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You searched for subject:(Full service schools). Showing records 1 – 17 of 17 total matches.

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University of Illinois – Urbana-Champaign

1. Anderson, Chanee. A journey through "the village": lessons learned from the full-service community school model at Legacy High School.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 There are many education reform models intended to close the achievement gap between different groups of students (i.e., students from different racial and ethnic backgrounds,… (more)

Subjects/Keywords: full-service community schools; full-service; community schools, wraparound supports

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APA (6th Edition):

Anderson, C. (2016). A journey through "the village": lessons learned from the full-service community school model at Legacy High School. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92886

Chicago Manual of Style (16th Edition):

Anderson, Chanee. “A journey through "the village": lessons learned from the full-service community school model at Legacy High School.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 20, 2020. http://hdl.handle.net/2142/92886.

MLA Handbook (7th Edition):

Anderson, Chanee. “A journey through "the village": lessons learned from the full-service community school model at Legacy High School.” 2016. Web. 20 Oct 2020.

Vancouver:

Anderson C. A journey through "the village": lessons learned from the full-service community school model at Legacy High School. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Oct 20]. Available from: http://hdl.handle.net/2142/92886.

Council of Science Editors:

Anderson C. A journey through "the village": lessons learned from the full-service community school model at Legacy High School. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92886


University of Dayton

2. Lovett, Sara E. The perceived plausibility of full service community schools.

Degree: Specialist in Education (Ed.S.), School Psychology, 2019, University of Dayton

 Students from low socioeconomic communities often cannot access health services and do not have their basic physical needs met. Full service community schools (FSCS) aim… (more)

Subjects/Keywords: Educational Psychology; full service community schools; basic needs; full service schools; socioeconomic status; educational inequality; hierarchy of needs

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APA (6th Edition):

Lovett, S. E. (2019). The perceived plausibility of full service community schools. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1560783860425075

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):

Lovett, Sara E. “The perceived plausibility of full service community schools.” 2019. Thesis, University of Dayton. Accessed October 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1560783860425075.

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

MLA Handbook (7th Edition):

Lovett, Sara E. “The perceived plausibility of full service community schools.” 2019. Web. 20 Oct 2020.

Vancouver:

Lovett SE. The perceived plausibility of full service community schools. [Internet] [Thesis]. University of Dayton; 2019. [cited 2020 Oct 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1560783860425075.

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

Council of Science Editors:

Lovett SE. The perceived plausibility of full service community schools. [Thesis]. University of Dayton; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1560783860425075

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


East Tennessee State University

3. Nicely, Tanna H. An Examination of the Community School Model in an Urban School Setting.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The topic of educating today’s youth has become an increasing multi-faceted task with rigorous accountability metrics handed down from all of the different branches… (more)

Subjects/Keywords: Full Service; Whole Child; Community Schools; Educational Leadership

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APA (6th Edition):

Nicely, T. H. (2016). An Examination of the Community School Model in an Urban School Setting. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3066

Chicago Manual of Style (16th Edition):

Nicely, Tanna H. “An Examination of the Community School Model in an Urban School Setting.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed October 20, 2020. https://dc.etsu.edu/etd/3066.

MLA Handbook (7th Edition):

Nicely, Tanna H. “An Examination of the Community School Model in an Urban School Setting.” 2016. Web. 20 Oct 2020.

Vancouver:

Nicely TH. An Examination of the Community School Model in an Urban School Setting. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2020 Oct 20]. Available from: https://dc.etsu.edu/etd/3066.

Council of Science Editors:

Nicely TH. An Examination of the Community School Model in an Urban School Setting. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3066


North-West University

4. Payne-Van Staden, Isabel. Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden .

Degree: 2015, North-West University

 The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow… (more)

Subjects/Keywords: Teacher self-efficacy; Full-service schools; Inclusive education

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APA (6th Edition):

Payne-Van Staden, I. (2015). Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16540

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):

Payne-Van Staden, Isabel. “Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden .” 2015. Thesis, North-West University. Accessed October 20, 2020. http://hdl.handle.net/10394/16540.

