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You searched for subject:( School based). Showing records 1 – 30 of 1196 total matches.

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University of Zululand

1. Biyela, Bongumusa Wilfred. Attitudes of educators towards the school-based promotions .

Degree: 2009, University of Zululand

 The study investigates the attitudes of educators towards the promotions that take place in schools. The intention of the Department of Education was to improve… (more)

Subjects/Keywords: School-based promotions

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APA (6th Edition):

Biyela, B. W. (2009). Attitudes of educators towards the school-based promotions . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/970

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):

Biyela, Bongumusa Wilfred. “Attitudes of educators towards the school-based promotions .” 2009. Thesis, University of Zululand. Accessed December 12, 2019. http://hdl.handle.net/10530/970.

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

MLA Handbook (7th Edition):

Biyela, Bongumusa Wilfred. “Attitudes of educators towards the school-based promotions .” 2009. Web. 12 Dec 2019.

Vancouver:

Biyela BW. Attitudes of educators towards the school-based promotions . [Internet] [Thesis]. University of Zululand; 2009. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10530/970.

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

Council of Science Editors:

Biyela BW. Attitudes of educators towards the school-based promotions . [Thesis]. University of Zululand; 2009. Available from: http://hdl.handle.net/10530/970

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


Addis Ababa University

2. MILLION, MORKI. AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION .

Degree: 2012, Addis Ababa University

 The purpose of the study was to investigate the status of school based instructional supervision in Government Secondary Schools of West Arsi Zone. The study… (more)

Subjects/Keywords: SCHOOL-BASED; SECONDARY SCHOOLS

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APA (6th Edition):

MILLION, M. (2012). AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3701

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):

MILLION, MORKI. “AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION .” 2012. Thesis, Addis Ababa University. Accessed December 12, 2019. http://etd.aau.edu.et/dspace/handle/123456789/3701.

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

MLA Handbook (7th Edition):

MILLION, MORKI. “AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION .” 2012. Web. 12 Dec 2019.

Vancouver:

MILLION M. AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Dec 12]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3701.

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

Council of Science Editors:

MILLION M. AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3701

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


California State University – Sacramento

3. Halim, Yasmin-Amy C. An examination of Sunny Days County Family Resource Center.

Degree: MS, Criminal Justice, 2010, California State University – Sacramento

 The welfare reform legislation of the 1990???s was implemented with the goal of ending long-term reliance on human assistance programs by encouraging self-sufficiency. The passing… (more)

Subjects/Keywords: School-Linked; Community-Based; Welfare

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APA (6th Edition):

Halim, Y. C. (2010). An examination of Sunny Days County Family Resource Center. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/128

Chicago Manual of Style (16th Edition):

Halim, Yasmin-Amy C. “An examination of Sunny Days County Family Resource Center.” 2010. Masters Thesis, California State University – Sacramento. Accessed December 12, 2019. http://hdl.handle.net/10211.9/128.

MLA Handbook (7th Edition):

Halim, Yasmin-Amy C. “An examination of Sunny Days County Family Resource Center.” 2010. Web. 12 Dec 2019.

Vancouver:

Halim YC. An examination of Sunny Days County Family Resource Center. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10211.9/128.

Council of Science Editors:

Halim YC. An examination of Sunny Days County Family Resource Center. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/128


California State University – Sacramento

4. Thomas, Sarah Gwen. Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program.

Degree: 2011, California State University – Sacramento

 The authors collaborated and shared equal responsibility in all aspects of the development of this project, which looked at the effectiveness of using social and… (more)

Subjects/Keywords: Pre-school; Prevention; Science-based

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APA (6th Edition):

Thomas, S. G. (2011). Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1186

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, Sarah Gwen. “Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program.” 2011. Thesis, California State University – Sacramento. Accessed December 12, 2019. http://hdl.handle.net/10211.9/1186.

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

MLA Handbook (7th Edition):

Thomas, Sarah Gwen. “Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program.” 2011. Web. 12 Dec 2019.

Vancouver:

Thomas SG. Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10211.9/1186.

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

Council of Science Editors:

Thomas SG. Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1186

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


Harvard University

5. Martin, Sara. A Quantitative Comparison of the Effects of State Policies on the Number, Quality, and Accessibility of School-Based Health Centers in 28 American States.

Degree: Doctor of Medicine, 2017, Harvard University

School-Based Health Centers (SBHCs) are a cost-effective way to increase access to and utilization of health care while improving academic performance. However, despite their demonstrated… (more)

Subjects/Keywords: SBHC; policy; school-based

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APA (6th Edition):

Martin, S. (2017). A Quantitative Comparison of the Effects of State Policies on the Number, Quality, and Accessibility of School-Based Health Centers in 28 American States. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621353

Chicago Manual of Style (16th Edition):

Martin, Sara. “A Quantitative Comparison of the Effects of State Policies on the Number, Quality, and Accessibility of School-Based Health Centers in 28 American States.” 2017. Doctoral Dissertation, Harvard University. Accessed December 12, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621353.

