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You searched for subject:( Educational counseling ). Showing records 1 – 30 of 51 total matches.

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University of Dayton

1. Mescher, Sarah E. Collaboration and experiences of school professionals with students who are homeless.

Degree: Specialist in Education (Ed.S.), School Psychology, 2018, University of Dayton

 Students who are homeless have unique emotional and academic needs when compared to typical students. School professionals are in an excellent position to provide supports… (more)

Subjects/Keywords: Counseling Education; Counseling Psychology; Developmental Psychology; Education; Educational Psychology; Educational Sociology; Homeless; Homelessness; Students; Supports and Services

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APA (6th Edition):

Mescher, S. E. (2018). Collaboration and experiences of school professionals with students who are homeless. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532423464677568

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):

Mescher, Sarah E. “Collaboration and experiences of school professionals with students who are homeless.” 2018. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532423464677568.

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

MLA Handbook (7th Edition):

Mescher, Sarah E. “Collaboration and experiences of school professionals with students who are homeless.” 2018. Web. 25 Mar 2019.

Vancouver:

Mescher SE. Collaboration and experiences of school professionals with students who are homeless. [Internet] [Thesis]. University of Dayton; 2018. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532423464677568.

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

Council of Science Editors:

Mescher SE. Collaboration and experiences of school professionals with students who are homeless. [Thesis]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532423464677568

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


University of Dayton

2. Crenshaw, Michael Ryan. Services for College Students with Traumatic Brain Injuries.

Degree: Specialist in Education (Ed.S.), School Psychology, 2016, University of Dayton

 There are many students who have sustained a Traumatic Brain Injury (TBI) who are pursuing post-secondary education each year and many of these students will… (more)

Subjects/Keywords: Academic Guidance Counseling; Adult Education; Community College Education; Continuing Education; Counseling Psychology; Counseling Education; Education; Educational Evaluation; Educational Leadership; Educational Psychology; Higher Education; Instructional Design; Psychology; School Administration; School Counseling; Services; College; TBI; Traumatic Brain Injury; Brain Injury; Post-secondary; Students; Higher Education

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APA (6th Edition):

Crenshaw, M. R. (2016). Services for College Students with Traumatic Brain Injuries. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461276699

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):

Crenshaw, Michael Ryan. “Services for College Students with Traumatic Brain Injuries.” 2016. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461276699.

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

MLA Handbook (7th Edition):

Crenshaw, Michael Ryan. “Services for College Students with Traumatic Brain Injuries.” 2016. Web. 25 Mar 2019.

Vancouver:

Crenshaw MR. Services for College Students with Traumatic Brain Injuries. [Internet] [Thesis]. University of Dayton; 2016. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461276699.

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

Council of Science Editors:

Crenshaw MR. Services for College Students with Traumatic Brain Injuries. [Thesis]. University of Dayton; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461276699

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


University of Dayton

3. Beigel, Lesley. Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety.

Degree: Specialist in Education (Ed.S.), School Psychology, 2016, University of Dayton

 Students who suffer from untreated anxiety often experience a range of behavioral, social, and academic consequences; this is augmented when the child is also intellectually… (more)

Subjects/Keywords: Education; Educational Psychology; Counseling Education; Psychology; modularized cognitive behavioral therapy; school-based interventions; childhood anxiety; intellectual giftedness; tier 3 intervention for anxiety; twice exceptionality

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APA (6th Edition):

Beigel, L. (2016). Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470395242

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):

Beigel, Lesley. “Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety.” 2016. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470395242.

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

MLA Handbook (7th Edition):

Beigel, Lesley. “Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety.” 2016. Web. 25 Mar 2019.

Vancouver:

Beigel L. Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety. [Internet] [Thesis]. University of Dayton; 2016. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470395242.

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

Council of Science Editors:

Beigel L. Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety. [Thesis]. University of Dayton; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470395242

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

4. Thomas, Myra L. Evaluation of a Packaged Intervention for Treating Selective Mutism: Application in a School Setting.

Degree: Specialist in Education (Ed.S.), School Psychology, 2015, University of Dayton

 The purpose of the present study was to examine the transportability and acceptability of a school-based modified packaged intervention for treating students with selective mutism… (more)

Subjects/Keywords: Communication; Cognitive Therapy; Counseling Education; Counseling Psychology; Early Childhood Education; Educational Psychology; Health Education; Mental Health; Psychology; School Counseling; Teacher Education; selective mutism

…Selective Mutism in an Educational Setting 18 School-based consultation for SM 18 School-based… …Educational Setting Schools are typically the environment in which mute behavior occurs for the… 

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APA (6th Edition):

Thomas, M. L. (2015). Evaluation of a Packaged Intervention for Treating Selective Mutism: Application in a School Setting. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438612270

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):

Thomas, Myra L. “Evaluation of a Packaged Intervention for Treating Selective Mutism: Application in a School Setting.” 2015. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438612270.

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

MLA Handbook (7th Edition):

Thomas, Myra L. “Evaluation of a Packaged Intervention for Treating Selective Mutism: Application in a School Setting.” 2015. Web. 25 Mar 2019.

Vancouver:

Thomas ML. Evaluation of a Packaged Intervention for Treating Selective Mutism: Application in a School Setting. [Internet] [Thesis]. University of Dayton; 2015. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438612270.

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

Council of Science Editors:

Thomas ML. Evaluation of a Packaged Intervention for Treating Selective Mutism: Application in a School Setting. [Thesis]. University of Dayton; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438612270

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

5. Kramer, Michaela M. The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries.

Degree: Specialist in Education (Ed.S.), School Psychology, 2015, University of Dayton

 Students who have sustained a traumatic brain injury (TBI) may experience a number of cognitive, academic, behavioral, social, emotional, and physical consequences. These consequences often… (more)

Subjects/Keywords: Counseling Education; Counseling Psychology; School Counseling; Education; Educational Psychology; Higher Education; Psychology; Postsecondary; college; transition; young adults; traumatic brain injury; TBI

…sustained a TBI face during the transition to a postsecondary educational setting or place of… …adolescents will soon experience, it is particularly important to plan educational transitions for… …of mild TBI may temporarily affect educational performance, but long-term consequences… …normally, consequences of a TBI that result in academic difficulties and lack of educational… …that is adversely affecting the child’s educational performance. For example, the parents may… 

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APA (6th Edition):

Kramer, M. M. (2015). The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743

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):

Kramer, Michaela M. “The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries.” 2015. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743.

