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You searched for subject:(Intervention to decrease eary readmission). Showing records 1 – 30 of 28799 total matches.

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Universitat Autònoma de Barcelona

1. Morales Arrieta, Betty Paola. El reingreso hospitalario precoz en el paciente cirrótico descompensado.

Degree: Departament de Medicina, 2018, Universitat Autònoma de Barcelona

 Decompensated cirrhosis is a chronic disease with a high clinical and economic impact, responsible for significant morbidity, mortality and health-care costs. In fact, patients with… (more)

Subjects/Keywords: Cirrosi descompensada; Cirrosis descompensada; Decompensated cirrhosis; Reingrés hospitalari preçoc; Reingreso hospitalario precoz; Early hospital readmission; Intervenció per reduir el reingrés precoç; Intervención para reduir el reingreso precoz; Intervention to decrease eary readmission; Ciències de la Salut; 616.3

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APA (6th Edition):

Morales Arrieta, B. P. (2018). El reingreso hospitalario precoz en el paciente cirrótico descompensado. (Thesis). Universitat Autònoma de Barcelona. Retrieved from http://hdl.handle.net/10803/461744

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):

Morales Arrieta, Betty Paola. “El reingreso hospitalario precoz en el paciente cirrótico descompensado.” 2018. Thesis, Universitat Autònoma de Barcelona. Accessed April 21, 2019. http://hdl.handle.net/10803/461744.

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

MLA Handbook (7th Edition):

Morales Arrieta, Betty Paola. “El reingreso hospitalario precoz en el paciente cirrótico descompensado.” 2018. Web. 21 Apr 2019.

Vancouver:

Morales Arrieta BP. El reingreso hospitalario precoz en el paciente cirrótico descompensado. [Internet] [Thesis]. Universitat Autònoma de Barcelona; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10803/461744.

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

Council of Science Editors:

Morales Arrieta BP. El reingreso hospitalario precoz en el paciente cirrótico descompensado. [Thesis]. Universitat Autònoma de Barcelona; 2018. Available from: http://hdl.handle.net/10803/461744

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


University of Georgia

2. Baskette, Michael Ralph. Implementing a repeated reading intervention to improve the reading fluency and comprehension of middle-school students exhibiting reading difficulties.

Degree: PhD, Special Education, 2008, University of Georgia

 The implementation of a response to intervention model for diagnosing students with a learning disorder mandates evidence-based strategies are utilized in the general education setting… (more)

Subjects/Keywords: Response to intervention

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APA (6th Edition):

Baskette, M. R. (2008). Implementing a repeated reading intervention to improve the reading fluency and comprehension of middle-school students exhibiting reading difficulties. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/baskette_michael_200805_phd

Chicago Manual of Style (16th Edition):

Baskette, Michael Ralph. “Implementing a repeated reading intervention to improve the reading fluency and comprehension of middle-school students exhibiting reading difficulties.” 2008. Doctoral Dissertation, University of Georgia. Accessed April 21, 2019. http://purl.galileo.usg.edu/uga_etd/baskette_michael_200805_phd.

MLA Handbook (7th Edition):

Baskette, Michael Ralph. “Implementing a repeated reading intervention to improve the reading fluency and comprehension of middle-school students exhibiting reading difficulties.” 2008. Web. 21 Apr 2019.

Vancouver:

Baskette MR. Implementing a repeated reading intervention to improve the reading fluency and comprehension of middle-school students exhibiting reading difficulties. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Apr 21]. Available from: http://purl.galileo.usg.edu/uga_etd/baskette_michael_200805_phd.

Council of Science Editors:

Baskette MR. Implementing a repeated reading intervention to improve the reading fluency and comprehension of middle-school students exhibiting reading difficulties. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/baskette_michael_200805_phd


University of Georgia

3. McFay, Danny Dale. Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level.

Degree: PhD, Education, 2008, University of Georgia

 The purpose of this study was to investigate the validity and effectiveness of curriculum-based measurements (CBM) as an instrument to collect response data for the… (more)

Subjects/Keywords: Response to Intervention

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APA (6th Edition):

McFay, D. D. (2008). Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mcfay_danny_d_200805_phd

Chicago Manual of Style (16th Edition):

McFay, Danny Dale. “Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level.” 2008. Doctoral Dissertation, University of Georgia. Accessed April 21, 2019. http://purl.galileo.usg.edu/uga_etd/mcfay_danny_d_200805_phd.

MLA Handbook (7th Edition):

McFay, Danny Dale. “Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level.” 2008. Web. 21 Apr 2019.

Vancouver:

McFay DD. Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Apr 21]. Available from: http://purl.galileo.usg.edu/uga_etd/mcfay_danny_d_200805_phd.

Council of Science Editors:

McFay DD. Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/mcfay_danny_d_200805_phd


University of Georgia

4. Sailors, Amanda Smith. Policy implementation as situated dialogue: a case study of Response to Intervention (RTI) implementation using a philosophical hermeneutic frame.