MLA Handbook (7th Edition):

Martin, Sara. “A Quantitative Comparison of the Effects of State Policies on the Number, Quality, and Accessibility of School-Based Health Centers in 28 American States.” 2017. Web. 12 Dec 2019.

Vancouver:

Martin S. A Quantitative Comparison of the Effects of State Policies on the Number, Quality, and Accessibility of School-Based Health Centers in 28 American States. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Dec 12]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621353.

Council of Science Editors:

Martin S. A Quantitative Comparison of the Effects of State Policies on the Number, Quality, and Accessibility of School-Based Health Centers in 28 American States. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40621353


Bucknell University

6. Kuzo, Kelli. Teacher resistance to school-based consultation with the school psychologist: An analysis according to school level and model of identification for special education services.

Degree: 2011, Bucknell University

 Consultation is promoted throughout school psychology literature as a best practice in service delivery. This method has numerous benefits including being able to work with… (more)

Subjects/Keywords: School-based consultation; Education

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APA (6th Edition):

Kuzo, K. (2011). Teacher resistance to school-based consultation with the school psychologist: An analysis according to school level and model of identification for special education services. (Thesis). Bucknell University. Retrieved from https://digitalcommons.bucknell.edu/masters_theses/50

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):

Kuzo, Kelli. “Teacher resistance to school-based consultation with the school psychologist: An analysis according to school level and model of identification for special education services.” 2011. Thesis, Bucknell University. Accessed December 12, 2019. https://digitalcommons.bucknell.edu/masters_theses/50.

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

MLA Handbook (7th Edition):

Kuzo, Kelli. “Teacher resistance to school-based consultation with the school psychologist: An analysis according to school level and model of identification for special education services.” 2011. Web. 12 Dec 2019.

Vancouver:

Kuzo K. Teacher resistance to school-based consultation with the school psychologist: An analysis according to school level and model of identification for special education services. [Internet] [Thesis]. Bucknell University; 2011. [cited 2019 Dec 12]. Available from: https://digitalcommons.bucknell.edu/masters_theses/50.

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

Council of Science Editors:

Kuzo K. Teacher resistance to school-based consultation with the school psychologist: An analysis according to school level and model of identification for special education services. [Thesis]. Bucknell University; 2011. Available from: https://digitalcommons.bucknell.edu/masters_theses/50

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

7. Clarkson, Susan. Lessons learned from implementing the KiVa antibullying programme in UK primary schools.

Degree: PhD, 2019, Bangor University

 Bullying is a concerning worldwide public social, mental and physical health risk and carries many adverse and long-term consequences, including depression, anxiety and psychological maladjustment.… (more)

Subjects/Keywords: bullying; school-based; intervention

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APA (6th Edition):

Clarkson, S. (2019). Lessons learned from implementing the KiVa antibullying programme in UK primary schools. (Doctoral Dissertation). Bangor University. Retrieved from https://research.bangor.ac.uk/portal/en/theses/lessons-learned-from-implementing-the-kiva-antibullying-programme-in-uk-primary-schools(07df124a-b0b4-4b81-b984-e95e57ba8f88).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787500

Chicago Manual of Style (16th Edition):

Clarkson, Susan. “Lessons learned from implementing the KiVa antibullying programme in UK primary schools.” 2019. Doctoral Dissertation, Bangor University. Accessed December 12, 2019. https://research.bangor.ac.uk/portal/en/theses/lessons-learned-from-implementing-the-kiva-antibullying-programme-in-uk-primary-schools(07df124a-b0b4-4b81-b984-e95e57ba8f88).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787500.

MLA Handbook (7th Edition):

Clarkson, Susan. “Lessons learned from implementing the KiVa antibullying programme in UK primary schools.” 2019. Web. 12 Dec 2019.

Vancouver:

Clarkson S. Lessons learned from implementing the KiVa antibullying programme in UK primary schools. [Internet] [Doctoral dissertation]. Bangor University; 2019. [cited 2019 Dec 12]. Available from: https://research.bangor.ac.uk/portal/en/theses/lessons-learned-from-implementing-the-kiva-antibullying-programme-in-uk-primary-schools(07df124a-b0b4-4b81-b984-e95e57ba8f88).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787500.

Council of Science Editors:

Clarkson S. Lessons learned from implementing the KiVa antibullying programme in UK primary schools. [Doctoral Dissertation]. Bangor University; 2019. Available from: https://research.bangor.ac.uk/portal/en/theses/lessons-learned-from-implementing-the-kiva-antibullying-programme-in-uk-primary-schools(07df124a-b0b4-4b81-b984-e95e57ba8f88).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787500


Queens University

8. Sue, Joanna. Do Relationships Matter? An Examination of a School-Based Intergenerational Mentoring Program .

Degree: Psychology, 2014, Queens University

 Although relationships are central to psychological health throughout the lifespan, not all children have caring adults in their lives that can provide nurturing and stable… (more)

Subjects/Keywords: Mentor; Intergenerational; School-Based; Youth

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APA (6th Edition):

Sue, J. (2014). Do Relationships Matter? An Examination of a School-Based Intergenerational Mentoring Program . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/8537

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):

Sue, Joanna. “Do Relationships Matter? An Examination of a School-Based Intergenerational Mentoring Program .” 2014. Thesis, Queens University. Accessed December 12, 2019. http://hdl.handle.net/1974/8537.

