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You searched for subject:(Magn to lectro lastique). Showing records 1 – 30 of 58 total matches.

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Indiana University of Pennsylvania

1. Randolph, Alynda. Evaluation of the ECST-R ATP Scales: Detecting Coached Diagnostic-Specific Feigning and Coached Feigning of Incompetency to Stand Trial, With Comparison to the M-FAST.

Degree: Doctor of Psychology (PsyD), Psychology, 2018, Indiana University of Pennsylvania

  The current study used a simulated design to evaluate the performance of the ECST-R ATP Scales with undergraduate participants who were coached using information… (more)

Subjects/Keywords: competence to stand trial; competency to stand trial; feigning; forensic assessment

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APA (6th Edition):

Randolph, A. (2018). Evaluation of the ECST-R ATP Scales: Detecting Coached Diagnostic-Specific Feigning and Coached Feigning of Incompetency to Stand Trial, With Comparison to the M-FAST. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1613

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):

Randolph, Alynda. “Evaluation of the ECST-R ATP Scales: Detecting Coached Diagnostic-Specific Feigning and Coached Feigning of Incompetency to Stand Trial, With Comparison to the M-FAST.” 2018. Thesis, Indiana University of Pennsylvania. Accessed November 22, 2019. https://knowledge.library.iup.edu/etd/1613.

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

MLA Handbook (7th Edition):

Randolph, Alynda. “Evaluation of the ECST-R ATP Scales: Detecting Coached Diagnostic-Specific Feigning and Coached Feigning of Incompetency to Stand Trial, With Comparison to the M-FAST.” 2018. Web. 22 Nov 2019.

Vancouver:

Randolph A. Evaluation of the ECST-R ATP Scales: Detecting Coached Diagnostic-Specific Feigning and Coached Feigning of Incompetency to Stand Trial, With Comparison to the M-FAST. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Nov 22]. Available from: https://knowledge.library.iup.edu/etd/1613.

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

Council of Science Editors:

Randolph A. Evaluation of the ECST-R ATP Scales: Detecting Coached Diagnostic-Specific Feigning and Coached Feigning of Incompetency to Stand Trial, With Comparison to the M-FAST. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1613

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


Indiana University of Pennsylvania

2. Stern, Alyssa Beit. An Analysis of Connecticut Return to Learn Policies.

Degree: Ded, Educational and School Psychology, 2019, Indiana University of Pennsylvania

  The purpose of this study was to examine the comprehensiveness of Return to Learn (RTL) policies within Connecticut Public Schools. A secondary purpose of… (more)

Subjects/Keywords: concussion; concussion management; Return to Learn; Return to Play

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APA (6th Edition):

Stern, A. B. (2019). An Analysis of Connecticut Return to Learn Policies. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1726

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):

Stern, Alyssa Beit. “An Analysis of Connecticut Return to Learn Policies.” 2019. Thesis, Indiana University of Pennsylvania. Accessed November 22, 2019. https://knowledge.library.iup.edu/etd/1726.

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

MLA Handbook (7th Edition):

Stern, Alyssa Beit. “An Analysis of Connecticut Return to Learn Policies.” 2019. Web. 22 Nov 2019.

Vancouver:

Stern AB. An Analysis of Connecticut Return to Learn Policies. [Internet] [Thesis]. Indiana University of Pennsylvania; 2019. [cited 2019 Nov 22]. Available from: https://knowledge.library.iup.edu/etd/1726.

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

Council of Science Editors:

Stern AB. An Analysis of Connecticut Return to Learn Policies. [Thesis]. Indiana University of Pennsylvania; 2019. Available from: https://knowledge.library.iup.edu/etd/1726

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


University of Illinois – Urbana-Champaign

3. Frohning Kinley, Dana Kay. The policy consequences of Garcetti v. Ceballos for personnel management in public schools.

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

 Arthur Goldberg, former United States Secretary of Labor and Associate Justice of the United States Supreme Court, once said, the concept of management rights is… (more)

Subjects/Keywords: Pursuant to duty; Matters of public concern

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APA (6th Edition):

Frohning Kinley, D. K. (2017). The policy consequences of Garcetti v. Ceballos for personnel management in public schools. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97302

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):

Frohning Kinley, Dana Kay. “The policy consequences of Garcetti v. Ceballos for personnel management in public schools.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed November 22, 2019. http://hdl.handle.net/2142/97302.