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

MLA Handbook (7th Edition):

Payne-Van Staden, Isabel. “Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden .” 2015. Web. 20 Oct 2020.

Vancouver:

Payne-Van Staden I. Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden . [Internet] [Thesis]. North-West University; 2015. [cited 2020 Oct 20]. Available from: http://hdl.handle.net/10394/16540.

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

Council of Science Editors:

Payne-Van Staden I. Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/16540

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


University of Pretoria

5. [No author]. A retrospective study on transforming a mainstream school into a full-service school .

Degree: 2013, University of Pretoria

 In South Africa the inclusive trend grew stronger since the White paper 6’s release. The need for a more integrated school was called upon by… (more)

Subjects/Keywords: White paper 6; Full-service schools; Transition; Mainstream shools; Inclusive education; UCTD

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APA (6th Edition):

author], [. (2013). A retrospective study on transforming a mainstream school into a full-service school . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05082013-183643/

Chicago Manual of Style (16th Edition):

author], [No. “A retrospective study on transforming a mainstream school into a full-service school .” 2013. Masters Thesis, University of Pretoria. Accessed October 20, 2020. http://upetd.up.ac.za/thesis/available/etd-05082013-183643/.

MLA Handbook (7th Edition):

author], [No. “A retrospective study on transforming a mainstream school into a full-service school .” 2013. Web. 20 Oct 2020.

Vancouver:

author] [. A retrospective study on transforming a mainstream school into a full-service school . [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2020 Oct 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-05082013-183643/.

Council of Science Editors:

author] [. A retrospective study on transforming a mainstream school into a full-service school . [Masters Thesis]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-05082013-183643/


University of Pretoria

6. Steenkamp, Ute. A retrospective study on transforming a mainstream school into a full-service school.

Degree: Educational Psychology, 2012, University of Pretoria

 In South Africa the inclusive trend grew stronger since the White paper 6’s release. The need for a more integrated school was called upon by… (more)

Subjects/Keywords: White paper 6; Full-service schools; Transition; Mainstream shools; Inclusive education; UCTD

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

APA (6th Edition):

Steenkamp, U. (2012). A retrospective study on transforming a mainstream school into a full-service school. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24475

Chicago Manual of Style (16th Edition):

Steenkamp, Ute. “A retrospective study on transforming a mainstream school into a full-service school.” 2012. Masters Thesis, University of Pretoria. Accessed October 20, 2020. http://hdl.handle.net/2263/24475.

MLA Handbook (7th Edition):

Steenkamp, Ute. “A retrospective study on transforming a mainstream school into a full-service school.” 2012. Web. 20 Oct 2020.

Vancouver:

Steenkamp U. A retrospective study on transforming a mainstream school into a full-service school. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2020 Oct 20]. Available from: http://hdl.handle.net/2263/24475.

Council of Science Editors:

Steenkamp U. A retrospective study on transforming a mainstream school into a full-service school. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/24475


North-West University

7. Hall, Anna-Marié. Resilience processes in adolescents with intellectual disability : a multiple case study / Anna-Marié Hall .

Degree: 2015, North-West University

 The purpose of this study was to examine the phenomenon of resilience by means of a literature review (to obtain a theoretical view) and empirical… (more)

Subjects/Keywords: Adolescent; Resilience; Protective processes; Risks; Formal services; Intellectually disabled; Inclusion; Full-service schools; Social ecology

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APA (6th Edition):

Hall, A. (2015). Resilience processes in adolescents with intellectual disability : a multiple case study / Anna-Marié Hall . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/14729

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):

Hall, Anna-Marié. “Resilience processes in adolescents with intellectual disability : a multiple case study / Anna-Marié Hall .” 2015. Thesis, North-West University. Accessed October 20, 2020. http://hdl.handle.net/10394/14729.

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

MLA Handbook (7th Edition):

Hall, Anna-Marié. “Resilience processes in adolescents with intellectual disability : a multiple case study / Anna-Marié Hall .” 2015. Web. 20 Oct 2020.

