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Degree: EdD

You searched for subject:( Positive psychological capacities). Showing records 1 – 30 of 82 total matches.

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University of Georgia

1. Lamb, Raymond Michael. A social cognitive approach to collective psychological empowerment: an investigation of collective-efficacy and potency theory with technical college faculty.

Degree: EdD, Educational Leadership, 2009, University of Georgia

 This study tested a social cognitive model of psychological empowerment. Data were collected on the perceptions of technical college faculty regarding their collective ability to… (more)

Subjects/Keywords: Psychological empowerment

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APA (6th Edition):

Lamb, R. M. (2009). A social cognitive approach to collective psychological empowerment: an investigation of collective-efficacy and potency theory with technical college faculty. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lamb_raymond_m_200912_edd

Chicago Manual of Style (16th Edition):

Lamb, Raymond Michael. “A social cognitive approach to collective psychological empowerment: an investigation of collective-efficacy and potency theory with technical college faculty.” 2009. Doctoral Dissertation, University of Georgia. Accessed December 08, 2019. http://purl.galileo.usg.edu/uga_etd/lamb_raymond_m_200912_edd.

MLA Handbook (7th Edition):

Lamb, Raymond Michael. “A social cognitive approach to collective psychological empowerment: an investigation of collective-efficacy and potency theory with technical college faculty.” 2009. Web. 08 Dec 2019.

Vancouver:

Lamb RM. A social cognitive approach to collective psychological empowerment: an investigation of collective-efficacy and potency theory with technical college faculty. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Dec 08]. Available from: http://purl.galileo.usg.edu/uga_etd/lamb_raymond_m_200912_edd.

Council of Science Editors:

Lamb RM. A social cognitive approach to collective psychological empowerment: an investigation of collective-efficacy and potency theory with technical college faculty. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/lamb_raymond_m_200912_edd


Duquesne University

2. Sanders, Nadine. The Effect of Participating in School-Wide Positive Behavior Support on Academic Performance and Number of Office Discipline Referrals.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2009, Duquesne University

 Schools continue to face the challenge of how to implement a behavior management plan in which students are not likely to become repeat offenders. Traditional… (more)

Subjects/Keywords: School-Wide Positive Behavior Support; Positive Behavior Support; Academic Performance; Office Discipline Referrals; Behavior; Positive Reinforcement

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APA (6th Edition):

Sanders, N. (2009). The Effect of Participating in School-Wide Positive Behavior Support on Academic Performance and Number of Office Discipline Referrals. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1144

Chicago Manual of Style (16th Edition):

Sanders, Nadine. “The Effect of Participating in School-Wide Positive Behavior Support on Academic Performance and Number of Office Discipline Referrals.” 2009. Doctoral Dissertation, Duquesne University. Accessed December 08, 2019. https://dsc.duq.edu/etd/1144.

MLA Handbook (7th Edition):

Sanders, Nadine. “The Effect of Participating in School-Wide Positive Behavior Support on Academic Performance and Number of Office Discipline Referrals.” 2009. Web. 08 Dec 2019.

Vancouver:

Sanders N. The Effect of Participating in School-Wide Positive Behavior Support on Academic Performance and Number of Office Discipline Referrals. [Internet] [Doctoral dissertation]. Duquesne University; 2009. [cited 2019 Dec 08]. Available from: https://dsc.duq.edu/etd/1144.

Council of Science Editors:

Sanders N. The Effect of Participating in School-Wide Positive Behavior Support on Academic Performance and Number of Office Discipline Referrals. [Doctoral Dissertation]. Duquesne University; 2009. Available from: https://dsc.duq.edu/etd/1144


University of Southern California

3. Flammer, James Allen. Addressing the challenges of English instruction in Thailand through a positive deviance framework.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study applies the positive deviance theoretical framework to understand the challenges facing Thai teachers of English as well as the uncommon strategies teachers have… (more)

Subjects/Keywords: positive deviance; English instruction in Thailand

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APA (6th Edition):

Flammer, J. A. (2013). Addressing the challenges of English instruction in Thailand through a positive deviance framework. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/302873/rec/524

Chicago Manual of Style (16th Edition):

Flammer, James Allen. “Addressing the challenges of English instruction in Thailand through a positive deviance framework.” 2013. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/302873/rec/524.

MLA Handbook (7th Edition):

Flammer, James Allen. “Addressing the challenges of English instruction in Thailand through a positive deviance framework.” 2013. Web. 08 Dec 2019.

Vancouver:

Flammer JA. Addressing the challenges of English instruction in Thailand through a positive deviance framework. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/302873/rec/524.

Council of Science Editors:

Flammer JA. Addressing the challenges of English instruction in Thailand through a positive deviance framework. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/302873/rec/524


University of Southern California

4. Castañeda-Flores, Erika. Positive deviance: first generation Latino college students.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 First generation Latino college students are underperforming and continue to have the lowest levels of educational attainment relative to other groups in the United States.… (more)

Subjects/Keywords: positive deviance; first generation; Latino college students

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APA (6th Edition):

Castañeda-Flores, E. (2013). Positive deviance: first generation Latino college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/304947/rec/5133

Chicago Manual of Style (16th Edition):

Castañeda-Flores, Erika. “Positive deviance: first generation Latino college students.” 2013. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/304947/rec/5133.

