Riverside. Accessed August 24, 2019. http://www.escholarship.org/uc/item/61r246f1.

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

MLA Handbook (7th Edition):

Zheng, Ruiwen. “The Effect of PALS on Classroom Behavior and Math Performance of Students with ADHD.” 2018. Web. 24 Aug 2019.

Vancouver:

Zheng R. The Effect of PALS on Classroom Behavior and Math Performance of Students with ADHD. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2019 Aug 24]. Available from: http://www.escholarship.org/uc/item/61r246f1.

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

Council of Science Editors:

Zheng R. The Effect of PALS on Classroom Behavior and Math Performance of Students with ADHD. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/61r246f1

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


University of Southern California

30. Haig, Jeffrey D. The role of self-regulation strategies on two- and four-year college students with ADHD.

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

 This study examined the relationship between self-regulation strategies and their relationships with college students with attention-deficit/hyperactivity disorder (ADHD). This area has not been widely examined… (more)

Subjects/Keywords: self-regulation; adhd; attention-deficit/hyperactivity disorder; motivation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Haig, J. D. (2012). The role of self-regulation strategies on two- and four-year college students with ADHD. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96836/rec/7248

Chicago Manual of Style (16th Edition):

Haig, Jeffrey D. “The role of self-regulation strategies on two- and four-year college students with ADHD.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96836/rec/7248.

MLA Handbook (7th Edition):

Haig, Jeffrey D. “The role of self-regulation strategies on two- and four-year college students with ADHD.” 2012. Web. 24 Aug 2019.

Vancouver:

Haig JD. The role of self-regulation strategies on two- and four-year college students with ADHD. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96836/rec/7248.

Council of Science Editors:

Haig JD. The role of self-regulation strategies on two- and four-year college students with ADHD. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/96836/rec/7248

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