Vancouver:

Hall A. Resilience processes in adolescents with intellectual disability : a multiple case study / Anna-Marié Hall . [Internet] [Thesis]. North-West University; 2015. [cited 2020 Oct 20]. Available from: http://hdl.handle.net/10394/14729.

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

Council of Science Editors:

Hall A. Resilience processes in adolescents with intellectual disability : a multiple case study / Anna-Marié Hall . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/14729

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


Stellenbosch University

8. Conway, Cayley. Teachers’ perspectives of learner support in a full-service school – A case study.

Degree: MEdPsych, 2017, Stellenbosch University

ENGLISH ABSTRACT : Around the world, inclusive education means that learners’ rights and needs are being taken into consideration and education systems are required to… (more)

Subjects/Keywords: Learner support; UCTD; Bioecological model; Inclusive education  – South Africa; Education  – Collaboration; Full service schools  – South Africa

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APA (6th Edition):

Conway, C. (2017). Teachers’ perspectives of learner support in a full-service school – A case study. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/101148

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):

Conway, Cayley. “Teachers’ perspectives of learner support in a full-service school – A case study.” 2017. Thesis, Stellenbosch University. Accessed October 20, 2020. http://hdl.handle.net/10019.1/101148.

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

MLA Handbook (7th Edition):

Conway, Cayley. “Teachers’ perspectives of learner support in a full-service school – A case study.” 2017. Web. 20 Oct 2020.

Vancouver:

Conway C. Teachers’ perspectives of learner support in a full-service school – A case study. [Internet] [Thesis]. Stellenbosch University; 2017. [cited 2020 Oct 20]. Available from: http://hdl.handle.net/10019.1/101148.

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

Council of Science Editors:

Conway C. Teachers’ perspectives of learner support in a full-service school – A case study. [Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/101148

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


University of South Africa

9. Retief, Wilhelmina Francina. Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach .

Degree: 2009, University of South Africa

 Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators… (more)

Subjects/Keywords: Full-service schools; Deaf learners; Auditory oral approach; Transformation; Barriers to learning; Support

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APA (6th Edition):

Retief, W. F. (2009). Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1407

Chicago Manual of Style (16th Edition):

Retief, Wilhelmina Francina. “Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach .” 2009. Masters Thesis, University of South Africa. Accessed October 20, 2020. http://hdl.handle.net/10500/1407.

MLA Handbook (7th Edition):

Retief, Wilhelmina Francina. “Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach .” 2009. Web. 20 Oct 2020.

Vancouver:

Retief WF. Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2020 Oct 20]. Available from: http://hdl.handle.net/10500/1407.

Council of Science Editors:

Retief WF. Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1407


University of South Africa

10. Mphahlele, Ramashego Shila Shorty. Information communication technologies as a support mechanism for learners experiencing reading difficulties in full-service schools .

Degree: 2018, University of South Africa

 Reading is an important skill that forms part of acquiring knowledge. It improves literacy levels, social skills, personal wellbeing and provides a sense of purpose.… (more)

Subjects/Keywords: Reading; Full-Service Schools; Information Communication Technologies; Reading difficulties; Learning Support Educators; School-Based Support Team; Barriers to learning; Concurrent triangulation mixed methods

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APA (6th Edition):

Mphahlele, R. S. S. (2018). Information communication technologies as a support mechanism for learners experiencing reading difficulties in full-service schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24465

Chicago Manual of Style (16th Edition):

Mphahlele, Ramashego Shila Shorty. “Information communication technologies as a support mechanism for learners experiencing reading difficulties in full-service schools .” 2018. Doctoral Dissertation, University of South Africa. Accessed October 20, 2020. http://hdl.handle.net/10500/24465.

MLA Handbook (7th Edition):

Mphahlele, Ramashego Shila Shorty. “Information communication technologies as a support mechanism for learners experiencing reading difficulties in full-service schools .” 2018. Web. 20 Oct 2020.

Vancouver:

Mphahlele RSS. Information communication technologies as a support mechanism for learners experiencing reading difficulties in full-service schools . [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2020 Oct 20]. Available from: http://hdl.handle.net/10500/24465.