MLA Handbook (7th Edition):

Castañeda-Flores, Erika. “Positive deviance: first generation Latino college students.” 2013. Web. 08 Dec 2019.

Vancouver:

Castañeda-Flores E. Positive deviance: first generation Latino college students. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/304947/rec/5133.

Council of Science Editors:

Castañeda-Flores E. Positive deviance: first generation Latino college students. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/304947/rec/5133


University of Southern California

5. Diaz, Daniel J. Beating the odds: applying the positive deviance framework to address the academic underachievement of foster youth.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study utilized the theory of positive deviance to explore the challenges and success factors for foster youth who have attained a postsecondary education. To… (more)

Subjects/Keywords: foster youth; positive deviance; postsecondary education

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APA (6th Edition):

Diaz, D. J. (2013). Beating the odds: applying the positive deviance framework to address the academic underachievement of foster youth. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/311108/rec/1047

Chicago Manual of Style (16th Edition):

Diaz, Daniel J. “Beating the odds: applying the positive deviance framework to address the academic underachievement of foster youth.” 2013. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/311108/rec/1047.

MLA Handbook (7th Edition):

Diaz, Daniel J. “Beating the odds: applying the positive deviance framework to address the academic underachievement of foster youth.” 2013. Web. 08 Dec 2019.

Vancouver:

Diaz DJ. Beating the odds: applying the positive deviance framework to address the academic underachievement of foster youth. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/311108/rec/1047.

Council of Science Editors:

Diaz DJ. Beating the odds: applying the positive deviance framework to address the academic underachievement of foster youth. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/311108/rec/1047


University of South Carolina

6. Hoyle, Carol Goldner. The Effects of Secondary-Tier Interventions Within the School-Wide Positive Behavior Interventions and Supports Framework In Middle School.

Degree: EdD, Educational Studies, 2011, University of South Carolina

  School-wide positive behavior interventions and supports (SWPBIS) provides an alternative behavior management system in which middle school personnel can use preventative methods to improve… (more)

Subjects/Keywords: Education; Special Education and Teaching; positive behavior support; School-Wide Positive Behavior Interventions and Supports; secondary tier

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APA (6th Edition):

Hoyle, C. G. (2011). The Effects of Secondary-Tier Interventions Within the School-Wide Positive Behavior Interventions and Supports Framework In Middle School. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1943

Chicago Manual of Style (16th Edition):

Hoyle, Carol Goldner. “The Effects of Secondary-Tier Interventions Within the School-Wide Positive Behavior Interventions and Supports Framework In Middle School.” 2011. Doctoral Dissertation, University of South Carolina. Accessed December 08, 2019. https://scholarcommons.sc.edu/etd/1943.

MLA Handbook (7th Edition):

Hoyle, Carol Goldner. “The Effects of Secondary-Tier Interventions Within the School-Wide Positive Behavior Interventions and Supports Framework In Middle School.” 2011. Web. 08 Dec 2019.

Vancouver:

Hoyle CG. The Effects of Secondary-Tier Interventions Within the School-Wide Positive Behavior Interventions and Supports Framework In Middle School. [Internet] [Doctoral dissertation]. University of South Carolina; 2011. [cited 2019 Dec 08]. Available from: https://scholarcommons.sc.edu/etd/1943.

Council of Science Editors:

Hoyle CG. The Effects of Secondary-Tier Interventions Within the School-Wide Positive Behavior Interventions and Supports Framework In Middle School. [Doctoral Dissertation]. University of South Carolina; 2011. Available from: https://scholarcommons.sc.edu/etd/1943


University of South Carolina

7. Wingard, Crystal Burroughs. Secondary Students’ Perceptions of an Interactive Mathematics Review Program: An Action Research Study.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  The present action research study describes an Interactive Mathematics Review Program (IMRP) developed by the participant-researcher to enable remedial algebra students to learn in… (more)

Subjects/Keywords: Curriculum and Instruction; Education; algebra; action research; interpersonal skills; positive relationships; collaboration; positive interdependence; active learning; accountability; egalitarian principles

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APA (6th Edition):

Wingard, C. B. (2017). Secondary Students’ Perceptions of an Interactive Mathematics Review Program: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4301

Chicago Manual of Style (16th Edition):

Wingard, Crystal Burroughs. “Secondary Students’ Perceptions of an Interactive Mathematics Review Program: An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed December 08, 2019. https://scholarcommons.sc.edu/etd/4301.

MLA Handbook (7th Edition):

Wingard, Crystal Burroughs. “Secondary Students’ Perceptions of an Interactive Mathematics Review Program: An Action Research Study.” 2017. Web. 08 Dec 2019.