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

MLA Handbook (7th Edition):

Kramer, Michaela M. “The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries.” 2015. Web. 25 Mar 2019.

Vancouver:

Kramer MM. The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries. [Internet] [Thesis]. University of Dayton; 2015. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743.

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

Council of Science Editors:

Kramer MM. The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries. [Thesis]. University of Dayton; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743

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

6. Welch, Melissa D. School-Based Application of a Cognitive-Behavioral Intervention for Students with Anxiety and Co-Occurring Academic Skill Deficits.

Degree: Specialist in Education (Ed.S.), School Psychology, 2016, University of Dayton

 The purpose of the present study was to examine the effectiveness of a cognitive-behavioral anxiety intervention for students with anxiety and co-occurring academic skill deficits… (more)

Subjects/Keywords: Counseling Psychology; Educational Psychology; Psychology; anxiety; anxiety in children; school psychology; psychology; schools

…achievement and later educational underachievement (Anticich, Barrett, Gillies, & Silverman… 

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APA (6th Edition):

Welch, M. D. (2016). School-Based Application of a Cognitive-Behavioral Intervention for Students with Anxiety and Co-Occurring Academic Skill Deficits. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470142843

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):

Welch, Melissa D. “School-Based Application of a Cognitive-Behavioral Intervention for Students with Anxiety and Co-Occurring Academic Skill Deficits.” 2016. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470142843.

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

MLA Handbook (7th Edition):

Welch, Melissa D. “School-Based Application of a Cognitive-Behavioral Intervention for Students with Anxiety and Co-Occurring Academic Skill Deficits.” 2016. Web. 25 Mar 2019.

Vancouver:

Welch MD. School-Based Application of a Cognitive-Behavioral Intervention for Students with Anxiety and Co-Occurring Academic Skill Deficits. [Internet] [Thesis]. University of Dayton; 2016. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470142843.

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

Council of Science Editors:

Welch MD. School-Based Application of a Cognitive-Behavioral Intervention for Students with Anxiety and Co-Occurring Academic Skill Deficits. [Thesis]. University of Dayton; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470142843

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

7. Ferris, Caitlin A. School-Based Application of the Brief Coping Cat Program for Children with Autism Spectrum Disorder and Co-Occurring Anxiety.

Degree: Specialist in Education (Ed.S.), School Psychology, 2017, University of Dayton

 Anxiety is a common co-occurring symptom in children with Autism Spectrum Disorder (ASD) and contributes to the difficulties they experience at school. Unfortunately, few school-based… (more)

Subjects/Keywords: Counseling Education; Educational Psychology; Cognitive Therapy; Psychology; School Counseling; Special Education; Autism Spectrum Disorder, Anxiety, School-Based Interventions, Cognitive Behavior Therapy, Brief Coping Cat Program

…relationship between mental health outcomes and educational achievement, which makes school settings… …an optimal environment to deliver both educational and mental health services to students… …x28;educational identification of autism). After meeting the first qualifier, students… 

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APA (6th Edition):

Ferris, C. A. (2017). School-Based Application of the Brief Coping Cat Program for Children with Autism Spectrum Disorder and Co-Occurring Anxiety. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton150090646122566

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):

Ferris, Caitlin A. “School-Based Application of the Brief Coping Cat Program for Children with Autism Spectrum Disorder and Co-Occurring Anxiety.” 2017. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton150090646122566.

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

MLA Handbook (7th Edition):

Ferris, Caitlin A. “School-Based Application of the Brief Coping Cat Program for Children with Autism Spectrum Disorder and Co-Occurring Anxiety.” 2017. Web. 25 Mar 2019.

Vancouver:

Ferris CA. School-Based Application of the Brief Coping Cat Program for Children with Autism Spectrum Disorder and Co-Occurring Anxiety. [Internet] [Thesis]. University of Dayton; 2017. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton150090646122566.

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

Council of Science Editors:

Ferris CA. School-Based Application of the Brief Coping Cat Program for Children with Autism Spectrum Disorder and Co-Occurring Anxiety. [Thesis]. University of Dayton; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton150090646122566

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

8. Lewis, Abigail. Evaluating the Effectiveness of a Short-Term Study Abroad Program for School Psychology Graduate Students.

Degree: Specialist in Education (Ed.S.), School Psychology, 2015, University of Dayton

 The present study investigated the results of a short-term study abroad program for school psychology graduate students. The results of three years of one university’s… (more)

Subjects/Keywords: Counseling Education; Counseling Psychology; Education; Educational Psychology; Multicultural Education; Pedagogy; Psychology; intercultural competence, study abroad, school psychology, graduate training, cross cultural, multicultural

…inclusive educational environments that respect and respond to differences in race, ! ! 8… …methods in similar fields, such as social work and school counseling, will also be discussed. On… …project lasted three weeks and involved delivering health educational interventions to members… …evaluate multicultural competency, the Multicultural Counseling Awareness Scale – Form B (… …Ponterroto et al., 1994). Another self-report measure is the Multicultural Counseling… 

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APA (6th Edition):

Lewis, A. (2015). Evaluating the Effectiveness of a Short-Term Study Abroad Program for School Psychology Graduate Students. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438258917

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):

Lewis, Abigail. “Evaluating the Effectiveness of a Short-Term Study Abroad Program for School Psychology Graduate Students.” 2015. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438258917.