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

MLA Handbook (7th Edition):

Frohning Kinley, Dana Kay. “The policy consequences of Garcetti v. Ceballos for personnel management in public schools.” 2017. Web. 22 Nov 2019.

Vancouver:

Frohning Kinley DK. The policy consequences of Garcetti v. Ceballos for personnel management in public schools. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2142/97302.

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

Council of Science Editors:

Frohning Kinley DK. The policy consequences of Garcetti v. Ceballos for personnel management in public schools. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97302

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


University of Illinois – Urbana-Champaign

4. 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 November 22, 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. 22 Nov 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 Nov 22]. 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


Kennesaw State University

5. Ferguson, Keith Edmund. An Investigation of Sustainable Product Purchase Behavior: A Social Cognitive Perspective of Consumer Action.

Degree: DBA, Marketing, 2014, Kennesaw State University

  Environmentally friendly products have been available since the 1970s receiving both praise and skepticism on the part of consumers. More recently, product focus has… (more)

Subjects/Keywords: Sustainability; ecologically conscious consumer; willingness-to-pay; likelihood to purchase; sustainable products; Marketing

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APA (6th Edition):

Ferguson, K. E. (2014). An Investigation of Sustainable Product Purchase Behavior: A Social Cognitive Perspective of Consumer Action. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/602

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):

Ferguson, Keith Edmund. “An Investigation of Sustainable Product Purchase Behavior: A Social Cognitive Perspective of Consumer Action.” 2014. Thesis, Kennesaw State University. Accessed November 22, 2019. https://digitalcommons.kennesaw.edu/etd/602.

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

MLA Handbook (7th Edition):

Ferguson, Keith Edmund. “An Investigation of Sustainable Product Purchase Behavior: A Social Cognitive Perspective of Consumer Action.” 2014. Web. 22 Nov 2019.

Vancouver:

Ferguson KE. An Investigation of Sustainable Product Purchase Behavior: A Social Cognitive Perspective of Consumer Action. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2019 Nov 22]. Available from: https://digitalcommons.kennesaw.edu/etd/602.

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

Council of Science Editors:

Ferguson KE. An Investigation of Sustainable Product Purchase Behavior: A Social Cognitive Perspective of Consumer Action. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/etd/602

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


Indiana University of Pennsylvania

6. Murin, Tricia M. Administrator Perceptions Regarding Pennsylvania's MTSS/RtII Framework and Gifted Elementary Students.

Degree: Ded, Professional Studies in Education, 2016, Indiana University of Pennsylvania

  Providing equitable education for all students is the responsibility of administrators, teachers, and parents. Even though the MTSS/RtII Framework has evolved from the RtI… (more)

Subjects/Keywords: MTSS - Multi-Tiered Systems of Support; RtII - Response to Instruction and Intervention; RtI - Response to Intervention

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APA (6th Edition):

Murin, T. M. (2016). Administrator Perceptions Regarding Pennsylvania's MTSS/RtII Framework and Gifted Elementary Students. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1382

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):

Murin, Tricia M. “Administrator Perceptions Regarding Pennsylvania's MTSS/RtII Framework and Gifted Elementary Students.” 2016. Thesis, Indiana University of Pennsylvania. Accessed November 22, 2019. https://knowledge.library.iup.edu/etd/1382.

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

MLA Handbook (7th Edition):

Murin, Tricia M. “Administrator Perceptions Regarding Pennsylvania's MTSS/RtII Framework and Gifted Elementary Students.” 2016. Web. 22 Nov 2019.

Vancouver:

Murin TM. Administrator Perceptions Regarding Pennsylvania's MTSS/RtII Framework and Gifted Elementary Students. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Nov 22]. Available from: https://knowledge.library.iup.edu/etd/1382.