Vancouver:

Wingard CB. Secondary Students’ Perceptions of an Interactive Mathematics Review Program: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Dec 08]. Available from: https://scholarcommons.sc.edu/etd/4301.

Council of Science Editors:

Wingard CB. Secondary Students’ Perceptions of an Interactive Mathematics Review Program: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4301


University of Rochester

8. Thompson, Peter. Transforming the adolescent male athletic experience : a strengths-based intervention protocol for competitive male swimmers considering dropping out.

Degree: EdD, 2017, University of Rochester

 The central purpose of this study was to qualitatively examine the experiences of adolescent male swimmers, who are considering dropping out from the sport, and… (more)

Subjects/Keywords: Competitive swimmers; Adolescent males; Strengths-based intervention; Positive psychology intervention; Positive masculinity; Adolescent male well-being

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APA (6th Edition):

Thompson, P. (2017). Transforming the adolescent male athletic experience : a strengths-based intervention protocol for competitive male swimmers considering dropping out. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/32864

Chicago Manual of Style (16th Edition):

Thompson, Peter. “Transforming the adolescent male athletic experience : a strengths-based intervention protocol for competitive male swimmers considering dropping out.” 2017. Doctoral Dissertation, University of Rochester. Accessed December 08, 2019. http://hdl.handle.net/1802/32864.

MLA Handbook (7th Edition):

Thompson, Peter. “Transforming the adolescent male athletic experience : a strengths-based intervention protocol for competitive male swimmers considering dropping out.” 2017. Web. 08 Dec 2019.

Vancouver:

Thompson P. Transforming the adolescent male athletic experience : a strengths-based intervention protocol for competitive male swimmers considering dropping out. [Internet] [Doctoral dissertation]. University of Rochester; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1802/32864.

Council of Science Editors:

Thompson P. Transforming the adolescent male athletic experience : a strengths-based intervention protocol for competitive male swimmers considering dropping out. [Doctoral Dissertation]. University of Rochester; 2017. Available from: http://hdl.handle.net/1802/32864


University of Oklahoma

9. Hindenburg, Kenneth. EXAMINING THE EFFECTS OF SUPPORT FOR TEACHERS’ BASIC PSYCHOLOGICAL NEEDS ON TEACHERS’ INTENT TO LEAVE.

Degree: EdD, 2019, University of Oklahoma

 Many schools are facing serious teaching shortages and high teacher turnover, a problem amplified in schools with difficult challenges, and especially in certain subject areas.… (more)

Subjects/Keywords: Motivation; Turnover; Psychological Needs

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APA (6th Edition):

Hindenburg, K. (2019). EXAMINING THE EFFECTS OF SUPPORT FOR TEACHERS’ BASIC PSYCHOLOGICAL NEEDS ON TEACHERS’ INTENT TO LEAVE. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319740

Chicago Manual of Style (16th Edition):

Hindenburg, Kenneth. “EXAMINING THE EFFECTS OF SUPPORT FOR TEACHERS’ BASIC PSYCHOLOGICAL NEEDS ON TEACHERS’ INTENT TO LEAVE.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed December 08, 2019. http://hdl.handle.net/11244/319740.

MLA Handbook (7th Edition):

Hindenburg, Kenneth. “EXAMINING THE EFFECTS OF SUPPORT FOR TEACHERS’ BASIC PSYCHOLOGICAL NEEDS ON TEACHERS’ INTENT TO LEAVE.” 2019. Web. 08 Dec 2019.

Vancouver:

Hindenburg K. EXAMINING THE EFFECTS OF SUPPORT FOR TEACHERS’ BASIC PSYCHOLOGICAL NEEDS ON TEACHERS’ INTENT TO LEAVE. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/11244/319740.

Council of Science Editors:

Hindenburg K. EXAMINING THE EFFECTS OF SUPPORT FOR TEACHERS’ BASIC PSYCHOLOGICAL NEEDS ON TEACHERS’ INTENT TO LEAVE. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319740


Michigan State University

10. Paterson, John James. An evaluation of the sequential method of psychological testing.

Degree: EdD, 1962, Michigan State University

Subjects/Keywords: Psychological tests

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APA (6th Edition):

Paterson, J. J. (1962). An evaluation of the sequential method of psychological testing. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:18991

Chicago Manual of Style (16th Edition):

Paterson, John James. “An evaluation of the sequential method of psychological testing.” 1962. Doctoral Dissertation, Michigan State University. Accessed December 08, 2019. http://etd.lib.msu.edu/islandora/object/etd:18991.

MLA Handbook (7th Edition):

Paterson, John James. “An evaluation of the sequential method of psychological testing.” 1962. Web. 08 Dec 2019.

Vancouver:

Paterson JJ. An evaluation of the sequential method of psychological testing. [Internet] [Doctoral dissertation]. Michigan State University; 1962. [cited 2019 Dec 08]. Available from: http://etd.lib.msu.edu/islandora/object/etd:18991.