Degree: PhD, Educational Administration and Policy, 2014, University of Georgia

 Education policy implementation is a complex endeavor, and successful implementation often depends upon the local context and the people involved in implementation. Policies are often… (more)

Subjects/Keywords: response to intervention

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APA (6th Edition):

Sailors, A. S. (2014). Policy implementation as situated dialogue: a case study of Response to Intervention (RTI) implementation using a philosophical hermeneutic frame. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sailors_amanda_s_201412_phd

Chicago Manual of Style (16th Edition):

Sailors, Amanda Smith. “Policy implementation as situated dialogue: a case study of Response to Intervention (RTI) implementation using a philosophical hermeneutic frame.” 2014. Doctoral Dissertation, University of Georgia. Accessed April 21, 2019. http://purl.galileo.usg.edu/uga_etd/sailors_amanda_s_201412_phd.

MLA Handbook (7th Edition):

Sailors, Amanda Smith. “Policy implementation as situated dialogue: a case study of Response to Intervention (RTI) implementation using a philosophical hermeneutic frame.” 2014. Web. 21 Apr 2019.

Vancouver:

Sailors AS. Policy implementation as situated dialogue: a case study of Response to Intervention (RTI) implementation using a philosophical hermeneutic frame. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Apr 21]. Available from: http://purl.galileo.usg.edu/uga_etd/sailors_amanda_s_201412_phd.

Council of Science Editors:

Sailors AS. Policy implementation as situated dialogue: a case study of Response to Intervention (RTI) implementation using a philosophical hermeneutic frame. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/sailors_amanda_s_201412_phd


University of Pennsylvania

5. Kumar, Aparna. The Impact of Nursing Factors on the Outcomes of Adult Medicare Surgical Patients With and Without Depression.

Degree: 2016, University of Pennsylvania

 Depression is common among older surgical patients and increases their risk of adverse events, including complications, readmissions, and even death. Although recent initiatives have focused… (more)

Subjects/Keywords: Depression; Failure to Rescue; Mortality; Nursing; Readmission; Surgery; Nursing

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APA (6th Edition):

Kumar, A. (2016). The Impact of Nursing Factors on the Outcomes of Adult Medicare Surgical Patients With and Without Depression. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1822

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):

Kumar, Aparna. “The Impact of Nursing Factors on the Outcomes of Adult Medicare Surgical Patients With and Without Depression.” 2016. Thesis, University of Pennsylvania. Accessed April 21, 2019. https://repository.upenn.edu/edissertations/1822.

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

MLA Handbook (7th Edition):

Kumar, Aparna. “The Impact of Nursing Factors on the Outcomes of Adult Medicare Surgical Patients With and Without Depression.” 2016. Web. 21 Apr 2019.

Vancouver:

Kumar A. The Impact of Nursing Factors on the Outcomes of Adult Medicare Surgical Patients With and Without Depression. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2019 Apr 21]. Available from: https://repository.upenn.edu/edissertations/1822.

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

Council of Science Editors:

Kumar A. The Impact of Nursing Factors on the Outcomes of Adult Medicare Surgical Patients With and Without Depression. [Thesis]. University of Pennsylvania; 2016. Available from: https://repository.upenn.edu/edissertations/1822

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

6. Pogacar, Becky Ann. Relationship of Exposure to Heart Failure Discharge Teaching to Readmission Within 30 Days.

Degree: 2017, Marquette University

 Heart Failure (HF) patients are at increased risk for higher rates of hospital readmission within 30 days. Previous studies have demonstrated educational interventions delivered by… (more)

Subjects/Keywords: discharge teaching; effectiveness research; heart failure; intervention dose; nurse dose; readmission; Cardiology; Education; Nursing

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APA (6th Edition):

Pogacar, B. A. (2017). Relationship of Exposure to Heart Failure Discharge Teaching to Readmission Within 30 Days. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/dissertations_mu/702

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):

Pogacar, Becky Ann. “Relationship of Exposure to Heart Failure Discharge Teaching to Readmission Within 30 Days.” 2017. Thesis, Marquette University. Accessed April 21, 2019. https://epublications.marquette.edu/dissertations_mu/702.

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

MLA Handbook (7th Edition):

Pogacar, Becky Ann. “Relationship of Exposure to Heart Failure Discharge Teaching to Readmission Within 30 Days.” 2017. Web. 21 Apr 2019.

Vancouver:

Pogacar BA. Relationship of Exposure to Heart Failure Discharge Teaching to Readmission Within 30 Days. [Internet] [Thesis]. Marquette University; 2017. [cited 2019 Apr 21]. Available from: https://epublications.marquette.edu/dissertations_mu/702.

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

Council of Science Editors:

Pogacar BA. Relationship of Exposure to Heart Failure Discharge Teaching to Readmission Within 30 Days. [Thesis]. Marquette University; 2017. Available from: https://epublications.marquette.edu/dissertations_mu/702

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


Louisiana State University

7. Hutchinson, Lauren. A middle school's response to intervention : SuccessMaker for math remediation.

Degree: MNS, Physical Sciences and Mathematics, 2013, Louisiana State University

 This thesis discusses the results obtained upon the implementation of an online math remediation program, SuccessMaker, as a component of Response to Intervention (RTI). The… (more)

Subjects/Keywords: Tier; Intervention; SuccessMaker; Response to Intervention; Remediation

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APA (6th Edition):

Hutchinson, L. (2013). A middle school's response to intervention : SuccessMaker for math remediation. (Masters Thesis). Louisiana State University. Retrieved from etd-07032013-144441 ; https://digitalcommons.lsu.edu/gradschool_theses/2165

Chicago Manual of Style (16th Edition):

Hutchinson, Lauren. “A middle school's response to intervention : SuccessMaker for math remediation.” 2013. Masters Thesis, Louisiana State University. Accessed April 21, 2019. etd-07032013-144441 ; https://digitalcommons.lsu.edu/gradschool_theses/2165.