Council of Science Editors:

Mphahlele RSS. Information communication technologies as a support mechanism for learners experiencing reading difficulties in full-service schools . [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24465


University of South Africa

11. Phala, Thembi Anastacia Lucky. Reading support for grade 3 learners in full-service schools, Gauteng .

Degree: 2019, University of South Africa

 In South Africa, the issue of learners reading below their grade level is of great concern. In order to overcome this problem, the Department of… (more)

Subjects/Keywords: Reading; Full-Service Schools; Grade 3 learner; Reading problems; Reading support; Reading strategies; Reading methods; Bronfenbrenner’s ecological systems theory; Vygotsky’s sociocultural theory

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APA (6th Edition):

Phala, T. A. L. (2019). Reading support for grade 3 learners in full-service schools, Gauteng . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25763

Chicago Manual of Style (16th Edition):

Phala, Thembi Anastacia Lucky. “Reading support for grade 3 learners in full-service schools, Gauteng .” 2019. Doctoral Dissertation, University of South Africa. Accessed October 20, 2020. http://hdl.handle.net/10500/25763.

MLA Handbook (7th Edition):

Phala, Thembi Anastacia Lucky. “Reading support for grade 3 learners in full-service schools, Gauteng .” 2019. Web. 20 Oct 2020.

Vancouver:

Phala TAL. Reading support for grade 3 learners in full-service schools, Gauteng . [Internet] [Doctoral dissertation]. University of South Africa; 2019. [cited 2020 Oct 20]. Available from: http://hdl.handle.net/10500/25763.

Council of Science Editors:

Phala TAL. Reading support for grade 3 learners in full-service schools, Gauteng . [Doctoral Dissertation]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/25763


University of Pretoria

12. Ledwaba, Raesetja Gloria. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.

Degree: PhD, Early Childhood Education, 2017, University of Pretoria

Schools globally are characterised by an increasingly diverse learner population in terms of age, gender, language, socio-economic background, cultural practices and learning abilities. The diverse… (more)

Subjects/Keywords: UCTD; Curriculum differentiation; Full-service schools; Learning support; Inclusive education

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APA (6th Edition):

Ledwaba, R. G. (2017). Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65439

Chicago Manual of Style (16th Edition):

Ledwaba, Raesetja Gloria. “Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.” 2017. Doctoral Dissertation, University of Pretoria. Accessed October 20, 2020. http://hdl.handle.net/2263/65439.

MLA Handbook (7th Edition):

Ledwaba, Raesetja Gloria. “Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.” 2017. Web. 20 Oct 2020.

Vancouver:

Ledwaba RG. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. [Internet] [Doctoral dissertation]. University of Pretoria; 2017. [cited 2020 Oct 20]. Available from: http://hdl.handle.net/2263/65439.

Council of Science Editors:

Ledwaba RG. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. [Doctoral Dissertation]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/65439

13. parris, heather n. Physical and Mental Health Interventions in a Rural, School-Based Setting: A comparative analysis of academic performance, behavioral outcomes, and attendance.

Degree: 2010, University of Tennessee – Knoxville

 Abstract The purpose of this study was to determine the differences in academic achievement, behavioral health outcomes and attendance in poor, rural children receiving physical… (more)

Subjects/Keywords: poverty; school-based health clinics; full-service schools; rural areas; behavioral outcomes; academic performance

…health risks, and mental health issues”, “children in poverty”, and “full service school… …group and the following services are included in the full service school: comprehensive… …locations. Such a model may prove useful in rural areas utilizing schools for service delivery but… …review will include studies conducted on full service school clinics. Chapter three discusses… …school clinic. Data for this study were presented in multiple charts and graphs and schools are… 

Page 1 Page 2 Page 3 Page 4 Page 5

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

APA (6th Edition):

parris, h. n. (2010). Physical and Mental Health Interventions in a Rural, School-Based Setting: A comparative analysis of academic performance, behavioral outcomes, and attendance. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/839

Chicago Manual of Style (16th Edition):

parris, heather n. “Physical and Mental Health Interventions in a Rural, School-Based Setting: A comparative analysis of academic performance, behavioral outcomes, and attendance.” 2010. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 20, 2020. https://trace.tennessee.edu/utk_graddiss/839.