Council of Science Editors:

Paterson JJ. An evaluation of the sequential method of psychological testing. [Doctoral Dissertation]. Michigan State University; 1962. Available from: http://etd.lib.msu.edu/islandora/object/etd:18991


University of Toledo

11. Fauver, Kristine Siesel. Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports.

Degree: EdD, Educational Administration and Supervision, 2008, University of Toledo

 This research was a qualitative study of how school leaders perceive and practice School-wide Positive Behavior Supports (SWPBS). This study was designed based on an… (more)

Subjects/Keywords: Education; Educational Psychology; school discipline; educational leadership; positive behavior support

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APA (6th Edition):

Fauver, K. S. (2008). Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216604240

Chicago Manual of Style (16th Edition):

Fauver, Kristine Siesel. “Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports.” 2008. Doctoral Dissertation, University of Toledo. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216604240.

MLA Handbook (7th Edition):

Fauver, Kristine Siesel. “Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports.” 2008. Web. 08 Dec 2019.

Vancouver:

Fauver KS. Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports. [Internet] [Doctoral dissertation]. University of Toledo; 2008. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216604240.

Council of Science Editors:

Fauver KS. Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports. [Doctoral Dissertation]. University of Toledo; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216604240


University of Cincinnati

12. McCabe, Bree A. Character Strengths and Positive Institutions: Effects on Psychological Wellness.

Degree: EdD, Education, Criminal Justice, and Human Services: Counselor Education, 2010, University of Cincinnati

 The current study explored relationships among religiosity, forgiveness, perceived institutional support, and psychological wellness, using positive psychology and the ecological counseling approach as the theoretical… (more)

Subjects/Keywords: Academic Guidance Counseling; positive psychology; character; forgiveness; religiosity; institution

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APA (6th Edition):

McCabe, B. A. (2010). Character Strengths and Positive Institutions: Effects on Psychological Wellness. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291053100

Chicago Manual of Style (16th Edition):

McCabe, Bree A. “Character Strengths and Positive Institutions: Effects on Psychological Wellness.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291053100.

MLA Handbook (7th Edition):

McCabe, Bree A. “Character Strengths and Positive Institutions: Effects on Psychological Wellness.” 2010. Web. 08 Dec 2019.

Vancouver:

McCabe BA. Character Strengths and Positive Institutions: Effects on Psychological Wellness. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291053100.

Council of Science Editors:

McCabe BA. Character Strengths and Positive Institutions: Effects on Psychological Wellness. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291053100


University of Oklahoma

13. Hester, Twylla. THE ROLE OF LEADERSHIP IN PROMOTING POSITIVE BEHAVIOR INTERVENTIONS IN URBAN SECONDARY SETTINGS.

Degree: EdD, 2018, University of Oklahoma

Positive behavior interventions and supports (PBIS) is a framework for organizing evidence-based interventions into a unique curriculum that enhances the academic and social behavior outcomes… (more)

Subjects/Keywords: Educational Leadership; Positive Behavior Interventions; Process Evaluation; Mixed Methods Design

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APA (6th Edition):

Hester, T. (2018). THE ROLE OF LEADERSHIP IN PROMOTING POSITIVE BEHAVIOR INTERVENTIONS IN URBAN SECONDARY SETTINGS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316310

Chicago Manual of Style (16th Edition):

Hester, Twylla. “THE ROLE OF LEADERSHIP IN PROMOTING POSITIVE BEHAVIOR INTERVENTIONS IN URBAN SECONDARY SETTINGS.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed December 08, 2019. http://hdl.handle.net/11244/316310.

MLA Handbook (7th Edition):

Hester, Twylla. “THE ROLE OF LEADERSHIP IN PROMOTING POSITIVE BEHAVIOR INTERVENTIONS IN URBAN SECONDARY SETTINGS.” 2018. Web. 08 Dec 2019.

Vancouver:

Hester T. THE ROLE OF LEADERSHIP IN PROMOTING POSITIVE BEHAVIOR INTERVENTIONS IN URBAN SECONDARY SETTINGS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/11244/316310.

Council of Science Editors:

Hester T. THE ROLE OF LEADERSHIP IN PROMOTING POSITIVE BEHAVIOR INTERVENTIONS IN URBAN SECONDARY SETTINGS. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316310


Virginia Tech

14. Wray, Caroline Jean. The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals.

Degree: EdD, Educational Leadership and Policy Studies, 2016, Virginia Tech

Positive Behavioral Interventions and Supports (PBIS) frameworks, formerly known as effective school-wide discipline, started in 2005 as a State initiative to help raise student achievement… (more)

Subjects/Keywords: Discipline; Positive Behavioral Interventions and Supports; office discipline referrals

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APA (6th Edition):

Wray, C. J. (2016). The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79427

Chicago Manual of Style (16th Edition):

Wray, Caroline Jean. “The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals.” 2016. Doctoral Dissertation, Virginia Tech. Accessed December 08, 2019. http://hdl.handle.net/10919/79427.

MLA Handbook (7th Edition):

Wray, Caroline Jean. “The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals.” 2016. Web. 08 Dec 2019.

Vancouver:

Wray CJ. The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10919/79427.