MLA Handbook (7th Edition):

Hutchinson, Lauren. “A middle school's response to intervention : SuccessMaker for math remediation.” 2013. Web. 21 Apr 2019.

Vancouver:

Hutchinson L. A middle school's response to intervention : SuccessMaker for math remediation. [Internet] [Masters thesis]. Louisiana State University; 2013. [cited 2019 Apr 21]. Available from: etd-07032013-144441 ; https://digitalcommons.lsu.edu/gradschool_theses/2165.

Council of Science Editors:

Hutchinson L. A middle school's response to intervention : SuccessMaker for math remediation. [Masters Thesis]. Louisiana State University; 2013. Available from: etd-07032013-144441 ; https://digitalcommons.lsu.edu/gradschool_theses/2165


University of Akron

8. Khasawneh, Ahmad Ali. Evaluating the Effectiveness of the Most Widely Used Intervention Strategies in Reducing 30-Day Hospital Readmission for CHF Patients Using AHP.

Degree: MS, Mechanical Engineering, 2015, University of Akron

 In recent years, numerous intervention strategies have been introduced that allow reducing hospital readmission rate. This study evaluated and compared the impact of several intervention(more)

Subjects/Keywords: Health Care; Health Care Management; Industrial Engineering; Management; Statistics; Hospital Readmission; 30-day Hospital Readmission; Intervention Strategies; Congestive Heart Failure; CHF; Analytical Hierarchy Process; AHP

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APA (6th Edition):

Khasawneh, A. A. (2015). Evaluating the Effectiveness of the Most Widely Used Intervention Strategies in Reducing 30-Day Hospital Readmission for CHF Patients Using AHP. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1435582396

Chicago Manual of Style (16th Edition):

Khasawneh, Ahmad Ali. “Evaluating the Effectiveness of the Most Widely Used Intervention Strategies in Reducing 30-Day Hospital Readmission for CHF Patients Using AHP.” 2015. Masters Thesis, University of Akron. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1435582396.

MLA Handbook (7th Edition):

Khasawneh, Ahmad Ali. “Evaluating the Effectiveness of the Most Widely Used Intervention Strategies in Reducing 30-Day Hospital Readmission for CHF Patients Using AHP.” 2015. Web. 21 Apr 2019.

Vancouver:

Khasawneh AA. Evaluating the Effectiveness of the Most Widely Used Intervention Strategies in Reducing 30-Day Hospital Readmission for CHF Patients Using AHP. [Internet] [Masters thesis]. University of Akron; 2015. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1435582396.

Council of Science Editors:

Khasawneh AA. Evaluating the Effectiveness of the Most Widely Used Intervention Strategies in Reducing 30-Day Hospital Readmission for CHF Patients Using AHP. [Masters Thesis]. University of Akron; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1435582396


Texas A&M University

9. Stringer, Davina Marie. Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 Response to Intervention (RTI) is a multi-tiered approach to help struggling learners, but RTI is not federally or state funded. This poses a unique and… (more)

Subjects/Keywords: Response to Intervention; teacher training

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APA (6th Edition):

Stringer, D. M. (2017). Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165845

Chicago Manual of Style (16th Edition):

Stringer, Davina Marie. “Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/165845.

MLA Handbook (7th Edition):

Stringer, Davina Marie. “Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility.” 2017. Web. 21 Apr 2019.

Vancouver:

Stringer DM. Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/165845.

Council of Science Editors:

Stringer DM. Designing a Response to Intervention Training Tool: A Mixed Methods Approach To RTI Accountibility. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165845


University of Saskatchewan

10. Start, Jessica Margaret 1989-. Humanitarian Intervention in Libya and Darfur: The Future of Responsibility to Protect.

Degree: 2016, University of Saskatchewan

 Since the end of the Cold War and the disintegration of the global political hegemons, the world has seen an influx of deadly intrastate conflicts.… (more)

Subjects/Keywords: Responsibility to Protect; Humanitarian Intervention

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APA (6th Edition):

Start, J. M. 1. (2016). Humanitarian Intervention in Libya and Darfur: The Future of Responsibility to Protect. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7430

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):

Start, Jessica Margaret 1989-. “Humanitarian Intervention in Libya and Darfur: The Future of Responsibility to Protect.” 2016. Thesis, University of Saskatchewan. Accessed April 21, 2019. http://hdl.handle.net/10388/7430.

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

MLA Handbook (7th Edition):

Start, Jessica Margaret 1989-. “Humanitarian Intervention in Libya and Darfur: The Future of Responsibility to Protect.” 2016. Web. 21 Apr 2019.

