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You searched for subject:(Interventions in Schools). Showing records 1 – 6 of 6 total matches.

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California State University – San Bernardino

1. Bates, Dakota Blue. The Effectiveness of Disciplinary Interventions in School-Based Counseling.

Degree: MSW, School of Social Work, 2018, California State University – San Bernardino

  This project discusses the effectiveness of disciplinary interventions in school-based counseling. Participants were selected from elementary and middle school sites in a school district… (more)

Subjects/Keywords: School Counseling; Interventions in Schools; Disciplinary Interventions; Theoretical Orientations in Schools; Resources in School-Based Counseling; Social Work

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

APA (6th Edition):

Bates, D. B. (2018). The Effectiveness of Disciplinary Interventions in School-Based Counseling. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/761

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):

Bates, Dakota Blue. “The Effectiveness of Disciplinary Interventions in School-Based Counseling.” 2018. Thesis, California State University – San Bernardino. Accessed September 19, 2019. https://scholarworks.lib.csusb.edu/etd/761.

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

MLA Handbook (7th Edition):

Bates, Dakota Blue. “The Effectiveness of Disciplinary Interventions in School-Based Counseling.” 2018. Web. 19 Sep 2019.

Vancouver:

Bates DB. The Effectiveness of Disciplinary Interventions in School-Based Counseling. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Sep 19]. Available from: https://scholarworks.lib.csusb.edu/etd/761.

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

Council of Science Editors:

Bates DB. The Effectiveness of Disciplinary Interventions in School-Based Counseling. [Thesis]. California State University – San Bernardino; 2018. Available from: https://scholarworks.lib.csusb.edu/etd/761

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


California State University – Sacramento

2. Biskner, Jessica. Mindfulness-based interventions within middle and high school settings: teachers' perspectives.

Degree: MSW, Social Work, 2019, California State University – Sacramento

 Evidence suggests that mindfulness-based interventions are beneficial for increasing children and adolescents??? emotion regulation, managing attention, and increasing social-emotional resiliency (Semple, Lee, Rosa, & Miller,… (more)

Subjects/Keywords: Mental health in schools; Interventions with children; Mindfulness

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

APA (6th Edition):

Biskner, J. (2019). Mindfulness-based interventions within middle and high school settings: teachers' perspectives. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210434

Chicago Manual of Style (16th Edition):

Biskner, Jessica. “Mindfulness-based interventions within middle and high school settings: teachers' perspectives.” 2019. Masters Thesis, California State University – Sacramento. Accessed September 19, 2019. http://hdl.handle.net/10211.3/210434.

MLA Handbook (7th Edition):

Biskner, Jessica. “Mindfulness-based interventions within middle and high school settings: teachers' perspectives.” 2019. Web. 19 Sep 2019.

Vancouver:

Biskner J. Mindfulness-based interventions within middle and high school settings: teachers' perspectives. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.3/210434.

Council of Science Editors:

Biskner J. Mindfulness-based interventions within middle and high school settings: teachers' perspectives. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210434


University of South Florida

3. Sanchez, Sindy. What’s the Function? Assessing Correspondence between Functional Analysis Procedures.

Degree: 2018, University of South Florida

 In 1997, Congress established the Individuals with Disabilities Education Act (IDEA, 1997), which required that schools conduct functional behavior assessments when a student engages in… (more)

Subjects/Keywords: Functional Assessment; Functional Analysis; Function Based Interventions; Trial-based Functional Analysis; ABA in Schools; Social and Behavioral Sciences

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

APA (6th Edition):

Sanchez, S. (2018). What’s the Function? Assessing Correspondence between Functional Analysis Procedures. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7361

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):

Sanchez, Sindy. “What’s the Function? Assessing Correspondence between Functional Analysis Procedures.” 2018. Thesis, University of South Florida. Accessed September 19, 2019. https://scholarcommons.usf.edu/etd/7361.

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

MLA Handbook (7th Edition):

Sanchez, Sindy. “What’s the Function? Assessing Correspondence between Functional Analysis Procedures.” 2018. Web. 19 Sep 2019.

Vancouver:

Sanchez S. What’s the Function? Assessing Correspondence between Functional Analysis Procedures. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Sep 19]. Available from: https://scholarcommons.usf.edu/etd/7361.

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

Council of Science Editors:

Sanchez S. What’s the Function? Assessing Correspondence between Functional Analysis Procedures. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7361

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


Humboldt State University

4. Bisel, Brooke R. Comprehensive practice of school psychology within a multi-tiered model to promote learning among culturally diverse elementary school communities with ranging needs.

Degree: 2015, Humboldt State University

 This body of work demonstrates competency in skills and services in the ten domains of best practice put forth by the National Association of School… (more)

Subjects/Keywords: School Psychology; Education; Rural schools; Multi-tiered systems of support; Mental health; Social emotional learning; Positive behavioral interventions & supports; Native American youth; Tribal schools; Diversity in schools; Mindfulness; National Association of School Psychologists; Mindfulness in schools; School psychology advocacy; PBIS

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

APA (6th Edition):

Bisel, B. R. (2015). Comprehensive practice of school psychology within a multi-tiered model to promote learning among culturally diverse elementary school communities with ranging needs. (Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/10211.3/142876

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):

Bisel, Brooke R. “Comprehensive practice of school psychology within a multi-tiered model to promote learning among culturally diverse elementary school communities with ranging needs.” 2015. Thesis, Humboldt State University. Accessed September 19, 2019. http://hdl.handle.net/10211.3/142876.