Council of Science Editors:

Wray CJ. The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79427


Virginia Tech

15. Pluska, Lisa A. A Study of the Longitudinal Influence of a Behavioral Support Program.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 Students need to be engaged in learning in order to have a successful school career. If attendance and discipline become an issue, instruction tends to… (more)

Subjects/Keywords: school-wide discipline; effects; behavior; attendance; positive behavior supports

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APA (6th Edition):

Pluska, L. A. (2014). A Study of the Longitudinal Influence of a Behavioral Support Program. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56626

Chicago Manual of Style (16th Edition):

Pluska, Lisa A. “A Study of the Longitudinal Influence of a Behavioral Support Program.” 2014. Doctoral Dissertation, Virginia Tech. Accessed December 08, 2019. http://hdl.handle.net/10919/56626.

MLA Handbook (7th Edition):

Pluska, Lisa A. “A Study of the Longitudinal Influence of a Behavioral Support Program.” 2014. Web. 08 Dec 2019.

Vancouver:

Pluska LA. A Study of the Longitudinal Influence of a Behavioral Support Program. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10919/56626.

Council of Science Editors:

Pluska LA. A Study of the Longitudinal Influence of a Behavioral Support Program. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56626


University of Southern California

16. Bayley, Emily Ann. A case study in best practices: how engaging and respectful communication practices in a K-8 school lead to positive outcomes for students.

Degree: EdD, Education (Counseling Psychology), 2014, University of Southern California

 School‐aged children constitute a vital population in this country today. After completing K–12, they will have the greatest effect on our society. These school‐aged children… (more)

Subjects/Keywords: respectful communication with students correlate to positive learning outcomes

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APA (6th Edition):

Bayley, E. A. (2014). A case study in best practices: how engaging and respectful communication practices in a K-8 school lead to positive outcomes for students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/369420/rec/70

Chicago Manual of Style (16th Edition):

Bayley, Emily Ann. “A case study in best practices: how engaging and respectful communication practices in a K-8 school lead to positive outcomes for students.” 2014. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/369420/rec/70.

MLA Handbook (7th Edition):

Bayley, Emily Ann. “A case study in best practices: how engaging and respectful communication practices in a K-8 school lead to positive outcomes for students.” 2014. Web. 08 Dec 2019.

Vancouver:

Bayley EA. A case study in best practices: how engaging and respectful communication practices in a K-8 school lead to positive outcomes for students. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/369420/rec/70.

Council of Science Editors:

Bayley EA. A case study in best practices: how engaging and respectful communication practices in a K-8 school lead to positive outcomes for students. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/369420/rec/70


University of Southern California

17. Rubalcaba, Ramiro. The characteristics of high schools that have successfully implemented Positive Behavioral Interventions and Supports.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 Educational leaders have the responsibility of creating safe and effective learning environments so that every student can achieve and be college and career ready. Accomplishing… (more)

Subjects/Keywords: Positive Behavioral Interventions and Supports; PBIS; high schools; PBIS implementation

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APA (6th Edition):

Rubalcaba, R. (2015). The characteristics of high schools that have successfully implemented Positive Behavioral Interventions and Supports. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/543097/rec/6495

Chicago Manual of Style (16th Edition):

Rubalcaba, Ramiro. “The characteristics of high schools that have successfully implemented Positive Behavioral Interventions and Supports.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/543097/rec/6495.

MLA Handbook (7th Edition):

Rubalcaba, Ramiro. “The characteristics of high schools that have successfully implemented Positive Behavioral Interventions and Supports.” 2015. Web. 08 Dec 2019.

Vancouver:

Rubalcaba R. The characteristics of high schools that have successfully implemented Positive Behavioral Interventions and Supports. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/543097/rec/6495.

Council of Science Editors:

Rubalcaba R. The characteristics of high schools that have successfully implemented Positive Behavioral Interventions and Supports. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/543097/rec/6495


Northeastern University

18. Schaal, David. Meaning And Mindfulness: An Ipa Exploration Into The Meaning-making Experience Of Student Leaders After Practicing Mindfulness Exercises.

Degree: EdD, School of Education, 2019, Northeastern University

 Abstract College student government leaders are subject to the stresses experienced by both students and leaders. Also, meaning-making can be an effective buffer against stress… (more)

Subjects/Keywords: meaning-making; mindfulness; positive reappraisal; savoring; student leaders; Education

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APA (6th Edition):

Schaal, D. (2019). Meaning And Mindfulness: An Ipa Exploration Into The Meaning-making Experience Of Student Leaders After Practicing Mindfulness Exercises. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20320146

Chicago Manual of Style (16th Edition):

Schaal, David. “Meaning And Mindfulness: An Ipa Exploration Into The Meaning-making Experience Of Student Leaders After Practicing Mindfulness Exercises.” 2019. Doctoral Dissertation, Northeastern University. Accessed December 08, 2019. http://hdl.handle.net/2047/D20320146.