Vancouver:

Start JM1. Humanitarian Intervention in Libya and Darfur: The Future of Responsibility to Protect. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10388/7430.

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

Council of Science Editors:

Start JM1. Humanitarian Intervention in Libya and Darfur: The Future of Responsibility to Protect. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/7430

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


Virginia Tech

11. Skelding-Dills, Kathleen Ann. Response to Intervention (RtI) in a High School: A Case Study of Implementation.

Degree: EdD, Educational Leadership and Policy Studies, 2013, Virginia Tech

 Response to Intervention\'s (RtI) original design was implemented as a kindergarten through third grade intervention for struggling readers. Therefore, it is difficult to conceptualize RtI… (more)

Subjects/Keywords: Secondary Response To Intervention (RtI)

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

APA (6th Edition):

Skelding-Dills, K. A. (2013). Response to Intervention (RtI) in a High School: A Case Study of Implementation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23695

Chicago Manual of Style (16th Edition):

Skelding-Dills, Kathleen Ann. “Response to Intervention (RtI) in a High School: A Case Study of Implementation.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 21, 2019. http://hdl.handle.net/10919/23695.

MLA Handbook (7th Edition):

Skelding-Dills, Kathleen Ann. “Response to Intervention (RtI) in a High School: A Case Study of Implementation.” 2013. Web. 21 Apr 2019.

Vancouver:

Skelding-Dills KA. Response to Intervention (RtI) in a High School: A Case Study of Implementation. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10919/23695.

Council of Science Editors:

Skelding-Dills KA. Response to Intervention (RtI) in a High School: A Case Study of Implementation. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23695

12. McHugh, John Patrick. The Impact of Hospital-Skilled Nursing Facility Partnerships on Rehospitalization Rates.

Degree: Health Services Research, 2017, Brown University

 The Affordable Care Act changed economic incentives for hospitals with respect to post-hospitalization care management, as they are now penalized for unplanned readmissions within 30… (more)

Subjects/Keywords: readmission penalties

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APA (6th Edition):

McHugh, J. P. (2017). The Impact of Hospital-Skilled Nursing Facility Partnerships on Rehospitalization Rates. (Thesis). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:730644/

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):

McHugh, John Patrick. “The Impact of Hospital-Skilled Nursing Facility Partnerships on Rehospitalization Rates.” 2017. Thesis, Brown University. Accessed April 21, 2019. https://repository.library.brown.edu/studio/item/bdr:730644/.

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

MLA Handbook (7th Edition):

McHugh, John Patrick. “The Impact of Hospital-Skilled Nursing Facility Partnerships on Rehospitalization Rates.” 2017. Web. 21 Apr 2019.

Vancouver:

McHugh JP. The Impact of Hospital-Skilled Nursing Facility Partnerships on Rehospitalization Rates. [Internet] [Thesis]. Brown University; 2017. [cited 2019 Apr 21]. Available from: https://repository.library.brown.edu/studio/item/bdr:730644/.

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

Council of Science Editors:

McHugh JP. The Impact of Hospital-Skilled Nursing Facility Partnerships on Rehospitalization Rates. [Thesis]. Brown University; 2017. Available from: https://repository.library.brown.edu/studio/item/bdr:730644/

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

13. Carey, Robin J. Examining the Utility of the Response to Intervention Framework in Meeting the Needs of All Learners.

Degree: PhD, Educational Administration and Policy Studies, 2011, U of Denver

  The Response to Intervention framework is an effective means for or of identifying Specific Learning Disabilities. This study examined one school's utilization of the… (more)

Subjects/Keywords: case study; potential; Response to Intervention

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

APA (6th Edition):

Carey, R. J. (2011). Examining the Utility of the Response to Intervention Framework in Meeting the Needs of All Learners. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/774

Chicago Manual of Style (16th Edition):

Carey, Robin J. “Examining the Utility of the Response to Intervention Framework in Meeting the Needs of All Learners.” 2011. Doctoral Dissertation, U of Denver. Accessed April 21, 2019. https://digitalcommons.du.edu/etd/774.

MLA Handbook (7th Edition):

Carey, Robin J. “Examining the Utility of the Response to Intervention Framework in Meeting the Needs of All Learners.” 2011. Web. 21 Apr 2019.

Vancouver:

Carey RJ. Examining the Utility of the Response to Intervention Framework in Meeting the Needs of All Learners. [Internet] [Doctoral dissertation]. U of Denver; 2011. [cited 2019 Apr 21]. Available from: https://digitalcommons.du.edu/etd/774.

Council of Science Editors:

Carey RJ. Examining the Utility of the Response to Intervention Framework in Meeting the Needs of All Learners. [Doctoral Dissertation]. U of Denver; 2011. Available from: https://digitalcommons.du.edu/etd/774


Victoria University of Wellington

14. Gnoth, Aidan. Lost in translation: a comparative analysis of developing regions' receptions of the responsibility to protect norm.