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

MLA Handbook (7th Edition):

Sue, Joanna. “Do Relationships Matter? An Examination of a School-Based Intergenerational Mentoring Program .” 2014. Web. 12 Dec 2019.

Vancouver:

Sue J. Do Relationships Matter? An Examination of a School-Based Intergenerational Mentoring Program . [Internet] [Thesis]. Queens University; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1974/8537.

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

Council of Science Editors:

Sue J. Do Relationships Matter? An Examination of a School-Based Intergenerational Mentoring Program . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/8537

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


California State University – Sacramento

9. Murta, Elizabeth Anne. The benefits of school social workers on student academic achievement, attendance and behavior in middle schools.

Degree: MSW, Social Work, 2012, California State University – Sacramento

 When the economy is facing troubling times there is a tendency to cut social service programs first, often including school social work positions. A pervasive… (more)

Subjects/Keywords: Youth; School social work; School-based resources

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APA (6th Edition):

Murta, E. A. (2012). The benefits of school social workers on student academic achievement, attendance and behavior in middle schools. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1623

Chicago Manual of Style (16th Edition):

Murta, Elizabeth Anne. “The benefits of school social workers on student academic achievement, attendance and behavior in middle schools.” 2012. Masters Thesis, California State University – Sacramento. Accessed December 12, 2019. http://hdl.handle.net/10211.9/1623.

MLA Handbook (7th Edition):

Murta, Elizabeth Anne. “The benefits of school social workers on student academic achievement, attendance and behavior in middle schools.” 2012. Web. 12 Dec 2019.

Vancouver:

Murta EA. The benefits of school social workers on student academic achievement, attendance and behavior in middle schools. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10211.9/1623.

Council of Science Editors:

Murta EA. The benefits of school social workers on student academic achievement, attendance and behavior in middle schools. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1623


University of Rochester

10. Denslow, Susan M. (1957 - ). Assessing internal stakeholder support for a school-based family systems counseling intervention in an economically diverse suburban school district.

Degree: EdD, 2011, University of Rochester

 The purpose of this research was to ascertain the perceived need for a school-based family counseling program by school administrators, teachers, support staff and Board… (more)

Subjects/Keywords: School counseling; School-based family counseling

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APA (6th Edition):

Denslow, S. M. (. -. ). (2011). Assessing internal stakeholder support for a school-based family systems counseling intervention in an economically diverse suburban school district. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/17266

Chicago Manual of Style (16th Edition):

Denslow, Susan M (1957 - ). “Assessing internal stakeholder support for a school-based family systems counseling intervention in an economically diverse suburban school district.” 2011. Doctoral Dissertation, University of Rochester. Accessed December 12, 2019. http://hdl.handle.net/1802/17266.

MLA Handbook (7th Edition):

Denslow, Susan M (1957 - ). “Assessing internal stakeholder support for a school-based family systems counseling intervention in an economically diverse suburban school district.” 2011. Web. 12 Dec 2019.

Vancouver:

Denslow SM(-). Assessing internal stakeholder support for a school-based family systems counseling intervention in an economically diverse suburban school district. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1802/17266.

Council of Science Editors:

Denslow SM(-). Assessing internal stakeholder support for a school-based family systems counseling intervention in an economically diverse suburban school district. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/17266


University of Wisconsin – Milwaukee

11. Johnson, Rebecca Helen. School-based and Museum-based Makerspaces.

Degree: MS, Art Education, 2018, University of Wisconsin – Milwaukee

  Making and makerspaces, as a means and setting for creation, have grown in popularity in recent years. As makerspaces appear in schools and community… (more)

Subjects/Keywords: community-based; facilitator; makerspace; making; museum-based; school-based; Art Education

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APA (6th Edition):

Johnson, R. H. (2018). School-based and Museum-based Makerspaces. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1838

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):

Johnson, Rebecca Helen. “School-based and Museum-based Makerspaces.” 2018. Thesis, University of Wisconsin – Milwaukee. Accessed December 12, 2019. https://dc.uwm.edu/etd/1838.

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

MLA Handbook (7th Edition):

Johnson, Rebecca Helen. “School-based and Museum-based Makerspaces.” 2018. Web. 12 Dec 2019.

Vancouver:

Johnson RH. School-based and Museum-based Makerspaces. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2018. [cited 2019 Dec 12]. Available from: https://dc.uwm.edu/etd/1838.