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

MLA Handbook (7th Edition):

Bisel, Brooke R. “Comprehensive practice of school psychology within a multi-tiered model to promote learning among culturally diverse elementary school communities with ranging needs.” 2015. Web. 19 Sep 2019.

Vancouver:

Bisel BR. Comprehensive practice of school psychology within a multi-tiered model to promote learning among culturally diverse elementary school communities with ranging needs. [Internet] [Thesis]. Humboldt State University; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.3/142876.

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

Council of Science Editors:

Bisel BR. Comprehensive practice of school psychology within a multi-tiered model to promote learning among culturally diverse elementary school communities with ranging needs. [Thesis]. Humboldt State University; 2015. Available from: http://hdl.handle.net/10211.3/142876

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


University of Dayton

5. Prater, Amanda N. The Effect of a Canine-Assisted Reading Intervention on Second Grade Students' Oral Reading Fluency (ORF) Performance and Attitude Toward Reading.

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

 Animals, such as canines, can provide emotional support, create a nonjudgmental environment, facilitate positive social interactions, and shape student behavior. The purpose of this study… (more)

Subjects/Keywords: Counseling Education; reading intervention; oral reading fluency; attitude toward reading; motivation toward reading; dogs in schools; canine-assisted interventions; second grade; students

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

APA (6th Edition):

Prater, A. N. (2018). The Effect of a Canine-Assisted Reading Intervention on Second Grade Students' Oral Reading Fluency (ORF) Performance and Attitude Toward Reading. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533231802243572

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):

Prater, Amanda N. “The Effect of a Canine-Assisted Reading Intervention on Second Grade Students' Oral Reading Fluency (ORF) Performance and Attitude Toward Reading.” 2018. Thesis, University of Dayton. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533231802243572.

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

MLA Handbook (7th Edition):

Prater, Amanda N. “The Effect of a Canine-Assisted Reading Intervention on Second Grade Students' Oral Reading Fluency (ORF) Performance and Attitude Toward Reading.” 2018. Web. 19 Sep 2019.

Vancouver:

Prater AN. The Effect of a Canine-Assisted Reading Intervention on Second Grade Students' Oral Reading Fluency (ORF) Performance and Attitude Toward Reading. [Internet] [Thesis]. University of Dayton; 2018. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533231802243572.

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

Council of Science Editors:

Prater AN. The Effect of a Canine-Assisted Reading Intervention on Second Grade Students' Oral Reading Fluency (ORF) Performance and Attitude Toward Reading. [Thesis]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533231802243572

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

6. Davis, Charlie E. C. School-based Supports for Trans Youth in Ontario.

Degree: 2015, Wilfrid Laurier University

 Trans youth are some of the most marginalized youths in schools. In 2012, the Ontario Government passed two legislations, one of which was the Accepting… (more)

Subjects/Keywords: LGBTQ policy; school interventions; Accepting Schools Act; bullying prevention; trans youth; gay-straight alliances; Community Psychology; Disability and Equity in Education; Educational Assessment, Evaluation, and Research; Education Law; Education Policy; Law and Gender; Legal Education; Lesbian, Gay, Bisexual, and Transgender Studies; Policy Design, Analysis, and Evaluation; Sexuality and the Law

Schools for Trans Youth: School-based Supports for Trans Youth in Ontario Background: Trans… …should address it in schools. Of the many changes the Accepting Schools Act provides, one in… …Beyer, 2004). GSAs started appearing in schools in the 90s and have become increasingly… …every school board to implement a survey about homophobia in their schools. They found that… …The authors found that students in schools that had established explicit anti-homophobic… 

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

APA (6th Edition):

Davis, C. E. C. (2015). School-based Supports for Trans Youth in Ontario. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/1782

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):

Davis, Charlie E C. “School-based Supports for Trans Youth in Ontario.” 2015. Thesis, Wilfrid Laurier University. Accessed September 19, 2019. https://scholars.wlu.ca/etd/1782.

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

MLA Handbook (7th Edition):

Davis, Charlie E C. “School-based Supports for Trans Youth in Ontario.” 2015. Web. 19 Sep 2019.

Vancouver:

Davis CEC. School-based Supports for Trans Youth in Ontario. [Internet] [Thesis]. Wilfrid Laurier University; 2015. [cited 2019 Sep 19]. Available from: https://scholars.wlu.ca/etd/1782.

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

Council of Science Editors:

Davis CEC. School-based Supports for Trans Youth in Ontario. [Thesis]. Wilfrid Laurier University; 2015. Available from: https://scholars.wlu.ca/etd/1782

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

.