Degree: 2013, Victoria University of Wellington

 The way in which different regions are receiving the international norm of the Responsibility to Protect (R2P) has been attracting increasing attention within academia in… (more)

Subjects/Keywords: R2P (Responsibility to protect); Intervention; Norm

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APA (6th Edition):

Gnoth, A. (2013). Lost in translation: a comparative analysis of developing regions' receptions of the responsibility to protect norm. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2990

Chicago Manual of Style (16th Edition):

Gnoth, Aidan. “Lost in translation: a comparative analysis of developing regions' receptions of the responsibility to protect norm.” 2013. Masters Thesis, Victoria University of Wellington. Accessed April 21, 2019. http://hdl.handle.net/10063/2990.

MLA Handbook (7th Edition):

Gnoth, Aidan. “Lost in translation: a comparative analysis of developing regions' receptions of the responsibility to protect norm.” 2013. Web. 21 Apr 2019.

Vancouver:

Gnoth A. Lost in translation: a comparative analysis of developing regions' receptions of the responsibility to protect norm. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10063/2990.

Council of Science Editors:

Gnoth A. Lost in translation: a comparative analysis of developing regions' receptions of the responsibility to protect norm. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2990


California State University – Sacramento

15. Anderson, Lucas R. Implementing school-wide positive behavior supports when no state initiative exists.

Degree: 2011, California State University – Sacramento

 Schools today must deal with increasingly challenging and maladaptive behaviors. Many schools still utilize punitive systems to deal with difficult behavior. Given the ineffectiveness of… (more)

Subjects/Keywords: Reponse to intervention; School reform; Staff development

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APA (6th Edition):

Anderson, L. R. (2011). Implementing school-wide positive behavior supports when no state initiative exists. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1135

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, Lucas R. “Implementing school-wide positive behavior supports when no state initiative exists.” 2011. Thesis, California State University – Sacramento. Accessed April 21, 2019. http://hdl.handle.net/10211.9/1135.

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

MLA Handbook (7th Edition):

Anderson, Lucas R. “Implementing school-wide positive behavior supports when no state initiative exists.” 2011. Web. 21 Apr 2019.

Vancouver:

Anderson LR. Implementing school-wide positive behavior supports when no state initiative exists. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10211.9/1135.

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

Council of Science Editors:

Anderson LR. Implementing school-wide positive behavior supports when no state initiative exists. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1135

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


University of Saskatchewan

16. Reid-Shea, Theresa. Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015.

Degree: 2015, University of Saskatchewan

 This investigation used a one-group pretest-posttest design to examine the relationship between a tier three reading intervention program (i.e., a program designed for students that… (more)

Subjects/Keywords: Response to Intervention Tier Three Reading

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APA (6th Edition):

Reid-Shea, T. (2015). Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-11-2280

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):

Reid-Shea, Theresa. “Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015.” 2015. Thesis, University of Saskatchewan. Accessed April 21, 2019. http://hdl.handle.net/10388/ETD-2015-11-2280.

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

MLA Handbook (7th Edition):

Reid-Shea, Theresa. “Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015.” 2015. Web. 21 Apr 2019.

Vancouver:

Reid-Shea T. Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10388/ETD-2015-11-2280.

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

Council of Science Editors:

Reid-Shea T. Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-11-2280

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


University of Houston

17. Voltz, Teressa J. A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 The Individuals With Disabilities Education Improvement Act (2004) and the No Child Left Behind Act (2002) focused districts on early intervention in order to assist… (more)

Subjects/Keywords: Response to Intervention; Struggling Readers; Differentiation; Leadership

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APA (6th Edition):

Voltz, T. J. (2012). A Longitudinal Study of the Success of Response to Intervention for Educational Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/621

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):

Voltz, Teressa J. “A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.” 2012. Thesis, University of Houston. Accessed April 21, 2019. http://hdl.handle.net/10657/621.

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

MLA Handbook (7th Edition):

Voltz, Teressa J. “A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.” 2012. Web. 21 Apr 2019.

Vancouver:

Voltz TJ. A Longitudinal Study of the Success of Response to Intervention for Educational Leaders. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10657/621.

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

Council of Science Editors:

Voltz TJ. A Longitudinal Study of the Success of Response to Intervention for Educational Leaders. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/621

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


University of North Texas

18. Hovey, Katrina A. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.

Degree: 2016, University of North Texas

 Pre-service teachers are entering the field as novice practitioners with concerns regarding their ability to confidently and effectively implement key components of response to intervention(more)

Subjects/Keywords: Teacher preparation; Response to Intervention; RTI

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APA (6th Edition):

Hovey, K. A. (2016). University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955015/

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):

Hovey, Katrina A. “University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.” 2016. Thesis, University of North Texas. Accessed April 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc955015/.

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

MLA Handbook (7th Edition):

Hovey, Katrina A. “University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.” 2016. Web. 21 Apr 2019.

Vancouver:

Hovey KA. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Apr 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955015/.

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

Council of Science Editors:

Hovey KA. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955015/

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


Northeastern University

19. Kushi, Sidita. Saving our western neighbors: how regional institutions & conflict perceptions drive humanitarian military interventions.