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

Council of Science Editors:

Murin TM. Administrator Perceptions Regarding Pennsylvania's MTSS/RtII Framework and Gifted Elementary Students. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1382

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


Georgia State University

7. Worthy, Kena. Administrator Beliefs and Their Impact On One-To-One Technology Initiatives and Instructional Practices in Elementary Schools.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2018, Georgia State University

  While one-to-one technology initiatives continue to grow across the country and the world, district personnel are working diligently to measure their effectiveness. One of… (more)

Subjects/Keywords: Technology; One-to-one initiatives; Computer Initiatives; Instructional leadership; Shared Leadership

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APA (6th Edition):

Worthy, K. (2018). Administrator Beliefs and Their Impact On One-To-One Technology Initiatives and Instructional Practices in Elementary Schools. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/174

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):

Worthy, Kena. “Administrator Beliefs and Their Impact On One-To-One Technology Initiatives and Instructional Practices in Elementary Schools.” 2018. Thesis, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/eps_diss/174.

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

MLA Handbook (7th Edition):

Worthy, Kena. “Administrator Beliefs and Their Impact On One-To-One Technology Initiatives and Instructional Practices in Elementary Schools.” 2018. Web. 22 Nov 2019.

Vancouver:

Worthy K. Administrator Beliefs and Their Impact On One-To-One Technology Initiatives and Instructional Practices in Elementary Schools. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/eps_diss/174.

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

Council of Science Editors:

Worthy K. Administrator Beliefs and Their Impact On One-To-One Technology Initiatives and Instructional Practices in Elementary Schools. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/174

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


Indiana University of Pennsylvania

8. Hunter, Drew. Using Response to Intervention to Determine Eligibility for Specific Learning Disabilities in Reading: What Determines a Non-Responder?.

Degree: Ded, Educational and School Psychology, 2019, Indiana University of Pennsylvania

  The purpose of this study was to examine the dual-discrepancy model (Fuchs & Fuchs, 1998) and its application to the identification of specific learning… (more)

Subjects/Keywords: eligibility determinations; learning disabilities; response to intervention; special education

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APA (6th Edition):

Hunter, D. (2019). Using Response to Intervention to Determine Eligibility for Specific Learning Disabilities in Reading: What Determines a Non-Responder?. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1685

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):

Hunter, Drew. “Using Response to Intervention to Determine Eligibility for Specific Learning Disabilities in Reading: What Determines a Non-Responder?.” 2019. Thesis, Indiana University of Pennsylvania. Accessed November 22, 2019. https://knowledge.library.iup.edu/etd/1685.

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

MLA Handbook (7th Edition):

Hunter, Drew. “Using Response to Intervention to Determine Eligibility for Specific Learning Disabilities in Reading: What Determines a Non-Responder?.” 2019. Web. 22 Nov 2019.

Vancouver:

Hunter D. Using Response to Intervention to Determine Eligibility for Specific Learning Disabilities in Reading: What Determines a Non-Responder?. [Internet] [Thesis]. Indiana University of Pennsylvania; 2019. [cited 2019 Nov 22]. Available from: https://knowledge.library.iup.edu/etd/1685.

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

Council of Science Editors:

Hunter D. Using Response to Intervention to Determine Eligibility for Specific Learning Disabilities in Reading: What Determines a Non-Responder?. [Thesis]. Indiana University of Pennsylvania; 2019. Available from: https://knowledge.library.iup.edu/etd/1685

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


Loyola University Chicago

9. Millhouse-Pettis, Erika L. Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  The purpose of this study was to analyze a school district's certified staffs' perception and training of its Response to Intervention model (RtI). RtI… (more)

Subjects/Keywords: Professional Development; Response to Intervention; Staff Perception; Curriculum and Instruction

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APA (6th Edition):

Millhouse-Pettis, E. L. (2011). Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/286

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):

Millhouse-Pettis, Erika L. “Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention.” 2011. Thesis, Loyola University Chicago. Accessed November 22, 2019. https://ecommons.luc.edu/luc_diss/286.

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

MLA Handbook (7th Edition):

Millhouse-Pettis, Erika L. “Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention.” 2011. Web. 22 Nov 2019.

Vancouver:

Millhouse-Pettis EL. Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Nov 22]. Available from: https://ecommons.luc.edu/luc_diss/286.