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

Council of Science Editors:

Johnson RH. School-based and Museum-based Makerspaces. [Thesis]. University of Wisconsin – Milwaukee; 2018. Available from: https://dc.uwm.edu/etd/1838

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

12. Piotrowska-Gopinath, Kinga. A Parent Involvement Checklist as a Tool for Improving the Home-School Connection .

Degree: 2012, California State University – San Marcos

 The purpose of this study was to examine the ways of parents??? involvement in education and help the parents to create an effective home-school partnership.… (more)

Subjects/Keywords: Home-school connection; Parent involvement; Home-school collaboration; Home-based involvement; School-based involvement

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APA (6th Edition):

Piotrowska-Gopinath, K. (2012). A Parent Involvement Checklist as a Tool for Improving the Home-School Connection . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/285

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):

Piotrowska-Gopinath, Kinga. “A Parent Involvement Checklist as a Tool for Improving the Home-School Connection .” 2012. Thesis, California State University – San Marcos. Accessed December 12, 2019. http://hdl.handle.net/10211.8/285.

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

MLA Handbook (7th Edition):

Piotrowska-Gopinath, Kinga. “A Parent Involvement Checklist as a Tool for Improving the Home-School Connection .” 2012. Web. 12 Dec 2019.

Vancouver:

Piotrowska-Gopinath K. A Parent Involvement Checklist as a Tool for Improving the Home-School Connection . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10211.8/285.

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

Council of Science Editors:

Piotrowska-Gopinath K. A Parent Involvement Checklist as a Tool for Improving the Home-School Connection . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/285

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


University of Ontario Institute of Technology

13. Reyes, Celina. Investigating the effectiveness of infant feeding school-based education on the breastfeeding knowledge and attitudes of adolescent female students.

Degree: 2018, University of Ontario Institute of Technology

 Objective: To design and pilot test a school-based educational breastfeeding intervention on the breastfeeding knowledge, attitudes and future infant feeding intentions of secondary school adolescent… (more)

Subjects/Keywords: Breastfeeding; Education; School-based; Attitudes; Knowledge

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APA (6th Edition):

Reyes, C. (2018). Investigating the effectiveness of infant feeding school-based education on the breastfeeding knowledge and attitudes of adolescent female students. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/906

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):

Reyes, Celina. “Investigating the effectiveness of infant feeding school-based education on the breastfeeding knowledge and attitudes of adolescent female students.” 2018. Thesis, University of Ontario Institute of Technology. Accessed December 12, 2019. http://hdl.handle.net/10155/906.

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

MLA Handbook (7th Edition):

Reyes, Celina. “Investigating the effectiveness of infant feeding school-based education on the breastfeeding knowledge and attitudes of adolescent female students.” 2018. Web. 12 Dec 2019.

Vancouver:

Reyes C. Investigating the effectiveness of infant feeding school-based education on the breastfeeding knowledge and attitudes of adolescent female students. [Internet] [Thesis]. University of Ontario Institute of Technology; 2018. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10155/906.

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

Council of Science Editors:

Reyes C. Investigating the effectiveness of infant feeding school-based education on the breastfeeding knowledge and attitudes of adolescent female students. [Thesis]. University of Ontario Institute of Technology; 2018. Available from: http://hdl.handle.net/10155/906

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


University of Limerick

14. O'Sullivan, Fiona. The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum.

Degree: Education and Professional Studies, 2010, University of Limerick

non-peer-reviewed

The purpose of this study is to examine the effectiveness of the Internet, as a resource for Project Based Learning (PBL) in the teaching… (more)

Subjects/Keywords: project based learning; geography; education; primary school

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APA (6th Edition):

O'Sullivan, F. (2010). The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/451

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

Chicago Manual of Style (16th Edition):

O'Sullivan, Fiona. “The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum.” 2010. Thesis, University of Limerick. Accessed December 12, 2019. http://hdl.handle.net/10344/451.

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

MLA Handbook (7th Edition):

O'Sullivan, Fiona. “The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum.” 2010. Web. 12 Dec 2019.

Vancouver:

O'Sullivan F. The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum. [Internet] [Thesis]. University of Limerick; 2010. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10344/451.

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

Council of Science Editors:

O'Sullivan F. The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum. [Thesis]. University of Limerick; 2010. Available from: http://hdl.handle.net/10344/451

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

15. Anderson, Julie. The Impact of Sensory-Based Movement Activities on Students in General Education.

Degree: Occupational Therapy, Occupational Therapy, 2016, University of Puget-Sound

  OBJECTIVE. Movement throughout the day in the school setting may help support skills such as time on task, and academics. This study examined the… (more)

Subjects/Keywords: sensory-based; school; academic outcomes; Occupational Therapy

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

APA (6th Edition):

Anderson, J. (2016). The Impact of Sensory-Based Movement Activities on Students in General Education. (Thesis). University of Puget-Sound. Retrieved from http://soundideas.pugetsound.edu/drot_theses/2

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):

Anderson, Julie. “The Impact of Sensory-Based Movement Activities on Students in General Education.” 2016. Thesis, University of Puget-Sound. Accessed December 12, 2019. http://soundideas.pugetsound.edu/drot_theses/2.