Degree: PhD, Department of Political Science, 2018, Northeastern University

 Humanitarian military interventions characterized the political atmosphere of the 1990s legitimizing the phenomenon in which third-party actors use force to end intrastate abuses. While calls… (more)

Subjects/Keywords: humanitarian military intervention; responsibility to protect

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APA (6th Edition):

Kushi, S. (2018). Saving our western neighbors: how regional institutions & conflict perceptions drive humanitarian military interventions. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20283086

Chicago Manual of Style (16th Edition):

Kushi, Sidita. “Saving our western neighbors: how regional institutions & conflict perceptions drive humanitarian military interventions.” 2018. Doctoral Dissertation, Northeastern University. Accessed April 21, 2019. http://hdl.handle.net/2047/D20283086.

MLA Handbook (7th Edition):

Kushi, Sidita. “Saving our western neighbors: how regional institutions & conflict perceptions drive humanitarian military interventions.” 2018. Web. 21 Apr 2019.

Vancouver:

Kushi S. Saving our western neighbors: how regional institutions & conflict perceptions drive humanitarian military interventions. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2047/D20283086.

Council of Science Editors:

Kushi S. Saving our western neighbors: how regional institutions & conflict perceptions drive humanitarian military interventions. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20283086

20. Parajuly, Krishna Prasad. Responsibility to Protect (R2P) : The Reconceptualization of Humanitarian Intervention.

Degree: Faculty of Arts and Sciences, 2012, Linköping UniversityLinköping University

  I have analyzed humanitarian intervention within the framework of Responsibility to Protect (R2P), particularly in relation to the three statements of my thesis. First,… (more)

Subjects/Keywords: Responsibility to protect; Humanitarian Intervention; normative; descriptive

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APA (6th Edition):

Parajuly, K. P. (2012). Responsibility to Protect (R2P) : The Reconceptualization of Humanitarian Intervention. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-111929

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):

Parajuly, Krishna Prasad. “Responsibility to Protect (R2P) : The Reconceptualization of Humanitarian Intervention.” 2012. Thesis, Linköping UniversityLinköping University. Accessed April 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-111929.

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

MLA Handbook (7th Edition):

Parajuly, Krishna Prasad. “Responsibility to Protect (R2P) : The Reconceptualization of Humanitarian Intervention.” 2012. Web. 21 Apr 2019.

Vancouver:

Parajuly KP. Responsibility to Protect (R2P) : The Reconceptualization of Humanitarian Intervention. [Internet] [Thesis]. Linköping UniversityLinköping University; 2012. [cited 2019 Apr 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-111929.

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

Council of Science Editors:

Parajuly KP. Responsibility to Protect (R2P) : The Reconceptualization of Humanitarian Intervention. [Thesis]. Linköping UniversityLinköping University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-111929

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


University of Kansas

21. Hogle, Julie Ann. Teachers' Perceived Knowledge about Response to Interventions.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 Abstract Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning needs. RtI has several core components… (more)

Subjects/Keywords: Elementary education; perceived knowledge; Response to Intervention

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APA (6th Edition):

Hogle, J. A. (2018). Teachers' Perceived Knowledge about Response to Interventions. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27559

Chicago Manual of Style (16th Edition):

Hogle, Julie Ann. “Teachers' Perceived Knowledge about Response to Interventions.” 2018. Doctoral Dissertation, University of Kansas. Accessed April 21, 2019. http://hdl.handle.net/1808/27559.

MLA Handbook (7th Edition):

Hogle, Julie Ann. “Teachers' Perceived Knowledge about Response to Interventions.” 2018. Web. 21 Apr 2019.

Vancouver:

Hogle JA. Teachers' Perceived Knowledge about Response to Interventions. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1808/27559.

Council of Science Editors:

Hogle JA. Teachers' Perceived Knowledge about Response to Interventions. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27559


George Mason University

22. Roche, William. IMPLEMENTING THE INTERNATIONAL “RESPONSIBILITY TO PROTECT”: A SOCIOLOGICAL CASE STUDY OF THE INSTITUTIONAL PRACTICES OF THE UNITED STATES DEPARTMENT OF DEFENSE TOWARD OPERATIONALIZING HUMANITARIAN INTERVENTION .

Degree: 2017, George Mason University

 The concept of Responsibility to Protect (R2P) was promulgated by the United Nations in 2001 to address the issue of military intervention in the case… (more)

Subjects/Keywords: Sociology; Humanitarian Intervention; Norm; Responsiblity to Protect

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

APA (6th Edition):

Roche, W. (2017). IMPLEMENTING THE INTERNATIONAL “RESPONSIBILITY TO PROTECT”: A SOCIOLOGICAL CASE STUDY OF THE INSTITUTIONAL PRACTICES OF THE UNITED STATES DEPARTMENT OF DEFENSE TOWARD OPERATIONALIZING HUMANITARIAN INTERVENTION . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11186

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):

Roche, William. “IMPLEMENTING THE INTERNATIONAL “RESPONSIBILITY TO PROTECT”: A SOCIOLOGICAL CASE STUDY OF THE INSTITUTIONAL PRACTICES OF THE UNITED STATES DEPARTMENT OF DEFENSE TOWARD OPERATIONALIZING HUMANITARIAN INTERVENTION .” 2017. Thesis, George Mason University. Accessed April 21, 2019. http://hdl.handle.net/1920/11186.