MLA Handbook (7th Edition):

Schaal, David. “Meaning And Mindfulness: An Ipa Exploration Into The Meaning-making Experience Of Student Leaders After Practicing Mindfulness Exercises.” 2019. Web. 08 Dec 2019.

Vancouver:

Schaal D. Meaning And Mindfulness: An Ipa Exploration Into The Meaning-making Experience Of Student Leaders After Practicing Mindfulness Exercises. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2047/D20320146.

Council of Science Editors:

Schaal D. Meaning And Mindfulness: An Ipa Exploration Into The Meaning-making Experience Of Student Leaders After Practicing Mindfulness Exercises. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20320146


Virginia Tech

19. Perkins, Lisa Marie. School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 The literature shows that school attendance matters. Time engaged with instruction is highly correlated to student achievement (Brophy, 1988; Fisher et al., 2015; Northwest Regional… (more)

Subjects/Keywords: attendance; discipline; suspensions; school-wide positive behavior interventions and supports

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APA (6th Edition):

Perkins, L. M. (2017). School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85213

Chicago Manual of Style (16th Edition):

Perkins, Lisa Marie. “School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools.” 2017. Doctoral Dissertation, Virginia Tech. Accessed December 08, 2019. http://hdl.handle.net/10919/85213.

MLA Handbook (7th Edition):

Perkins, Lisa Marie. “School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools.” 2017. Web. 08 Dec 2019.

Vancouver:

Perkins LM. School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10919/85213.

Council of Science Editors:

Perkins LM. School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85213


University of Kansas

20. Seong, Youjin. EXAMINING PSYCHOMETRIC PROPERTIES OF THE ADOLESCENT SELF-DETERMINTION ASSESSMENT-SHORT FORM.

Degree: EdD, Special Education, 2017, University of Kansas

 This dissertation consists of four chapters. Chapter 1 provides an overview of the development of theories of self-determination within special education and the emerging field… (more)

Subjects/Keywords: Special education; Assessment; Positive Psychology; Psychometric Properties; Self-Determination

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APA (6th Edition):

Seong, Y. (2017). EXAMINING PSYCHOMETRIC PROPERTIES OF THE ADOLESCENT SELF-DETERMINTION ASSESSMENT-SHORT FORM. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27780

Chicago Manual of Style (16th Edition):

Seong, Youjin. “EXAMINING PSYCHOMETRIC PROPERTIES OF THE ADOLESCENT SELF-DETERMINTION ASSESSMENT-SHORT FORM.” 2017. Doctoral Dissertation, University of Kansas. Accessed December 08, 2019. http://hdl.handle.net/1808/27780.

MLA Handbook (7th Edition):

Seong, Youjin. “EXAMINING PSYCHOMETRIC PROPERTIES OF THE ADOLESCENT SELF-DETERMINTION ASSESSMENT-SHORT FORM.” 2017. Web. 08 Dec 2019.

Vancouver:

Seong Y. EXAMINING PSYCHOMETRIC PROPERTIES OF THE ADOLESCENT SELF-DETERMINTION ASSESSMENT-SHORT FORM. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1808/27780.

Council of Science Editors:

Seong Y. EXAMINING PSYCHOMETRIC PROPERTIES OF THE ADOLESCENT SELF-DETERMINTION ASSESSMENT-SHORT FORM. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/27780


University of Cincinnati

21. MURDOCK, DANIEL P., SR. SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT.

Degree: EdD, Education : Special Education, 2007, University of Cincinnati

 The primary objective of this study was to substantiate implementation fidelity of the Positive Behavioral Interventions and Support program (PBS) employed by a school district.… (more)

Subjects/Keywords: Positive Behavioral Interventions and Support; Theory-Driven Evaluation; School-wide Behavioral Support

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APA (6th Edition):

MURDOCK, DANIEL P., S. (2007). SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196103714

Chicago Manual of Style (16th Edition):

MURDOCK, DANIEL P., SR. “SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196103714.

MLA Handbook (7th Edition):

MURDOCK, DANIEL P., SR. “SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT.” 2007. Web. 08 Dec 2019.

Vancouver:

MURDOCK, DANIEL P. S. SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196103714.

Council of Science Editors:

MURDOCK, DANIEL P. S. SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196103714


Boston University

22. Novick, Sarah Riva. Advisory as an ecological asset: the role of advisory in fostering the positive youth development of adolescents transitioning to high school.

Degree: EdD, Curriculum & Teaching, 2015, Boston University

 Research has shown that adolescent students' sense of connection to adults and peers and sense of belonging to school are important for academic achievement, social-emotional… (more)

Subjects/Keywords: Secondary education; Adolescents; Advisory; Belonging; Peer relationships; Student-advisor relationships; Positive youth development

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APA (6th Edition):

Novick, S. R. (2015). Advisory as an ecological asset: the role of advisory in fostering the positive youth development of adolescents transitioning to high school. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/16237

Chicago Manual of Style (16th Edition):

Novick, Sarah Riva. “Advisory as an ecological asset: the role of advisory in fostering the positive youth development of adolescents transitioning to high school.” 2015. Doctoral Dissertation, Boston University. Accessed December 08, 2019. http://hdl.handle.net/2144/16237.