MLA Handbook (7th Edition):

parris, heather n. “Physical and Mental Health Interventions in a Rural, School-Based Setting: A comparative analysis of academic performance, behavioral outcomes, and attendance.” 2010. Web. 20 Oct 2020.

Vancouver:

parris hn. Physical and Mental Health Interventions in a Rural, School-Based Setting: A comparative analysis of academic performance, behavioral outcomes, and attendance. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2010. [cited 2020 Oct 20]. Available from: https://trace.tennessee.edu/utk_graddiss/839.

Council of Science Editors:

parris hn. Physical and Mental Health Interventions in a Rural, School-Based Setting: A comparative analysis of academic performance, behavioral outcomes, and attendance. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2010. Available from: https://trace.tennessee.edu/utk_graddiss/839


University of Tennessee – Knoxville

14. Luna, Elisa Cooper. A Case Study of the Full Service Community School Model: School Level Benefits in an Urban, Southern Elementary School.

Degree: 2011, University of Tennessee – Knoxville

 Abstract The purpose of this exploratory, qualitative single case study was to explore the Full Service Community Schools model in one, urban elementary school. More… (more)

Subjects/Keywords: Full Service Community Schools; Adult and Continuing Education Administration; Educational Assessment, Evaluation, and Research; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Higher Education Administration; Other Educational Administration and Supervision; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Secondary Education and Teaching; Urban Education

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APA (6th Edition):

Luna, E. C. (2011). A Case Study of the Full Service Community School Model: School Level Benefits in an Urban, Southern Elementary School. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/994

Chicago Manual of Style (16th Edition):

Luna, Elisa Cooper. “A Case Study of the Full Service Community School Model: School Level Benefits in an Urban, Southern Elementary School.” 2011. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 20, 2020. https://trace.tennessee.edu/utk_graddiss/994.

MLA Handbook (7th Edition):

Luna, Elisa Cooper. “A Case Study of the Full Service Community School Model: School Level Benefits in an Urban, Southern Elementary School.” 2011. Web. 20 Oct 2020.

Vancouver:

Luna EC. A Case Study of the Full Service Community School Model: School Level Benefits in an Urban, Southern Elementary School. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2011. [cited 2020 Oct 20]. Available from: https://trace.tennessee.edu/utk_graddiss/994.

Council of Science Editors:

Luna EC. A Case Study of the Full Service Community School Model: School Level Benefits in an Urban, Southern Elementary School. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2011. Available from: https://trace.tennessee.edu/utk_graddiss/994


University of South Florida

15. Mack, Kahlila Genese. Beyond The Barriers: A Qualitative Investigation Into The Experiences Of General Pediatricians Working With Young Children Exhibiting Developmental Delays And Disabilities.

Degree: 2008, University of South Florida

 General pediatricians are typically the first professionals to detect the early developmental concerns of young children during their infant and toddler stages. When concerns are… (more)

Subjects/Keywords: AAP guidelines; School psychologists; Educators; Full-service schools; Qualitative; American Studies; Arts and Humanities

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APA (6th Edition):

Mack, K. G. (2008). Beyond The Barriers: A Qualitative Investigation Into The Experiences Of General Pediatricians Working With Young Children Exhibiting Developmental Delays And Disabilities. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/372

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):

Mack, Kahlila Genese. “Beyond The Barriers: A Qualitative Investigation Into The Experiences Of General Pediatricians Working With Young Children Exhibiting Developmental Delays And Disabilities.” 2008. Thesis, University of South Florida. Accessed October 20, 2020. https://scholarcommons.usf.edu/etd/372.

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

MLA Handbook (7th Edition):

Mack, Kahlila Genese. “Beyond The Barriers: A Qualitative Investigation Into The Experiences Of General Pediatricians Working With Young Children Exhibiting Developmental Delays And Disabilities.” 2008. Web. 20 Oct 2020.