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

MLA Handbook (7th Edition):

Anderson, Julie. “The Impact of Sensory-Based Movement Activities on Students in General Education.” 2016. Web. 12 Dec 2019.

Vancouver:

Anderson J. The Impact of Sensory-Based Movement Activities on Students in General Education. [Internet] [Thesis]. University of Puget-Sound; 2016. [cited 2019 Dec 12]. Available from: http://soundideas.pugetsound.edu/drot_theses/2.

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

Council of Science Editors:

Anderson J. The Impact of Sensory-Based Movement Activities on Students in General Education. [Thesis]. University of Puget-Sound; 2016. Available from: http://soundideas.pugetsound.edu/drot_theses/2

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


Humboldt State University

16. Giannini-Previde, Julie Anne. Redefining assessment and feedback in a rural middle school.

Degree: MA, Education, 2009, Humboldt State University

 A point or percentage based system of grading that is reported in standard letter scores has traditionally been used by most middle and high school(more)

Subjects/Keywords: Assessment; Grading; Standards based grades; Middle school

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APA (6th Edition):

Giannini-Previde, J. A. (2009). Redefining assessment and feedback in a rural middle school. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/533

Chicago Manual of Style (16th Edition):

Giannini-Previde, Julie Anne. “Redefining assessment and feedback in a rural middle school.” 2009. Masters Thesis, Humboldt State University. Accessed December 12, 2019. http://hdl.handle.net/2148/533.

MLA Handbook (7th Edition):

Giannini-Previde, Julie Anne. “Redefining assessment and feedback in a rural middle school.” 2009. Web. 12 Dec 2019.

Vancouver:

Giannini-Previde JA. Redefining assessment and feedback in a rural middle school. [Internet] [Masters thesis]. Humboldt State University; 2009. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2148/533.

Council of Science Editors:

Giannini-Previde JA. Redefining assessment and feedback in a rural middle school. [Masters Thesis]. Humboldt State University; 2009. Available from: http://hdl.handle.net/2148/533


University of Hawaii – Manoa

17. Brown, Krista Erin. Beliefs and attitudes about disordered eating and the prevention of related problems in high school females : perspectives of parents and staff in a private boarding school setting.

Degree: 2016, University of Hawaii – Manoa

M.A. University of Hawaii at Manoa 2012.

BACKGROUND: Eating-and weight-related disorders are a significant problem among young women and may lead to serious psychological and… (more)

Subjects/Keywords: School-based eating disorder prevention; needs assessment

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

APA (6th Edition):

Brown, K. E. (2016). Beliefs and attitudes about disordered eating and the prevention of related problems in high school females : perspectives of parents and staff in a private boarding school setting. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101251

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):

Brown, Krista Erin. “Beliefs and attitudes about disordered eating and the prevention of related problems in high school females : perspectives of parents and staff in a private boarding school setting.” 2016. Thesis, University of Hawaii – Manoa. Accessed December 12, 2019. http://hdl.handle.net/10125/101251.

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

MLA Handbook (7th Edition):

Brown, Krista Erin. “Beliefs and attitudes about disordered eating and the prevention of related problems in high school females : perspectives of parents and staff in a private boarding school setting.” 2016. Web. 12 Dec 2019.

Vancouver:

Brown KE. Beliefs and attitudes about disordered eating and the prevention of related problems in high school females : perspectives of parents and staff in a private boarding school setting. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10125/101251.

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

Council of Science Editors:

Brown KE. Beliefs and attitudes about disordered eating and the prevention of related problems in high school females : perspectives of parents and staff in a private boarding school setting. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101251

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


Montana State University

18. Madden, Kathryn R. The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom.

Degree: Graduate School, 2011, Montana State University

 A variety of inquiry based lessons and non inquiry based lessons were used to motivate and increase academic success with a freshman biology honors students.… (more)

Subjects/Keywords: Inquiry-based learning.; Biology.; High school students.

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APA (6th Edition):

Madden, K. R. (2011). The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1773

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):

Madden, Kathryn R. “The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom.” 2011. Thesis, Montana State University. Accessed December 12, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1773.

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

MLA Handbook (7th Edition):

Madden, Kathryn R. “The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom.” 2011. Web. 12 Dec 2019.

Vancouver:

Madden KR. The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Dec 12]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1773.

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

Council of Science Editors:

Madden KR. The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1773

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


Montana State University

19. Lynn, Hermes B. Guided inquiry using the 5E instructional model with high school physics.

Degree: Graduate School, 2012, Montana State University

 My project focused on the effectiveness of guided inquiry strategies to help students learn physics. Physics is a subject which lends itself to inquiry teaching,… (more)

Subjects/Keywords: Physics.; Inquiry-based learning.; High school students.

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APA (6th Edition):

Lynn, H. B. (2012). Guided inquiry using the 5E instructional model with high school physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1767

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):

Lynn, Hermes B. “Guided inquiry using the 5E instructional model with high school physics.” 2012. Thesis, Montana State University. Accessed December 12, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1767.