MLA Handbook (7th Edition):

Novick, Sarah Riva. “Advisory as an ecological asset: the role of advisory in fostering the positive youth development of adolescents transitioning to high school.” 2015. Web. 08 Dec 2019.

Vancouver:

Novick SR. Advisory as an ecological asset: the role of advisory in fostering the positive youth development of adolescents transitioning to high school. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2144/16237.

Council of Science Editors:

Novick SR. Advisory as an ecological asset: the role of advisory in fostering the positive youth development of adolescents transitioning to high school. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/16237


University of Southern California

23. Rainey, Christie A. Addressing college readiness through a positive deviance framework.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This exploratory study utilized a positive deviance theoretical framework to unveil the challenges faced by students preparing for college, as well as the strategies used… (more)

Subjects/Keywords: college-going culture; college readiness; learning strategies; positive deviance; self-regulatory strategies; support systems

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APA (6th Edition):

Rainey, C. A. (2012). Addressing college readiness through a positive deviance framework. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111430/rec/522

Chicago Manual of Style (16th Edition):

Rainey, Christie A. “Addressing college readiness through a positive deviance framework.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111430/rec/522.

MLA Handbook (7th Edition):

Rainey, Christie A. “Addressing college readiness through a positive deviance framework.” 2012. Web. 08 Dec 2019.

Vancouver:

Rainey CA. Addressing college readiness through a positive deviance framework. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111430/rec/522.

Council of Science Editors:

Rainey CA. Addressing college readiness through a positive deviance framework. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111430/rec/522


Northeastern University

24. O'Heaney, Elizabeth. Developing grit: a case study of a summer camp, which empowers students with learning disabilities through the use of social-emotional learning.

Degree: EdD, School of Education, 2018, Northeastern University

 This case study examined the process through which Eye to Eye, a national mentoring program for students with the learning disability, dyslexia, uses social-emotional learning… (more)

Subjects/Keywords: developmental systems theory; dyslexia; learning disabilities; mentoring; positive youth development; social-emotional learning

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APA (6th Edition):

O'Heaney, E. (2018). Developing grit: a case study of a summer camp, which empowers students with learning disabilities through the use of social-emotional learning. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289746

Chicago Manual of Style (16th Edition):

O'Heaney, Elizabeth. “Developing grit: a case study of a summer camp, which empowers students with learning disabilities through the use of social-emotional learning.” 2018. Doctoral Dissertation, Northeastern University. Accessed December 08, 2019. http://hdl.handle.net/2047/D20289746.

MLA Handbook (7th Edition):

O'Heaney, Elizabeth. “Developing grit: a case study of a summer camp, which empowers students with learning disabilities through the use of social-emotional learning.” 2018. Web. 08 Dec 2019.

Vancouver:

O'Heaney E. Developing grit: a case study of a summer camp, which empowers students with learning disabilities through the use of social-emotional learning. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2047/D20289746.

Council of Science Editors:

O'Heaney E. Developing grit: a case study of a summer camp, which empowers students with learning disabilities through the use of social-emotional learning. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289746


Northeastern University

25. Cushing, Michael. Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives.

Degree: EdD, School of Education, 2017, Northeastern University

 The main objective of this study was to identify and document the perspectives of two urban public high schools as they relate to meeting the… (more)

Subjects/Keywords: placement; supports; emotionally disturbed; individualized education plan; least restrictive environment; positive behavioral intervention supports

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APA (6th Edition):

Cushing, M. (2017). Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20259202

Chicago Manual of Style (16th Edition):

Cushing, Michael. “Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives.” 2017. Doctoral Dissertation, Northeastern University. Accessed December 08, 2019. http://hdl.handle.net/2047/D20259202.

MLA Handbook (7th Edition):

Cushing, Michael. “Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives.” 2017. Web. 08 Dec 2019.

Vancouver:

Cushing M. Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2047/D20259202.

Council of Science Editors:

Cushing M. Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20259202


University of Oklahoma

26. Amon, Melissa. Principal Transformational Leadership Behaviors and Teacher Motivation.

Degree: EdD, 2018, University of Oklahoma

 While a vast amount of research exists on both teacher motivation and principal leadership styles, there is very little research that examines these topics together.… (more)

Subjects/Keywords: transformational leadership; teachers; principals; psychological needs

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APA (6th Edition):

Amon, M. (2018). Principal Transformational Leadership Behaviors and Teacher Motivation. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316252

Chicago Manual of Style (16th Edition):

Amon, Melissa. “Principal Transformational Leadership Behaviors and Teacher Motivation.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed December 08, 2019. http://hdl.handle.net/11244/316252.

MLA Handbook (7th Edition):

Amon, Melissa. “Principal Transformational Leadership Behaviors and Teacher Motivation.” 2018. Web. 08 Dec 2019.

Vancouver:

Amon M. Principal Transformational Leadership Behaviors and Teacher Motivation. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/11244/316252.