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

Council of Science Editors:

Millhouse-Pettis EL. Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/286

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


Indiana University of Pennsylvania

10. Hoffman, Sandra. The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability.

Degree: Ded, Educational and School Psychology, 2018, Indiana University of Pennsylvania

  The purpose of this study was to evaluate the impact of a school’s poverty level on oral reading fluency (ORF) reported for students identified… (more)

Subjects/Keywords: eligibility status; oral reading fluency; response to intervention; socio-economic status

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APA (6th Edition):

Hoffman, S. (2018). The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1638

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):

Hoffman, Sandra. “The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability.” 2018. Thesis, Indiana University of Pennsylvania. Accessed November 22, 2019. https://knowledge.library.iup.edu/etd/1638.

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

MLA Handbook (7th Edition):

Hoffman, Sandra. “The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability.” 2018. Web. 22 Nov 2019.

Vancouver:

Hoffman S. The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Nov 22]. Available from: https://knowledge.library.iup.edu/etd/1638.

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

Council of Science Editors:

Hoffman S. The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1638

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

11. Abu El Fadl, Moustafa M. Cross-listing Premium or Market Timing.

Degree: 2011, Old Dominion University

  Previous research documented that soon after companies cross-list; they achieve significant negative post-listing abnormal returns (the post-listing anomaly). The evidence presented in this study… (more)

Subjects/Keywords: Time to market; Event studies; Finance and Financial Management

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APA (6th Edition):

Abu El Fadl, M. M. (2011). Cross-listing Premium or Market Timing. (Thesis). Old Dominion University. Retrieved from 9781124930268 ; https://digitalcommons.odu.edu/businessadministration_etds/5

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):

Abu El Fadl, Moustafa M. “Cross-listing Premium or Market Timing.” 2011. Thesis, Old Dominion University. Accessed November 22, 2019. 9781124930268 ; https://digitalcommons.odu.edu/businessadministration_etds/5.

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

MLA Handbook (7th Edition):

Abu El Fadl, Moustafa M. “Cross-listing Premium or Market Timing.” 2011. Web. 22 Nov 2019.

Vancouver:

Abu El Fadl MM. Cross-listing Premium or Market Timing. [Internet] [Thesis]. Old Dominion University; 2011. [cited 2019 Nov 22]. Available from: 9781124930268 ; https://digitalcommons.odu.edu/businessadministration_etds/5.

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

Council of Science Editors:

Abu El Fadl MM. Cross-listing Premium or Market Timing. [Thesis]. Old Dominion University; 2011. Available from: 9781124930268 ; https://digitalcommons.odu.edu/businessadministration_etds/5

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


California State University – San Bernardino

12. Ledesma, Emily. FACTORS RELATED TO OPTIMAL SERVICE DELIVERY MODELS FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES: A PHENOMENOLOGICAL RESEARCH INQUIRY.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2018, California State University – San Bernardino

  The educational rights of students with disabilities are supported through federal mandates, as the Individuals with Disabilities Education Act (IDEA) safeguards a free and… (more)

Subjects/Keywords: moderate to severe disabilities; service delivery model; special education; moderate to severe special education teachers; students with disabilities; Education; Special Education and Teaching

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APA (6th Edition):

Ledesma, E. (2018). FACTORS RELATED TO OPTIMAL SERVICE DELIVERY MODELS FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES: A PHENOMENOLOGICAL RESEARCH INQUIRY. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/707

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):

Ledesma, Emily. “FACTORS RELATED TO OPTIMAL SERVICE DELIVERY MODELS FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES: A PHENOMENOLOGICAL RESEARCH INQUIRY.” 2018. Thesis, California State University – San Bernardino. Accessed November 22, 2019. http://scholarworks.lib.csusb.edu/etd/707.

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

MLA Handbook (7th Edition):

Ledesma, Emily. “FACTORS RELATED TO OPTIMAL SERVICE DELIVERY MODELS FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES: A PHENOMENOLOGICAL RESEARCH INQUIRY.” 2018. Web. 22 Nov 2019.