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

MLA Handbook (7th Edition):

Lynn, Hermes B. “Guided inquiry using the 5E instructional model with high school physics.” 2012. Web. 12 Dec 2019.

Vancouver:

Lynn HB. Guided inquiry using the 5E instructional model with high school physics. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Dec 12]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1767.

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

Council of Science Editors:

Lynn HB. Guided inquiry using the 5E instructional model with high school physics. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1767

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


Montana State University

20. Crofutt, Justi R. The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness.

Degree: Graduate School, 2014, Montana State University

 This study considers the effectiveness of case-based learning (CBL) on student motivation, the development of higher-order thinking skills, and college preparedness in a high school(more)

Subjects/Keywords: Physiology.; Case-based reasoning.; High school students.

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APA (6th Edition):

Crofutt, J. R. (2014). The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3541

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):

Crofutt, Justi R. “The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness.” 2014. Thesis, Montana State University. Accessed December 12, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3541.

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

MLA Handbook (7th Edition):

Crofutt, Justi R. “The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness.” 2014. Web. 12 Dec 2019.

Vancouver:

Crofutt JR. The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Dec 12]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3541.

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

Council of Science Editors:

Crofutt JR. The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3541

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


Montana State University

21. Betts, Daniel K. Does scaffolding help to improve the open inquiry experience for chemistry students?.

Degree: Graduate School, 2015, Montana State University

 New curricula seem to be placing a greater emphasis on inquiry laboratory work in the high school sciences. This study looked at how scaffolding guided… (more)

Subjects/Keywords: Inquiry-based learning.; Chemistry.; High school students.

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APA (6th Edition):

Betts, D. K. (2015). Does scaffolding help to improve the open inquiry experience for chemistry students?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9240

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):

Betts, Daniel K. “Does scaffolding help to improve the open inquiry experience for chemistry students?.” 2015. Thesis, Montana State University. Accessed December 12, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9240.

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

MLA Handbook (7th Edition):

Betts, Daniel K. “Does scaffolding help to improve the open inquiry experience for chemistry students?.” 2015. Web. 12 Dec 2019.

Vancouver:

Betts DK. Does scaffolding help to improve the open inquiry experience for chemistry students?. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Dec 12]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9240.

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

Council of Science Editors:

Betts DK. Does scaffolding help to improve the open inquiry experience for chemistry students?. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9240

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


SUNY College at Brockport

22. Maerz, Dianne. Mentoring Middle School Students: A Program Evaluation.

Degree: Counselor Education, 2015, SUNY College at Brockport

  This work examined the effectiveness of a first year middle-school-based mentoring program on improving the overall achievement of at-risk students. The literature on school-based(more)

Subjects/Keywords: School-Based Mentoring; Mentoring; Counselor Education

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APA (6th Edition):

Maerz, D. (2015). Mentoring Middle School Students: A Program Evaluation. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_capstone/7

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):

Maerz, Dianne. “Mentoring Middle School Students: A Program Evaluation.” 2015. Thesis, SUNY College at Brockport. Accessed December 12, 2019. https://digitalcommons.brockport.edu/edc_capstone/7.

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

MLA Handbook (7th Edition):

Maerz, Dianne. “Mentoring Middle School Students: A Program Evaluation.” 2015. Web. 12 Dec 2019.

Vancouver:

Maerz D. Mentoring Middle School Students: A Program Evaluation. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2019 Dec 12]. Available from: https://digitalcommons.brockport.edu/edc_capstone/7.

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

Council of Science Editors:

Maerz D. Mentoring Middle School Students: A Program Evaluation. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/edc_capstone/7

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


University of Miami

23. Remmes, Cara. School-Based Mental Health Services for Youth: A Study of Usual Care.

Degree: PhD, Psychology (Arts and Sciences), 2015, University of Miami

 Usual care of youth emotional and behavioral disorders is important to study in order to target dissemination efforts and to provide a baseline from which… (more)

Subjects/Keywords: School-based mental health care; usual care

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

APA (6th Edition):

Remmes, C. (2015). School-Based Mental Health Services for Youth: A Study of Usual Care. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1495

Chicago Manual of Style (16th Edition):

Remmes, Cara. “School-Based Mental Health Services for Youth: A Study of Usual Care.” 2015. Doctoral Dissertation, University of Miami. Accessed December 12, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1495.

MLA Handbook (7th Edition):

Remmes, Cara. “School-Based Mental Health Services for Youth: A Study of Usual Care.” 2015. Web. 12 Dec 2019.

Vancouver:

Remmes C. School-Based Mental Health Services for Youth: A Study of Usual Care. [Internet] [Doctoral dissertation]. University of Miami; 2015. [cited 2019 Dec 12]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1495.