Council of Science Editors:

Amon M. Principal Transformational Leadership Behaviors and Teacher Motivation. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316252


University of Southern California

27. Muhammed, Anil Salim. Political skills that superintendents need to embrace in order to maintain a positive working relationship with their board members.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 According to the literature, school districts are becoming increasingly political and complex. For superintendents to be successful in this environment they must exhibit great political… (more)

Subjects/Keywords: politics; leadership; board members; superintendents; relationship; working relationship; positive relationship; political environment; special interest groups; influences

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APA (6th Edition):

Muhammed, A. S. (2012). Political skills that superintendents need to embrace in order to maintain a positive working relationship with their board members. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/675410/rec/5105

Chicago Manual of Style (16th Edition):

Muhammed, Anil Salim. “Political skills that superintendents need to embrace in order to maintain a positive working relationship with their board members.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/675410/rec/5105.

MLA Handbook (7th Edition):

Muhammed, Anil Salim. “Political skills that superintendents need to embrace in order to maintain a positive working relationship with their board members.” 2012. Web. 08 Dec 2019.

Vancouver:

Muhammed AS. Political skills that superintendents need to embrace in order to maintain a positive working relationship with their board members. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/675410/rec/5105.

Council of Science Editors:

Muhammed AS. Political skills that superintendents need to embrace in order to maintain a positive working relationship with their board members. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/675410/rec/5105


University of Southern California

28. Rey, Dustine. The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students.

Degree: EdD, Education (Counseling Psychology), 2009, University of Southern California

 This study investigated the relationship between gratitude, subjective well-being, personal and academic self efficacy and control of learning beliefs. The purpose of this dissertation was… (more)

Subjects/Keywords: positive psychology; social cognitive theory; gratitude; subjective well-being; academic self-efficacy; general self-efficacy; self-regulation; learning beliefs

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APA (6th Edition):

Rey, D. (2009). The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407127/rec/7157

Chicago Manual of Style (16th Edition):

Rey, Dustine. “The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students.” 2009. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407127/rec/7157.

MLA Handbook (7th Edition):

Rey, Dustine. “The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students.” 2009. Web. 08 Dec 2019.

Vancouver:

Rey D. The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407127/rec/7157.

Council of Science Editors:

Rey D. The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407127/rec/7157

29. Haney, Sarah E, M.A. Program Evaluation of the Girls Action Team.

Degree: EdD, Education, Criminal Justice, and Human Services: Counselor Education, 2013, University of Cincinnati

 Adolescent girls benefit from mentoring and social support to build their leadership potential and personal growth. This dissertation project was focused on evaluation of an… (more)

Subjects/Keywords: Psychology; Positive Youth Development; Connection; Adolescent Girls

…second section reviews literature on positive youth development with a focus on resilience… …sexual activity, and drug use (Nicholson, Collins, & Holmer, 2004). Positive Youth… …Development Positive youth development (PYD) is a term that refers to “each and every… …periods in which children should be given support to learn and develop. Positive Youth… …following areas: physical, intellectual, psychological, emotional, and social skills (… 

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APA (6th Edition):

Haney, Sarah E, M. A. (2013). Program Evaluation of the Girls Action Team. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024913

Chicago Manual of Style (16th Edition):

Haney, Sarah E, M A. “Program Evaluation of the Girls Action Team.” 2013. Doctoral Dissertation, University of Cincinnati. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024913.

MLA Handbook (7th Edition):

Haney, Sarah E, M A. “Program Evaluation of the Girls Action Team.” 2013. Web. 08 Dec 2019.

Vancouver:

Haney, Sarah E MA. Program Evaluation of the Girls Action Team. [Internet] [Doctoral dissertation]. University of Cincinnati; 2013. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024913.

Council of Science Editors:

Haney, Sarah E MA. Program Evaluation of the Girls Action Team. [Doctoral Dissertation]. University of Cincinnati; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024913


Virginia Tech

30. Newell, Lisa Gayebower. The Influence of The Leader In Me Program within a Middle School in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 Character education has increased over the past years to build student character in such a way that students are more successful and teachers spend maximal… (more)

Subjects/Keywords: positive behavior intervention; The Leader in Me; character education; school culture; school discipline; 21st-century skills; social skills; 7 Habits

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APA (6th Edition):

Newell, L. G. (2017). The Influence of The Leader In Me Program within a Middle School in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85568

Chicago Manual of Style (16th Edition):

Newell, Lisa Gayebower. “The Influence of The Leader In Me Program within a Middle School in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed December 08, 2019. http://hdl.handle.net/10919/85568.

MLA Handbook (7th Edition):

Newell, Lisa Gayebower. “The Influence of The Leader In Me Program within a Middle School in Virginia.” 2017. Web. 08 Dec 2019.

Vancouver:

Newell LG. The Influence of The Leader In Me Program within a Middle School in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10919/85568.

Council of Science Editors:

Newell LG. The Influence of The Leader In Me Program within a Middle School in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85568

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