Vancouver:

Ledesma E. FACTORS RELATED TO OPTIMAL SERVICE DELIVERY MODELS FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES: A PHENOMENOLOGICAL RESEARCH INQUIRY. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Nov 22]. Available from: http://scholarworks.lib.csusb.edu/etd/707.

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

Council of Science Editors:

Ledesma E. FACTORS RELATED TO OPTIMAL SERVICE DELIVERY MODELS FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES: A PHENOMENOLOGICAL RESEARCH INQUIRY. [Thesis]. California State University – San Bernardino; 2018. Available from: http://scholarworks.lib.csusb.edu/etd/707

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


North Carolina State University

13. Ayres, Helen Williams. Factors Related to Motivation to Learn and Motivation to Transfer Learning in a Nursing Population.

Degree: EdD, Higher Education Administration, 2005, North Carolina State University

 This study tested the Ayres' model of factors influencing learner motivation in continuing professional education for nurses. The model was applied to nurses who participated… (more)

Subjects/Keywords: nurse continuing education.; continuing professional education; motivation to learn; motivation to transfer

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APA (6th Edition):

Ayres, H. W. (2005). Factors Related to Motivation to Learn and Motivation to Transfer Learning in a Nursing Population. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3773

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):

Ayres, Helen Williams. “Factors Related to Motivation to Learn and Motivation to Transfer Learning in a Nursing Population.” 2005. Thesis, North Carolina State University. Accessed November 22, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3773.

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

MLA Handbook (7th Edition):

Ayres, Helen Williams. “Factors Related to Motivation to Learn and Motivation to Transfer Learning in a Nursing Population.” 2005. Web. 22 Nov 2019.

Vancouver:

Ayres HW. Factors Related to Motivation to Learn and Motivation to Transfer Learning in a Nursing Population. [Internet] [Thesis]. North Carolina State University; 2005. [cited 2019 Nov 22]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3773.

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

Council of Science Editors:

Ayres HW. Factors Related to Motivation to Learn and Motivation to Transfer Learning in a Nursing Population. [Thesis]. North Carolina State University; 2005. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3773

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

14. Nurnberg, Denae. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.

Degree: Doctor of Education (EdD), Learning and Instruction, 2017, University of San Francisco

  Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy The purpose of this study was to investigate… (more)

Subjects/Keywords: Science Laboratories; Science Writing Heuristic; Scientific Literacy; Writing-to-Learn; Science and Mathematics Education

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APA (6th Edition):

Nurnberg, D. (2017). Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/342

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):

Nurnberg, Denae. “Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.” 2017. Thesis, University of San Francisco. Accessed November 22, 2019. https://repository.usfca.edu/diss/342.

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

MLA Handbook (7th Edition):

Nurnberg, Denae. “Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.” 2017. Web. 22 Nov 2019.

Vancouver:

Nurnberg D. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Nov 22]. Available from: https://repository.usfca.edu/diss/342.

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

Council of Science Editors:

Nurnberg D. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/342

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


Kennesaw State University

15. Powell Mitchell, Nicole. INVESTIGATING THE LIVED EXPERIENCES OF TEACHERS IMPLEMENTING RESPONSE TO INTERVENTION IN AN URBAN ELEMENTARY SCHOOL SETTING: A QUALITATIVE PHENOMENOLOGICAL STUDY.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  Response to Intervention (RTI) models are currently being implemented in many school districts across the country. At a time when interest in RTI is… (more)

Subjects/Keywords: Response to Intervention; Learning Disabilities; RTI Implementation; Change Management for RTI; Urban Elementary Schools

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

APA (6th Edition):

Powell Mitchell, N. (2018). INVESTIGATING THE LIVED EXPERIENCES OF TEACHERS IMPLEMENTING RESPONSE TO INTERVENTION IN AN URBAN ELEMENTARY SCHOOL SETTING: A QUALITATIVE PHENOMENOLOGICAL STUDY. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/24

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):

Powell Mitchell, Nicole. “INVESTIGATING THE LIVED EXPERIENCES OF TEACHERS IMPLEMENTING RESPONSE TO INTERVENTION IN AN URBAN ELEMENTARY SCHOOL SETTING: A QUALITATIVE PHENOMENOLOGICAL STUDY.” 2018. Thesis, Kennesaw State University. Accessed November 22, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/24.