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

MLA Handbook (7th Edition):

Roche, William. “IMPLEMENTING THE INTERNATIONAL “RESPONSIBILITY TO PROTECT”: A SOCIOLOGICAL CASE STUDY OF THE INSTITUTIONAL PRACTICES OF THE UNITED STATES DEPARTMENT OF DEFENSE TOWARD OPERATIONALIZING HUMANITARIAN INTERVENTION .” 2017. Web. 21 Apr 2019.

Vancouver:

Roche W. IMPLEMENTING THE INTERNATIONAL “RESPONSIBILITY TO PROTECT”: A SOCIOLOGICAL CASE STUDY OF THE INSTITUTIONAL PRACTICES OF THE UNITED STATES DEPARTMENT OF DEFENSE TOWARD OPERATIONALIZING HUMANITARIAN INTERVENTION . [Internet] [Thesis]. George Mason University; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1920/11186.

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

Council of Science Editors:

Roche W. IMPLEMENTING THE INTERNATIONAL “RESPONSIBILITY TO PROTECT”: A SOCIOLOGICAL CASE STUDY OF THE INSTITUTIONAL PRACTICES OF THE UNITED STATES DEPARTMENT OF DEFENSE TOWARD OPERATIONALIZING HUMANITARIAN INTERVENTION . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/11186

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


University of Texas – Austin

23. Henning, Rachel Feile. Fidelity of response to intervention in Texas schools.

Degree: Special Education, 2015, University of Texas – Austin

 Response to Intervention (RtI) is a framework intended to provide high quality classroom instruction, identification of students at risk of failure and tiered levels of… (more)

Subjects/Keywords: Response to intervention; Texas elementary schools

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APA (6th Edition):

Henning, R. F. (2015). Fidelity of response to intervention in Texas schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39130

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):

Henning, Rachel Feile. “Fidelity of response to intervention in Texas schools.” 2015. Thesis, University of Texas – Austin. Accessed April 21, 2019. http://hdl.handle.net/2152/39130.

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

MLA Handbook (7th Edition):

Henning, Rachel Feile. “Fidelity of response to intervention in Texas schools.” 2015. Web. 21 Apr 2019.

Vancouver:

Henning RF. Fidelity of response to intervention in Texas schools. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2152/39130.

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

Council of Science Editors:

Henning RF. Fidelity of response to intervention in Texas schools. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/39130

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


University of Minnesota

24. Schmitt, Braden Anne. Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

 The purpose of the present study was to evaluate a newly-developed measure of preschool learning-related behaviors, designed for the purpose of enhancing identification of the… (more)

Subjects/Keywords: Early childhood; Response to intervention; Teacher rating

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APA (6th Edition):

Schmitt, B. A. (2014). Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165800

Chicago Manual of Style (16th Edition):

Schmitt, Braden Anne. “Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework.” 2014. Doctoral Dissertation, University of Minnesota. Accessed April 21, 2019. http://hdl.handle.net/11299/165800.

MLA Handbook (7th Edition):

Schmitt, Braden Anne. “Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework.” 2014. Web. 21 Apr 2019.

Vancouver:

Schmitt BA. Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/11299/165800.

Council of Science Editors:

Schmitt BA. Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165800


University of Illinois – Urbana-Champaign

25. Nadrozny, Trevor. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.

Degree: EdD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 The achievement gap between white and black students has been studied extensively, but little has been done to design policies and implement practices to challenge… (more)

Subjects/Keywords: Response to intervention; Social justice leadership

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APA (6th Edition):

Nadrozny, T. (2017). Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99370

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):

Nadrozny, Trevor. “Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/99370.

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

MLA Handbook (7th Edition):

Nadrozny, Trevor. “Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.” 2017. Web. 21 Apr 2019.

Vancouver:

Nadrozny T. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/99370.

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

Council of Science Editors:

Nadrozny T. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99370

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


University of Delaware

26. Owens, Jack Furman. District support for the implementation of secondary response to intervention .

Degree: 2017, University of Delaware

 At the close of the 2013-2014 school year, many of the Indian River School District (IRSD) secondary schools did not have a whole-school approach to… (more)

Subjects/Keywords: Education; Afterschool programs; Response to intervention; Support

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APA (6th Edition):

Owens, J. F. (2017). District support for the implementation of secondary response to intervention . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/21751

Chicago Manual of Style (16th Edition):

Owens, Jack Furman. “District support for the implementation of secondary response to intervention .” 2017. Doctoral Dissertation, University of Delaware. Accessed April 21, 2019. http://udspace.udel.edu/handle/19716/21751.

MLA Handbook (7th Edition):

Owens, Jack Furman. “District support for the implementation of secondary response to intervention .” 2017. Web. 21 Apr 2019.

Vancouver:

Owens JF. District support for the implementation of secondary response to intervention . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2019 Apr 21]. Available from: http://udspace.udel.edu/handle/19716/21751.

Council of Science Editors:

Owens JF. District support for the implementation of secondary response to intervention . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/21751


University of Arizona

27. Allen, Caitlan E. Measuring First Graders’ Growth on Word Identification Fluency: A Prognosis for Later Performance? .