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

MLA Handbook (7th Edition):

Lewis, Abigail. “Evaluating the Effectiveness of a Short-Term Study Abroad Program for School Psychology Graduate Students.” 2015. Web. 25 Mar 2019.

Vancouver:

Lewis A. Evaluating the Effectiveness of a Short-Term Study Abroad Program for School Psychology Graduate Students. [Internet] [Thesis]. University of Dayton; 2015. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438258917.

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

Council of Science Editors:

Lewis A. Evaluating the Effectiveness of a Short-Term Study Abroad Program for School Psychology Graduate Students. [Thesis]. University of Dayton; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438258917

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


University of Dayton

9. Stasiak, Megan. Teachers' Experiences with and Perceived Ability to Serve Students Exposed to Trauma.

Degree: Specialist in Education (Ed.S.), School Psychology, 2018, University of Dayton

 Children exposed to trauma may go on to experience chronic psychologic symptoms. There is an increasing need for general education teachers to recognize the signs… (more)

Subjects/Keywords: Education; School Counseling; Psychology

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APA (6th Edition):

Stasiak, M. (2018). Teachers' Experiences with and Perceived Ability to Serve Students Exposed to Trauma. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533578925321897

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):

Stasiak, Megan. “Teachers' Experiences with and Perceived Ability to Serve Students Exposed to Trauma.” 2018. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533578925321897.

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

MLA Handbook (7th Edition):

Stasiak, Megan. “Teachers' Experiences with and Perceived Ability to Serve Students Exposed to Trauma.” 2018. Web. 25 Mar 2019.

Vancouver:

Stasiak M. Teachers' Experiences with and Perceived Ability to Serve Students Exposed to Trauma. [Internet] [Thesis]. University of Dayton; 2018. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533578925321897.

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

Council of Science Editors:

Stasiak M. Teachers' Experiences with and Perceived Ability to Serve Students Exposed to Trauma. [Thesis]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533578925321897

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

10. Sandlund, Jenna Marie. School-Based Training and Consultation to Improve Concussion Awareness.

Degree: Specialist in Education (Ed.S.), School Psychology, 2013, University of Dayton

 This study examined the efficacy of school-based training paired with ongoing consultation and continued dissemination of information to improve educator’s knowledge and response related to… (more)

Subjects/Keywords: School Administration; School Counseling; Secondary Education; Educational Psychology; Education; concussion; educator's knowledge on concussions; concussion training; professional development; consultation

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APA (6th Edition):

Sandlund, J. M. (2013). School-Based Training and Consultation to Improve Concussion Awareness. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1370612746

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):

Sandlund, Jenna Marie. “School-Based Training and Consultation to Improve Concussion Awareness.” 2013. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1370612746.

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

MLA Handbook (7th Edition):

Sandlund, Jenna Marie. “School-Based Training and Consultation to Improve Concussion Awareness.” 2013. Web. 25 Mar 2019.

Vancouver:

Sandlund JM. School-Based Training and Consultation to Improve Concussion Awareness. [Internet] [Thesis]. University of Dayton; 2013. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1370612746.

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

Council of Science Editors:

Sandlund JM. School-Based Training and Consultation to Improve Concussion Awareness. [Thesis]. University of Dayton; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1370612746

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


University of Dayton

11. Young, Katrina Olimpia Lazarte. Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique.

Degree: Specialist in Education (Ed.S.), School Psychology, 2018, University of Dayton

 Anxiety disorders are the most commonly diagnosed mental health disorders in youth in the United States. Anxiety can have long-term adverse effects on the child's… (more)

Subjects/Keywords: Counseling Education; School Counseling; Psychology; Counseling Psychology; anxiety; school-based interventions; worry box; childhood anxiety; tier two anxiety intervention; cognitive behavioral therapy; school psychology; school counseling

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APA (6th Edition):

Young, K. O. L. (2018). Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533570624733335

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):

Young, Katrina Olimpia Lazarte. “Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique.” 2018. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533570624733335.

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

MLA Handbook (7th Edition):

Young, Katrina Olimpia Lazarte. “Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique.” 2018. Web. 25 Mar 2019.

Vancouver:

Young KOL. Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique. [Internet] [Thesis]. University of Dayton; 2018. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533570624733335.

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

Council of Science Editors:

Young KOL. Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique. [Thesis]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533570624733335

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

12. Jones, Bradley S. Animal Assisted Therapies and Reading Interventions: Attitudes and Perceptions of Educators.

Degree: Specialist in Education (Ed.S.), School Psychology, 2017, University of Dayton

 Utilizing canines for therapy or interventions is a growing trend in educational settings. Research has focused on those actively participating in animal assisted therapy and… (more)

Subjects/Keywords: Counseling Education; Education; Educational Psychology; Reading Instruction; Animal assisted intervention; canine; reading intervention; canine assisted intervention; perceptions; educators; barriers; animal assisted therapy; canines in schools

…Hernandez, 2012). According to the National Assessment of Educational Progress‟ (NAEP… …above a proficient level. Struggling readers have been a growing trend in educational… …attitudes of canines in an educational setting by educators who are not part of an AARI/AAI/AAT… …inviting educational environment. When reading interventions are broken down further, two types… …motivational, educational, or recreational enhancements. AAIs/AAAs can be utilized in a many… 

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

APA (6th Edition):

Jones, B. S. (2017). Animal Assisted Therapies and Reading Interventions: Attitudes and Perceptions of Educators. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1501664108849759

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):

Jones, Bradley S. “Animal Assisted Therapies and Reading Interventions: Attitudes and Perceptions of Educators.” 2017. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1501664108849759.

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

MLA Handbook (7th Edition):

Jones, Bradley S. “Animal Assisted Therapies and Reading Interventions: Attitudes and Perceptions of Educators.” 2017. Web. 25 Mar 2019.

Vancouver:

Jones BS. Animal Assisted Therapies and Reading Interventions: Attitudes and Perceptions of Educators. [Internet] [Thesis]. University of Dayton; 2017. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1501664108849759.