Council of Science Editors:

Remmes C. School-Based Mental Health Services for Youth: A Study of Usual Care. [Doctoral Dissertation]. University of Miami; 2015. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1495


Deakin University

24. Tomyn, Justin Daniel. A Comprehensive evaluation of a universal school-based depression prevention program for adolescents.

Degree: School of Psychology, 2016, Deakin University

 The thesis involved the implementation of a school-based CBT intervention for preventing adolescent depression. Although the bulk of the findings suggest that the present intervention… (more)

Subjects/Keywords: Psychology; Adolescent psychology; Depression; School based interventions

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APA (6th Edition):

Tomyn, J. D. (2016). A Comprehensive evaluation of a universal school-based depression prevention program for adolescents. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30088961

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):

Tomyn, Justin Daniel. “A Comprehensive evaluation of a universal school-based depression prevention program for adolescents.” 2016. Thesis, Deakin University. Accessed December 12, 2019. http://hdl.handle.net/10536/DRO/DU:30088961.

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

MLA Handbook (7th Edition):

Tomyn, Justin Daniel. “A Comprehensive evaluation of a universal school-based depression prevention program for adolescents.” 2016. Web. 12 Dec 2019.

Vancouver:

Tomyn JD. A Comprehensive evaluation of a universal school-based depression prevention program for adolescents. [Internet] [Thesis]. Deakin University; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10536/DRO/DU:30088961.

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

Council of Science Editors:

Tomyn JD. A Comprehensive evaluation of a universal school-based depression prevention program for adolescents. [Thesis]. Deakin University; 2016. Available from: http://hdl.handle.net/10536/DRO/DU:30088961

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


Utah State University

25. Larsen, Emilie J. Examining the Effect of a School-Based Treatment on Anxiety for Latino Students.

Degree: Educational Specialist (EdS), Psychology, 2018, Utah State University

  This study examined the efficacy of a brief culturally and instructionally modified cognitive behavioral therapy program for five anxious Latino/a youths ages 8-11 years… (more)

Subjects/Keywords: Anxiety; Latino; Students; School-based; Psychology

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APA (6th Edition):

Larsen, E. J. (2018). Examining the Effect of a School-Based Treatment on Anxiety for Latino Students. (Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7000

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):

Larsen, Emilie J. “Examining the Effect of a School-Based Treatment on Anxiety for Latino Students.” 2018. Thesis, Utah State University. Accessed December 12, 2019. https://digitalcommons.usu.edu/etd/7000.

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

MLA Handbook (7th Edition):

Larsen, Emilie J. “Examining the Effect of a School-Based Treatment on Anxiety for Latino Students.” 2018. Web. 12 Dec 2019.

Vancouver:

Larsen EJ. Examining the Effect of a School-Based Treatment on Anxiety for Latino Students. [Internet] [Thesis]. Utah State University; 2018. [cited 2019 Dec 12]. Available from: https://digitalcommons.usu.edu/etd/7000.

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

Council of Science Editors:

Larsen EJ. Examining the Effect of a School-Based Treatment on Anxiety for Latino Students. [Thesis]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7000

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


University of Rhode Island

26. Lepe, Silvia X. Process of Evaluation of an EFNEP-Enhanced PSE Intervention in Urban Schools.

Degree: 2017, University of Rhode Island

 Objectives: To determine to what extent the EMPOWER intervention was delivered as originally planned and how participants perceived its delivery. Methods: This was a process… (more)

Subjects/Keywords: process evaluation; PSE; school-based; empowerment

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APA (6th Edition):

Lepe, S. X. (2017). Process of Evaluation of an EFNEP-Enhanced PSE Intervention in Urban Schools. (Masters Thesis). University of Rhode Island. Retrieved from https://digitalcommons.uri.edu/theses/1023

Chicago Manual of Style (16th Edition):

Lepe, Silvia X. “Process of Evaluation of an EFNEP-Enhanced PSE Intervention in Urban Schools.” 2017. Masters Thesis, University of Rhode Island. Accessed December 12, 2019. https://digitalcommons.uri.edu/theses/1023.

MLA Handbook (7th Edition):

Lepe, Silvia X. “Process of Evaluation of an EFNEP-Enhanced PSE Intervention in Urban Schools.” 2017. Web. 12 Dec 2019.

Vancouver:

Lepe SX. Process of Evaluation of an EFNEP-Enhanced PSE Intervention in Urban Schools. [Internet] [Masters thesis]. University of Rhode Island; 2017. [cited 2019 Dec 12]. Available from: https://digitalcommons.uri.edu/theses/1023.

Council of Science Editors:

Lepe SX. Process of Evaluation of an EFNEP-Enhanced PSE Intervention in Urban Schools. [Masters Thesis]. University of Rhode Island; 2017. Available from: https://digitalcommons.uri.edu/theses/1023


University of Illinois – Urbana-Champaign

27. Ortega, Lilyana. Examining restorative circles in a school setting: towards an understanding of participant experiences and perceptions.

Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign

 Restorative justice (RJ) was introduced into school systems as an alternative to ineffective zero tolerance and similar punitive policies as another way of dealing with… (more)

Subjects/Keywords: Restorative Circles; School-Based Restorative Practices

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APA (6th Edition):

Ortega, L. (2014). Examining restorative circles in a school setting: towards an understanding of participant experiences and perceptions. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50425

Chicago Manual of Style (16th Edition):

Ortega, Lilyana. “Examining restorative circles in a school setting: towards an understanding of participant experiences and perceptions.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/50425.

MLA Handbook (7th Edition):

Ortega, Lilyana. “Examining restorative circles in a school setting: towards an understanding of participant experiences and perceptions.” 2014. Web. 12 Dec 2019.

Vancouver:

Ortega L. Examining restorative circles in a school setting: towards an understanding of participant experiences and perceptions. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/50425.

Council of Science Editors:

Ortega L. Examining restorative circles in a school setting: towards an understanding of participant experiences and perceptions. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50425


Duquesne University

28. Bantum, Kaleigh. An Examination of the Utility and Acceptability of Strength-Based Assessment in the Schools.

Degree: PhD, School Psychology, 2014, Duquesne University

 The current literature on strength-based assessment in the field of school psychology is limited. Although arguments have been made for its use, research on the… (more)

Subjects/Keywords: Assessment; School Psychologists; Strength-based; Teachers

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

APA (6th Edition):

Bantum, K. (2014). An Examination of the Utility and Acceptability of Strength-Based Assessment in the Schools. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/289

Chicago Manual of Style (16th Edition):

Bantum, Kaleigh. “An Examination of the Utility and Acceptability of Strength-Based Assessment in the Schools.” 2014. Doctoral Dissertation, Duquesne University. Accessed December 12, 2019. https://dsc.duq.edu/etd/289.

MLA Handbook (7th Edition):

Bantum, Kaleigh. “An Examination of the Utility and Acceptability of Strength-Based Assessment in the Schools.” 2014. Web. 12 Dec 2019.

Vancouver:

Bantum K. An Examination of the Utility and Acceptability of Strength-Based Assessment in the Schools. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2019 Dec 12]. Available from: https://dsc.duq.edu/etd/289.

Council of Science Editors:

Bantum K. An Examination of the Utility and Acceptability of Strength-Based Assessment in the Schools. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/289


University of North Texas

29. Christian, David D. Adventure Based Counseling: Exploring the Impact of Abc on Adaptive Functioning in High School Males.

Degree: 2013, University of North Texas

 The purpose of this study was to examine the impact of ABC on adaptive functioning in high school males. Specifically, a pretest/posttest, experimental design (N… (more)

Subjects/Keywords: Adventure based counseling; school counseling; counseling adolescents

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

APA (6th Edition):

Christian, D. D. (2013). Adventure Based Counseling: Exploring the Impact of Abc on Adaptive Functioning in High School Males. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc283835/

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):

Christian, David D. “Adventure Based Counseling: Exploring the Impact of Abc on Adaptive Functioning in High School Males.” 2013. Thesis, University of North Texas. Accessed December 12, 2019. https://digital.library.unt.edu/ark:/67531/metadc283835/.

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

MLA Handbook (7th Edition):

Christian, David D. “Adventure Based Counseling: Exploring the Impact of Abc on Adaptive Functioning in High School Males.” 2013. Web. 12 Dec 2019.

Vancouver:

Christian DD. Adventure Based Counseling: Exploring the Impact of Abc on Adaptive Functioning in High School Males. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Dec 12]. Available from: https://digital.library.unt.edu/ark:/67531/metadc283835/.

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

Council of Science Editors:

Christian DD. Adventure Based Counseling: Exploring the Impact of Abc on Adaptive Functioning in High School Males. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc283835/

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


University of New South Wales

30. Lonergan, Robyn. Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?.

Degree: Education, 2018, University of New South Wales

 Research in higher education indicates that problem-based learning (PBL) is successful in achieving goals of deeper learning, increased facility in authentic problem-based scientific inquiry, the… (more)

Subjects/Keywords: diverse classrooms; problem-based learning; middle school

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

APA (6th Edition):

Lonergan, R. (2018). Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/60416 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:52146/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Lonergan, Robyn. “Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?.” 2018. Doctoral Dissertation, University of New South Wales. Accessed December 12, 2019. http://handle.unsw.edu.au/1959.4/60416 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:52146/SOURCE02?view=true.

MLA Handbook (7th Edition):

Lonergan, Robyn. “Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?.” 2018. Web. 12 Dec 2019.

Vancouver:

Lonergan R. Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?. [Internet] [Doctoral dissertation]. University of New South Wales; 2018. [cited 2019 Dec 12]. Available from: http://handle.unsw.edu.au/1959.4/60416 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:52146/SOURCE02?view=true.

Council of Science Editors:

Lonergan R. Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?. [Doctoral Dissertation]. University of New South Wales; 2018. Available from: http://handle.unsw.edu.au/1959.4/60416 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:52146/SOURCE02?view=true

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