Degree: 2018, University of Arizona

 Background and Objective: Research has repeatedly found that students who have not developed sufficient reading skills by the third grade have lower rates of high… (more)

Subjects/Keywords: Growth; ORF; Response to Intervention; STEEP; WIF

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APA (6th Edition):

Allen, C. E. (2018). Measuring First Graders’ Growth on Word Identification Fluency: A Prognosis for Later Performance? . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627676

Chicago Manual of Style (16th Edition):

Allen, Caitlan E. “Measuring First Graders’ Growth on Word Identification Fluency: A Prognosis for Later Performance? .” 2018. Doctoral Dissertation, University of Arizona. Accessed April 21, 2019. http://hdl.handle.net/10150/627676.

MLA Handbook (7th Edition):

Allen, Caitlan E. “Measuring First Graders’ Growth on Word Identification Fluency: A Prognosis for Later Performance? .” 2018. Web. 21 Apr 2019.

Vancouver:

Allen CE. Measuring First Graders’ Growth on Word Identification Fluency: A Prognosis for Later Performance? . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10150/627676.

Council of Science Editors:

Allen CE. Measuring First Graders’ Growth on Word Identification Fluency: A Prognosis for Later Performance? . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627676

28. Laspata, Michelle. The efficacy of video self-modeling in ameliorating aggressive behavior among students identified as at-risk within a response to intervention paradigm.

Degree: PhD, School Psychology, 2018, Texas Woman's University

 The purpose of this study was to investigate the efficacy of video self-modeling (VSM) with early elementary-aged children who have not been evaluated as having… (more)

Subjects/Keywords: Video self-modeling; Response to Intervention; Aggression

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

APA (6th Edition):

Laspata, M. (2018). The efficacy of video self-modeling in ameliorating aggressive behavior among students identified as at-risk within a response to intervention paradigm. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10744

Chicago Manual of Style (16th Edition):

Laspata, Michelle. “The efficacy of video self-modeling in ameliorating aggressive behavior among students identified as at-risk within a response to intervention paradigm.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed April 21, 2019. http://hdl.handle.net/11274/10744.

MLA Handbook (7th Edition):

Laspata, Michelle. “The efficacy of video self-modeling in ameliorating aggressive behavior among students identified as at-risk within a response to intervention paradigm.” 2018. Web. 21 Apr 2019.

Vancouver:

Laspata M. The efficacy of video self-modeling in ameliorating aggressive behavior among students identified as at-risk within a response to intervention paradigm. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/11274/10744.

Council of Science Editors:

Laspata M. The efficacy of video self-modeling in ameliorating aggressive behavior among students identified as at-risk within a response to intervention paradigm. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/10744


Virginia Tech

29. Collins, Keith Ryan. The Development and Implementation of Response to Intervention in an Elementary School Setting.

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

 RTI has gained popularity in recent years. RTI uses research-based instruction, data based decisions, and early interventions to identify and remediate students early. However, little… (more)

Subjects/Keywords: Response to Intervention; RTI; Reading Grouping

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APA (6th Edition):

Collins, K. R. (2014). The Development and Implementation of Response to Intervention in an Elementary School Setting. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71326

Chicago Manual of Style (16th Edition):

Collins, Keith Ryan. “The Development and Implementation of Response to Intervention in an Elementary School Setting.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 21, 2019. http://hdl.handle.net/10919/71326.

MLA Handbook (7th Edition):

Collins, Keith Ryan. “The Development and Implementation of Response to Intervention in an Elementary School Setting.” 2014. Web. 21 Apr 2019.

Vancouver:

Collins KR. The Development and Implementation of Response to Intervention in an Elementary School Setting. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10919/71326.

Council of Science Editors:

Collins KR. The Development and Implementation of Response to Intervention in an Elementary School Setting. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/71326

30. Littmann, Sarah Ellen. Response to Intervention: Raising the Achievement of Struggling Readers.

Degree: PhD, Curriculum and Instruction, 2010, U of Denver

  Two purposes guided this concurrent nested mixed methods research. It examined and described the processes followed and experiences had by the administrators, teachers, and… (more)

Subjects/Keywords: Intervention; Literacy; Reading Intervention; Response to Intervention; Curriculum and Instruction; Curriculum and Social Inquiry

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

APA (6th Edition):

Littmann, S. E. (2010). Response to Intervention: Raising the Achievement of Struggling Readers. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/860

Chicago Manual of Style (16th Edition):

Littmann, Sarah Ellen. “Response to Intervention: Raising the Achievement of Struggling Readers.” 2010. Doctoral Dissertation, U of Denver. Accessed April 21, 2019. https://digitalcommons.du.edu/etd/860.

MLA Handbook (7th Edition):

Littmann, Sarah Ellen. “Response to Intervention: Raising the Achievement of Struggling Readers.” 2010. Web. 21 Apr 2019.

Vancouver:

Littmann SE. Response to Intervention: Raising the Achievement of Struggling Readers. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Apr 21]. Available from: https://digitalcommons.du.edu/etd/860.

Council of Science Editors:

Littmann SE. Response to Intervention: Raising the Achievement of Struggling Readers. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/860

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