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

Council of Science Editors:

Jones BS. Animal Assisted Therapies and Reading Interventions: Attitudes and Perceptions of Educators. [Thesis]. University of Dayton; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1501664108849759

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

13. Mohd. Hashim, Mohamad Hisyam. Interaksi dalam papan buletin sistem pengurusan blackboard: satu kajian kes.

Degree: Fakulti Pendidikan Teknikal dan Vokasional, 2012, Universiti Tun Hussein Onn Malaysia

 Papan perbincangan sistem pengurusan pembelajaran telah menjadi satu kaedah interaksi dalam bidang pendidikan. Ia dibina atas sosial-kontruktivis dimana penlbelajaran merupakan satu aktiviti sosial yang dapat… (more)

Subjects/Keywords: LB1050 Educational psychology

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APA (6th Edition):

Mohd. Hashim, M. H. (2012). Interaksi dalam papan buletin sistem pengurusan blackboard: satu kajian kes. (Thesis). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/5571/

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):

Mohd. Hashim, Mohamad Hisyam. “Interaksi dalam papan buletin sistem pengurusan blackboard: satu kajian kes.” 2012. Thesis, Universiti Tun Hussein Onn Malaysia. Accessed March 25, 2019. http://eprints.uthm.edu.my/5571/.

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

MLA Handbook (7th Edition):

Mohd. Hashim, Mohamad Hisyam. “Interaksi dalam papan buletin sistem pengurusan blackboard: satu kajian kes.” 2012. Web. 25 Mar 2019.

Vancouver:

Mohd. Hashim MH. Interaksi dalam papan buletin sistem pengurusan blackboard: satu kajian kes. [Internet] [Thesis]. Universiti Tun Hussein Onn Malaysia; 2012. [cited 2019 Mar 25]. Available from: http://eprints.uthm.edu.my/5571/.

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

Council of Science Editors:

Mohd. Hashim MH. Interaksi dalam papan buletin sistem pengurusan blackboard: satu kajian kes. [Thesis]. Universiti Tun Hussein Onn Malaysia; 2012. Available from: http://eprints.uthm.edu.my/5571/

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

14. Md Yunos, Jailani; Tee , Tze Kiong; Yee, Mei Heong; Hussein, Atan. Pengintegrasian kemahiran berfikir aras tinggi menerusi peta minda dalam pengajaran dan pembelajaran.

Degree: Fakulti Pendidikan Teknikal dan Vokasional, 2013, Universiti Tun Hussein Onn Malaysia

 Tahap penguasaan kemahiran berfikir aras tinggi bagi pelajar tingkatan I di Malaysia adalah berada pada tahap sangat rendah. Manakala, kajian analisis keperluan menunjukkan bahawa pelajar-pelajar… (more)

Subjects/Keywords: LB1050 Educational psychology

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APA (6th Edition):

Md Yunos, Jailani; Tee , Tze Kiong; Yee, Mei Heong; Hussein, A. (2013). Pengintegrasian kemahiran berfikir aras tinggi menerusi peta minda dalam pengajaran dan pembelajaran. (Thesis). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/6890/

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):

Md Yunos, Jailani; Tee , Tze Kiong; Yee, Mei Heong; Hussein, Atan. “Pengintegrasian kemahiran berfikir aras tinggi menerusi peta minda dalam pengajaran dan pembelajaran.” 2013. Thesis, Universiti Tun Hussein Onn Malaysia. Accessed March 25, 2019. http://eprints.uthm.edu.my/6890/.

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

MLA Handbook (7th Edition):

Md Yunos, Jailani; Tee , Tze Kiong; Yee, Mei Heong; Hussein, Atan. “Pengintegrasian kemahiran berfikir aras tinggi menerusi peta minda dalam pengajaran dan pembelajaran.” 2013. Web. 25 Mar 2019.

Vancouver:

Md Yunos, Jailani; Tee , Tze Kiong; Yee, Mei Heong; Hussein A. Pengintegrasian kemahiran berfikir aras tinggi menerusi peta minda dalam pengajaran dan pembelajaran. [Internet] [Thesis]. Universiti Tun Hussein Onn Malaysia; 2013. [cited 2019 Mar 25]. Available from: http://eprints.uthm.edu.my/6890/.

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

Council of Science Editors:

Md Yunos, Jailani; Tee , Tze Kiong; Yee, Mei Heong; Hussein A. Pengintegrasian kemahiran berfikir aras tinggi menerusi peta minda dalam pengajaran dan pembelajaran. [Thesis]. Universiti Tun Hussein Onn Malaysia; 2013. Available from: http://eprints.uthm.edu.my/6890/

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

15. Esa, Ahmad; Selamat, Asri ; Daud, Noraishah ; Lukman, Syahrul Nizam. Pembangunan Model Integrasi Latihan Pendidikan Vokasional dan Islam untuk kumpulan remaja terlanjur.

Degree: Fakulti Pendidikan Teknikal dan Vokasional, 2015, Universiti Tun Hussein Onn Malaysia

 Program latihan vokasional masakan dan Pendidikan Islam merupakan salah satu usaha oleh Pusat Pemulihan Akhlak Remaja (PPAR) di Malaysia sama ada dari pihak kerajaan, swasta… (more)

Subjects/Keywords: LB1050 Educational psychology

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APA (6th Edition):

Esa, Ahmad; Selamat, Asri ; Daud, Noraishah ; Lukman, S. N. (2015). Pembangunan Model Integrasi Latihan Pendidikan Vokasional dan Islam untuk kumpulan remaja terlanjur. (Thesis). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/7963/

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):

Esa, Ahmad; Selamat, Asri ; Daud, Noraishah ; Lukman, Syahrul Nizam. “Pembangunan Model Integrasi Latihan Pendidikan Vokasional dan Islam untuk kumpulan remaja terlanjur.” 2015. Thesis, Universiti Tun Hussein Onn Malaysia. Accessed March 25, 2019. http://eprints.uthm.edu.my/7963/.