Vancouver:

Mack KG. Beyond The Barriers: A Qualitative Investigation Into The Experiences Of General Pediatricians Working With Young Children Exhibiting Developmental Delays And Disabilities. [Internet] [Thesis]. University of South Florida; 2008. [cited 2020 Oct 20]. Available from: https://scholarcommons.usf.edu/etd/372.

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

Council of Science Editors:

Mack KG. Beyond The Barriers: A Qualitative Investigation Into The Experiences Of General Pediatricians Working With Young Children Exhibiting Developmental Delays And Disabilities. [Thesis]. University of South Florida; 2008. Available from: https://scholarcommons.usf.edu/etd/372

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


University of Pretoria

16. [No author]. The academic self-concept of learners with hearing impairment in two South African public school contexts: Special and full-service inclusion schools .

Degree: 2006, University of Pretoria

 The Education White Paper 6 has set South Africa on the course for implementing a policy of inclusive education and participation in its schools. It… (more)

Subjects/Keywords: Inclusive education and participation; Academic self-concept (asc); Barriers to learning and participation (blp); Hearing impairment (hi); Effective learning environments; Special schools; Full-service inclusion schools; UCTD

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

APA (6th Edition):

author], [. (2006). The academic self-concept of learners with hearing impairment in two South African public school contexts: Special and full-service inclusion schools . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-08162005-105250/

Chicago Manual of Style (16th Edition):

author], [No. “The academic self-concept of learners with hearing impairment in two South African public school contexts: Special and full-service inclusion schools .” 2006. Doctoral Dissertation, University of Pretoria. Accessed October 20, 2020. http://upetd.up.ac.za/thesis/available/etd-08162005-105250/.

MLA Handbook (7th Edition):

author], [No. “The academic self-concept of learners with hearing impairment in two South African public school contexts: Special and full-service inclusion schools .” 2006. Web. 20 Oct 2020.

Vancouver:

author] [. The academic self-concept of learners with hearing impairment in two South African public school contexts: Special and full-service inclusion schools . [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2020 Oct 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-08162005-105250/.

Council of Science Editors:

author] [. The academic self-concept of learners with hearing impairment in two South African public school contexts: Special and full-service inclusion schools . [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://upetd.up.ac.za/thesis/available/etd-08162005-105250/


University of Pretoria

17. Du Plessis, Anna-Barbara. The academic self-concept of learners with hearing impairment in two South African public school contexts : special and full-service inclusion schools.

Degree: Educational Psychology, 2006, University of Pretoria

 The Education White Paper 6 has set South Africa on the course for implementing a policy of inclusive education and participation in its schools. It… (more)

Subjects/Keywords: Inclusive education and participation; Academic self-concept (ASC); Barriers to learning and participation (BLP); Hearing impairment; Effective learning environments; Special schools; Full-service inclusion schools; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Plessis, Anna-Barbara, D. (2006). The academic self-concept of learners with hearing impairment in two South African public school contexts : special and full-service inclusion schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27289

Chicago Manual of Style (16th Edition):

Plessis, Anna-Barbara, Du. “The academic self-concept of learners with hearing impairment in two South African public school contexts : special and full-service inclusion schools.” 2006. Doctoral Dissertation, University of Pretoria. Accessed October 20, 2020. http://hdl.handle.net/2263/27289.

MLA Handbook (7th Edition):

Plessis, Anna-Barbara, Du. “The academic self-concept of learners with hearing impairment in two South African public school contexts : special and full-service inclusion schools.” 2006. Web. 20 Oct 2020.

Vancouver:

Plessis, Anna-Barbara D. The academic self-concept of learners with hearing impairment in two South African public school contexts : special and full-service inclusion schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2020 Oct 20]. Available from: http://hdl.handle.net/2263/27289.

Council of Science Editors:

Plessis, Anna-Barbara D. The academic self-concept of learners with hearing impairment in two South African public school contexts : special and full-service inclusion schools. [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://hdl.handle.net/2263/27289

.