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

MLA Handbook (7th Edition):

Esa, Ahmad; Selamat, Asri ; Daud, Noraishah ; Lukman, Syahrul Nizam. “Pembangunan Model Integrasi Latihan Pendidikan Vokasional dan Islam untuk kumpulan remaja terlanjur.” 2015. Web. 25 Mar 2019.

Vancouver:

Esa, Ahmad; Selamat, Asri ; Daud, Noraishah ; Lukman SN. Pembangunan Model Integrasi Latihan Pendidikan Vokasional dan Islam untuk kumpulan remaja terlanjur. [Internet] [Thesis]. Universiti Tun Hussein Onn Malaysia; 2015. [cited 2019 Mar 25]. Available from: http://eprints.uthm.edu.my/7963/.

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

Council of Science Editors:

Esa, Ahmad; Selamat, Asri ; Daud, Noraishah ; Lukman SN. Pembangunan Model Integrasi Latihan Pendidikan Vokasional dan Islam untuk kumpulan remaja terlanjur. [Thesis]. Universiti Tun Hussein Onn Malaysia; 2015. Available from: http://eprints.uthm.edu.my/7963/

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


University of Dayton

16. Harrison, Jessica A. Effects of a brief yoga intervention on test anxiety in fifth grade students.

Degree: Specialist in Education (Ed.S.), School Psychology, 2011, University of Dayton

 With the increase of high-stakes testing in the schools, research-based interventions to address test anxiety are needed. This study investigates the effectiveness of a brief… (more)

Subjects/Keywords: Educational Psychology; test anxiety; yoga

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APA (6th Edition):

Harrison, J. A. (2011). Effects of a brief yoga intervention on test anxiety in fifth grade students. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311014260

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):

Harrison, Jessica A. “Effects of a brief yoga intervention on test anxiety in fifth grade students.” 2011. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311014260.

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

MLA Handbook (7th Edition):

Harrison, Jessica A. “Effects of a brief yoga intervention on test anxiety in fifth grade students.” 2011. Web. 25 Mar 2019.

Vancouver:

Harrison JA. Effects of a brief yoga intervention on test anxiety in fifth grade students. [Internet] [Thesis]. University of Dayton; 2011. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311014260.

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

Council of Science Editors:

Harrison JA. Effects of a brief yoga intervention on test anxiety in fifth grade students. [Thesis]. University of Dayton; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311014260

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

17. Hubbard, Kemba N. Barriers to Family Involvement in Schools: Exploring the Voice of the Urban, High Poverty Family.

Degree: Specialist in Education (Ed.S.), School Psychology, 2016, University of Dayton

 Students typically reach higher levels of success academically when their parents are involved in the educational process. The purpose of this study was to explore… (more)

Subjects/Keywords: Educational Psychology; Counseling Education; Special Education; Teacher Education; Preschool Education; Psychology; Urban educators increasing parent involvement; increasing parent involvement in school; high poverty parent; Low income family involvement; Parent involvement in urban education; Barriers to family involvement; Parent involvement in schools

…success within the educational environment is family 1 involvement (Christenson &Sheridan… …in school when their family is involved in the educational process. As Johnson, Pugach and… …school is included; personal, environmental, and educational obstacles are examined… …educational activities at home with their children can and should fall into the category of being… …their child at home, adopt roles in the educational decision-making process and connect with… 

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APA (6th Edition):

Hubbard, K. N. (2016). Barriers to Family Involvement in Schools: Exploring the Voice of the Urban, High Poverty Family. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1469453003

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):

Hubbard, Kemba N. “Barriers to Family Involvement in Schools: Exploring the Voice of the Urban, High Poverty Family.” 2016. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1469453003.

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

MLA Handbook (7th Edition):

Hubbard, Kemba N. “Barriers to Family Involvement in Schools: Exploring the Voice of the Urban, High Poverty Family.” 2016. Web. 25 Mar 2019.

Vancouver:

Hubbard KN. Barriers to Family Involvement in Schools: Exploring the Voice of the Urban, High Poverty Family. [Internet] [Thesis]. University of Dayton; 2016. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1469453003.

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

Council of Science Editors:

Hubbard KN. Barriers to Family Involvement in Schools: Exploring the Voice of the Urban, High Poverty Family. [Thesis]. University of Dayton; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1469453003

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


University of Dayton

18. Powers, Chris J. School Psychology Training in Traumatic Brain Injury Assessment: Current Practices in Graduate Programs.

Degree: Specialist in Education (Ed.S.), School Psychology, 2015, University of Dayton

 There is an identified need for more training and education in the area of traumatic brain injury (TBI) assessment; as such, it is necessary to… (more)

Subjects/Keywords: Education; Educational Psychology; Educational Evaluation; Higher Education; Psychology; Psychological Tests; School Psychology; Traumatic Brain Injury; Concussion; Assessment; Graduate Training; Graduate School

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APA (6th Edition):

Powers, C. J. (2015). School Psychology Training in Traumatic Brain Injury Assessment: Current Practices in Graduate Programs. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1446821414

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):

Powers, Chris J. “School Psychology Training in Traumatic Brain Injury Assessment: Current Practices in Graduate Programs.” 2015. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1446821414.

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

MLA Handbook (7th Edition):

Powers, Chris J. “School Psychology Training in Traumatic Brain Injury Assessment: Current Practices in Graduate Programs.” 2015. Web. 25 Mar 2019.

Vancouver:

Powers CJ. School Psychology Training in Traumatic Brain Injury Assessment: Current Practices in Graduate Programs. [Internet] [Thesis]. University of Dayton; 2015. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1446821414.

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

Council of Science Editors:

Powers CJ. School Psychology Training in Traumatic Brain Injury Assessment: Current Practices in Graduate Programs. [Thesis]. University of Dayton; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1446821414

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


University of Dayton

19. Flynn, Lauren. The Role of School Psychologists in Social-Emotional Learning Programs.

Degree: Specialist in Education (Ed.S.), School Psychology, 2014, University of Dayton

 Parents’ and educators’ concern for children’s mental health and emotional competency has grown over the past few years as violent incidents are placed in the… (more)

Subjects/Keywords: Curricula; Curriculum Development; Education; Educational Psychology; Psychology; Social Research

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APA (6th Edition):

Flynn, L. (2014). The Role of School Psychologists in Social-Emotional Learning Programs. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833

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):

Flynn, Lauren. “The Role of School Psychologists in Social-Emotional Learning Programs.” 2014. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833.

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

MLA Handbook (7th Edition):

Flynn, Lauren. “The Role of School Psychologists in Social-Emotional Learning Programs.” 2014. Web. 25 Mar 2019.

Vancouver:

Flynn L. The Role of School Psychologists in Social-Emotional Learning Programs. [Internet] [Thesis]. University of Dayton; 2014. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833.

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

Council of Science Editors:

Flynn L. The Role of School Psychologists in Social-Emotional Learning Programs. [Thesis]. University of Dayton; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833

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


University of Dayton

20. Sinclair-Lowry, Elizabeth. RTI in the Classroom: How Teachers Meet the Demands of a Tiered System.

Degree: Specialist in Education (Ed.S.), School Psychology, 2011, University of Dayton

 Service delivery data was collected before and after the implementation of a Response to Intervention (RTI) framework to evaluate the effect of RTI on teachers’… (more)

Subjects/Keywords: Educational Leadership; Educational Psychology; Elementary Education; Teacher Education; Teaching; response to intervention; teaching models; co-teaching; team teaching; RTI; system's change; secondary schools; primary schools; mathematics; reading; school psychology

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APA (6th Edition):

Sinclair-Lowry, E. (2011). RTI in the Classroom: How Teachers Meet the Demands of a Tiered System. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649

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):

Sinclair-Lowry, Elizabeth. “RTI in the Classroom: How Teachers Meet the Demands of a Tiered System.” 2011. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.

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

MLA Handbook (7th Edition):

Sinclair-Lowry, Elizabeth. “RTI in the Classroom: How Teachers Meet the Demands of a Tiered System.” 2011. Web. 25 Mar 2019.

Vancouver:

Sinclair-Lowry E. RTI in the Classroom: How Teachers Meet the Demands of a Tiered System. [Internet] [Thesis]. University of Dayton; 2011. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.

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

Council of Science Editors:

Sinclair-Lowry E. RTI in the Classroom: How Teachers Meet the Demands of a Tiered System. [Thesis]. University of Dayton; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649

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


University of Dayton

21. Paputsakis, Rachel J. Adolescent Gender Differences in Perceived Interpersonal Mattering.

Degree: Specialist in Education (Ed.S.), School Psychology, 2010, University of Dayton

 The purpose of this thesis was to determine the relationship between gender and perceived interpersonal mattering for adolescents in relation to their teachers, friends, mother,… (more)

Subjects/Keywords: Education; Educational Sociology; Gender; Personal Relationships; Social Psychology; Sociology; mattering; interpersonal mattering; adolescents; gender differences

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APA (6th Edition):

Paputsakis, R. J. (2010). Adolescent Gender Differences in Perceived Interpersonal Mattering. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1281097615

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):

Paputsakis, Rachel J. “Adolescent Gender Differences in Perceived Interpersonal Mattering.” 2010. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1281097615.

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

MLA Handbook (7th Edition):

Paputsakis, Rachel J. “Adolescent Gender Differences in Perceived Interpersonal Mattering.” 2010. Web. 25 Mar 2019.

Vancouver:

Paputsakis RJ. Adolescent Gender Differences in Perceived Interpersonal Mattering. [Internet] [Thesis]. University of Dayton; 2010. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1281097615.

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

Council of Science Editors:

Paputsakis RJ. Adolescent Gender Differences in Perceived Interpersonal Mattering. [Thesis]. University of Dayton; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1281097615

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


University of Dayton

22. Depew, Molly. The Relationship Between Perceived Parenting Styles and College Sophomores' Independence.

Degree: Specialist in Education (Ed.S.), School Psychology, 2018, University of Dayton

 The transition from the first to second year of college can be a challenging time for college students and one that calls for increased independence.… (more)

Subjects/Keywords: Education; Educational Psychology; Families and Family Life; Psychology; Parenting styles; college sophomores; independence

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APA (6th Edition):

Depew, M. (2018). The Relationship Between Perceived Parenting Styles and College Sophomores' Independence. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531756611782525

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):

Depew, Molly. “The Relationship Between Perceived Parenting Styles and College Sophomores' Independence.” 2018. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531756611782525.

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

MLA Handbook (7th Edition):

Depew, Molly. “The Relationship Between Perceived Parenting Styles and College Sophomores' Independence.” 2018. Web. 25 Mar 2019.

Vancouver:

Depew M. The Relationship Between Perceived Parenting Styles and College Sophomores' Independence. [Internet] [Thesis]. University of Dayton; 2018. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531756611782525.

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

Council of Science Editors:

Depew M. The Relationship Between Perceived Parenting Styles and College Sophomores' Independence. [Thesis]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531756611782525

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

23. Deacon, Sharon. Evaluation of a Training on Teachers' Identification of Anxiety in Students.

Degree: Specialist in Education (Ed.S.), School Psychology, 2015, University of Dayton

 Students living with anxiety symptoms, without the proper identification or assistance, may experience adverse short-and long-term effects. Given the high prevalence rate and negative consequences… (more)

Subjects/Keywords: Psychology; School Counseling; anxiety; training teachers; anxiety in students; prevention; training program; identification

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APA (6th Edition):

Deacon, S. (2015). Evaluation of a Training on Teachers' Identification of Anxiety in Students. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437651008

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):

Deacon, Sharon. “Evaluation of a Training on Teachers' Identification of Anxiety in Students.” 2015. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437651008.

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

MLA Handbook (7th Edition):

Deacon, Sharon. “Evaluation of a Training on Teachers' Identification of Anxiety in Students.” 2015. Web. 25 Mar 2019.

Vancouver:

Deacon S. Evaluation of a Training on Teachers' Identification of Anxiety in Students. [Internet] [Thesis]. University of Dayton; 2015. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437651008.

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

Council of Science Editors:

Deacon S. Evaluation of a Training on Teachers' Identification of Anxiety in Students. [Thesis]. University of Dayton; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437651008

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

24. Fletcher, Bradford. School-Based Assessment Methods for Identifying Students with Anxiety: A Survey of School Psychologists.

Degree: Specialist in Education (Ed.S.), School Psychology, 2014, University of Dayton

 The present study investigated current anxiety assessment procedures used by practicing school psychologists, as well as the most common barriers they see to the assessment… (more)

Subjects/Keywords: School Counseling; Psychology; Psychological Tests; Anxiety; School psychology; Evidence based assessment; assessment methods; Best Practice

…varying backgrounds and experience, of whom 87% had received a masters and/or educational… 

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APA (6th Edition):

Fletcher, B. (2014). School-Based Assessment Methods for Identifying Students with Anxiety: A Survey of School Psychologists. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406725095

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):

Fletcher, Bradford. “School-Based Assessment Methods for Identifying Students with Anxiety: A Survey of School Psychologists.” 2014. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406725095.

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

MLA Handbook (7th Edition):

Fletcher, Bradford. “School-Based Assessment Methods for Identifying Students with Anxiety: A Survey of School Psychologists.” 2014. Web. 25 Mar 2019.

Vancouver:

Fletcher B. School-Based Assessment Methods for Identifying Students with Anxiety: A Survey of School Psychologists. [Internet] [Thesis]. University of Dayton; 2014. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406725095.

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

Council of Science Editors:

Fletcher B. School-Based Assessment Methods for Identifying Students with Anxiety: A Survey of School Psychologists. [Thesis]. University of Dayton; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406725095

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

25. Malone, Talitha C. Program Evaluation: Fast ForWord as an Intervention to Improve Reading Achievement in an Appalachian Ohio Elementary School.

Degree: Specialist in Education (Ed.S.), School Psychology, 2013, University of Dayton

 The purpose of this study was to evaluate the effectiveness of the Fast ForWord program on the reading achievement of at-risk students attending a Title… (more)

Subjects/Keywords: Educational Evaluation; Educational Software; Education; Educational Technology; Reading Instruction; Program Evaluation; Fast ForWord; reading intervention; computerized intervention

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

APA (6th Edition):

Malone, T. C. (2013). Program Evaluation: Fast ForWord as an Intervention to Improve Reading Achievement in an Appalachian Ohio Elementary School. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375393381

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):

Malone, Talitha C. “Program Evaluation: Fast ForWord as an Intervention to Improve Reading Achievement in an Appalachian Ohio Elementary School.” 2013. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375393381.

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

MLA Handbook (7th Edition):

Malone, Talitha C. “Program Evaluation: Fast ForWord as an Intervention to Improve Reading Achievement in an Appalachian Ohio Elementary School.” 2013. Web. 25 Mar 2019.

Vancouver:

Malone TC. Program Evaluation: Fast ForWord as an Intervention to Improve Reading Achievement in an Appalachian Ohio Elementary School. [Internet] [Thesis]. University of Dayton; 2013. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375393381.

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

Council of Science Editors:

Malone TC. Program Evaluation: Fast ForWord as an Intervention to Improve Reading Achievement in an Appalachian Ohio Elementary School. [Thesis]. University of Dayton; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375393381

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


University of Dayton

26. Feltz, Lindsey M. Teacher, Parent, and Self-Perceptions of Social Functioning in Youth with Traumatic Brain Injury.

Degree: Specialist in Education (Ed.S.), School Psychology, 2016, University of Dayton

 A traumatic brain injury (TBI) sustained during childhood can cause significant negative consequences in not only physical, cognitive, and academic functioning, but also emotional, behavioral… (more)

Subjects/Keywords: Education; Educational Psychology; Psychology; Traumatic Brain Injury; TBI; Social Functioning; teacher perceptions; parent perceptions; self-perceptions

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

APA (6th Edition):

Feltz, L. M. (2016). Teacher, Parent, and Self-Perceptions of Social Functioning in Youth with Traumatic Brain Injury. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1479819487863224

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):

Feltz, Lindsey M. “Teacher, Parent, and Self-Perceptions of Social Functioning in Youth with Traumatic Brain Injury.” 2016. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1479819487863224.

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

MLA Handbook (7th Edition):

Feltz, Lindsey M. “Teacher, Parent, and Self-Perceptions of Social Functioning in Youth with Traumatic Brain Injury.” 2016. Web. 25 Mar 2019.

Vancouver:

Feltz LM. Teacher, Parent, and Self-Perceptions of Social Functioning in Youth with Traumatic Brain Injury. [Internet] [Thesis]. University of Dayton; 2016. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1479819487863224.

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

Council of Science Editors:

Feltz LM. Teacher, Parent, and Self-Perceptions of Social Functioning in Youth with Traumatic Brain Injury. [Thesis]. University of Dayton; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1479819487863224

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

27. Gosser, Brooke. Anxiety Interventions in Schools: A Survey of School Psychologists.

Degree: Specialist in Education (Ed.S.), School Psychology, 2014, University of Dayton

 Anxiety disorders are among the most common psychiatric conditions that children and adolescents suffer from. With the negative impact anxiety disorders can have on childhood… (more)

Subjects/Keywords: Psychology; Mental Health; School Counseling; Anxiety; Anxiety Prevention and Intervention; School Psychologists; Evidenced-Based Interventions; School-Based Mental Health

…mental health supports are provided these services through their educational setting, with many… …wide range of school-based mental health services, with emphasis on group counseling, crisis… …intervention, and individual counseling. With anxiety disorders being rated among the most common… …associated with untreated anxiety, it is important that schools utilize the educational setting for… …educational degree, 87.3% of the participants had a pre-doctoral degree (which includes… 

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

APA (6th Edition):

Gosser, B. (2014). Anxiety Interventions in Schools: A Survey of School Psychologists. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1405421914

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):

Gosser, Brooke. “Anxiety Interventions in Schools: A Survey of School Psychologists.” 2014. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1405421914.

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

MLA Handbook (7th Edition):

Gosser, Brooke. “Anxiety Interventions in Schools: A Survey of School Psychologists.” 2014. Web. 25 Mar 2019.

Vancouver:

Gosser B. Anxiety Interventions in Schools: A Survey of School Psychologists. [Internet] [Thesis]. University of Dayton; 2014. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1405421914.

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

Council of Science Editors:

Gosser B. Anxiety Interventions in Schools: A Survey of School Psychologists. [Thesis]. University of Dayton; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1405421914

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

28. Stevens, Keilah. Teachers’ Experiences With Students Who Live in Foster Care.

Degree: Specialist in Education (Ed.S.), School Psychology, 2014, University of Dayton

 Children who live in foster care are an educationally vulnerable population. They often experience academic challenges, emotional instability, and behavioral difficulties. Classroom teachers who instruct… (more)

Subjects/Keywords: Education; School Counseling; Social Work; Psychology; Foster children; Foster care; Foster students; Teachers experiences; Education; Out-of-home care

…behavior 8 Educational issues 10 Academics 11 Environmental factors 11 School-based… …as well as educational issues. It then segues into how students who live in foster care are… …Detailed below are the emotional, behavioral, and educational challenges that many youth in… …Chamberlain, & Eddy, 2010; Vaughn, Ollie, McMillen, Scott, & Munson, 2007). Educational issues… …educational deficits as the child continues in his or her school career. This was further… 

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APA (6th Edition):

Stevens, K. (2014). Teachers’ Experiences With Students Who Live in Foster Care. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406916914

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):

Stevens, Keilah. “Teachers’ Experiences With Students Who Live in Foster Care.” 2014. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406916914.

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

MLA Handbook (7th Edition):

Stevens, Keilah. “Teachers’ Experiences With Students Who Live in Foster Care.” 2014. Web. 25 Mar 2019.

Vancouver:

Stevens K. Teachers’ Experiences With Students Who Live in Foster Care. [Internet] [Thesis]. University of Dayton; 2014. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406916914.

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

Council of Science Editors:

Stevens K. Teachers’ Experiences With Students Who Live in Foster Care. [Thesis]. University of Dayton; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406916914

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

29. Sheets, Ryan. General Education Teachers' Knowledge of Response to Intervention.

Degree: Specialist in Education (Ed.S.), School Psychology, 2013, University of Dayton

 Response to Intervention (RTI) is a revolutionary innovation to the structure of educational services. With this innovation come changes in required knowledge and skills for… (more)

Subjects/Keywords: Educational Psychology; RTI, Response to Intervention, Teachers, Knowledge

educational placement decisions (Batsche et al., 2006). As with any innovation, the… …meet children’s educational needs (National Joint Committee on Learning Disabilities… …of RTI to effectively deliver educational services that meet children’s diverse needs, yet… …to meet the educational needs of all students (NJCLD, 2005). An overview of the… 

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APA (6th Edition):

Sheets, R. (2013). General Education Teachers' Knowledge of Response to Intervention. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375366706

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):

Sheets, Ryan. “General Education Teachers' Knowledge of Response to Intervention.” 2013. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375366706.

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

MLA Handbook (7th Edition):

Sheets, Ryan. “General Education Teachers' Knowledge of Response to Intervention.” 2013. Web. 25 Mar 2019.

Vancouver:

Sheets R. General Education Teachers' Knowledge of Response to Intervention. [Internet] [Thesis]. University of Dayton; 2013. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375366706.

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

Council of Science Editors:

Sheets R. General Education Teachers' Knowledge of Response to Intervention. [Thesis]. University of Dayton; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375366706

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

30. Miller, Kurtz K. The Apparent Heterogeneity of the National Stem Landscape: Does it Reflect Reality or is it an Illusion?.

Degree: Specialist in Education (Ed.S.), Educational Leadership, 2013, University of Dayton

 The word Science, Technology, Engineering, and Mathematics (STEM) has become an important buzz word in education. In spite of the fact that there are millions… (more)

Subjects/Keywords: Education; Educational Leadership; STEM, STEM landscape, STEM education, school reform

…Education ‐ Oklahoma State Department of Education Carla Wade, Educational Specialist for School… …Public Instruction and University of Wisconsin ‐Stout Jim Verley, Educational Consultant… …business leaders, educational administrators, and politicians are very interested in the… …educational institutions, government agencies, and non‐profit organizations to develop STEM… …educational institutions, businesses, regional STEM hubs, non‐profit organizations, and other… 

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APA (6th Edition):

Miller, K. K. (2013). The Apparent Heterogeneity of the National Stem Landscape: Does it Reflect Reality or is it an Illusion?. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1386869702

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):

Miller, Kurtz K. “The Apparent Heterogeneity of the National Stem Landscape: Does it Reflect Reality or is it an Illusion?.” 2013. Thesis, University of Dayton. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1386869702.

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

MLA Handbook (7th Edition):

Miller, Kurtz K. “The Apparent Heterogeneity of the National Stem Landscape: Does it Reflect Reality or is it an Illusion?.” 2013. Web. 25 Mar 2019.

Vancouver:

Miller KK. The Apparent Heterogeneity of the National Stem Landscape: Does it Reflect Reality or is it an Illusion?. [Internet] [Thesis]. University of Dayton; 2013. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1386869702.

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

Council of Science Editors:

Miller KK. The Apparent Heterogeneity of the National Stem Landscape: Does it Reflect Reality or is it an Illusion?. [Thesis]. University of Dayton; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1386869702

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

[1] [2]

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