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

MLA Handbook (7th Edition):

Powell Mitchell, Nicole. “INVESTIGATING THE LIVED EXPERIENCES OF TEACHERS IMPLEMENTING RESPONSE TO INTERVENTION IN AN URBAN ELEMENTARY SCHOOL SETTING: A QUALITATIVE PHENOMENOLOGICAL STUDY.” 2018. Web. 22 Nov 2019.

Vancouver:

Powell Mitchell N. INVESTIGATING THE LIVED EXPERIENCES OF TEACHERS IMPLEMENTING RESPONSE TO INTERVENTION IN AN URBAN ELEMENTARY SCHOOL SETTING: A QUALITATIVE PHENOMENOLOGICAL STUDY. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Nov 22]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/24.

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

Council of Science Editors:

Powell Mitchell N. INVESTIGATING THE LIVED EXPERIENCES OF TEACHERS IMPLEMENTING RESPONSE TO INTERVENTION IN AN URBAN ELEMENTARY SCHOOL SETTING: A QUALITATIVE PHENOMENOLOGICAL STUDY. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/24

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


Indiana University of Pennsylvania

16. Regnier, Jesse T. The Effects of Media Exposure on Intentions to Seek Teletherapy in Rural Populations.

Degree: Doctor of Psychology (PsyD), Psychology, 2017, Indiana University of Pennsylvania

  Psychotherapy has been shown to effectively reduce the impact of mental illness on a variety of individual and societal variables. Despite this, the number… (more)

Subjects/Keywords: direct to consumer advertising; DTCA; rural populations; Sense of Place (SOP) scale; teletherapy; Psychology

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APA (6th Edition):

Regnier, J. T. (2017). The Effects of Media Exposure on Intentions to Seek Teletherapy in Rural Populations. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1532

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):

Regnier, Jesse T. “The Effects of Media Exposure on Intentions to Seek Teletherapy in Rural Populations.” 2017. Thesis, Indiana University of Pennsylvania. Accessed November 22, 2019. https://knowledge.library.iup.edu/etd/1532.

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

MLA Handbook (7th Edition):

Regnier, Jesse T. “The Effects of Media Exposure on Intentions to Seek Teletherapy in Rural Populations.” 2017. Web. 22 Nov 2019.

Vancouver:

Regnier JT. The Effects of Media Exposure on Intentions to Seek Teletherapy in Rural Populations. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Nov 22]. Available from: https://knowledge.library.iup.edu/etd/1532.

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

Council of Science Editors:

Regnier JT. The Effects of Media Exposure on Intentions to Seek Teletherapy in Rural Populations. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1532

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


Florida International University

17. Batista, Laura C. The Relationship Between Occupational Stress and Instigator Workplace Incivility as Moderated by Personality: A Test of an Occupational Stress and Workplace Incivility Model.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2017, Florida International University

  In the face of competition and competing demands on organizations, employees are taxed to exert more effort with fewer resources. The type of environment… (more)

Subjects/Keywords: occupational stress; workplace incivility; personality; intentions to turnover; Other Education; Other Social and Behavioral Sciences

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APA (6th Edition):

Batista, L. C. (2017). The Relationship Between Occupational Stress and Instigator Workplace Incivility as Moderated by Personality: A Test of an Occupational Stress and Workplace Incivility Model. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3396 ; 10.25148/etd.FIDC001942 ; FIDC001942

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):

Batista, Laura C. “The Relationship Between Occupational Stress and Instigator Workplace Incivility as Moderated by Personality: A Test of an Occupational Stress and Workplace Incivility Model.” 2017. Thesis, Florida International University. Accessed November 22, 2019. http://digitalcommons.fiu.edu/etd/3396 ; 10.25148/etd.FIDC001942 ; FIDC001942.

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

MLA Handbook (7th Edition):

Batista, Laura C. “The Relationship Between Occupational Stress and Instigator Workplace Incivility as Moderated by Personality: A Test of an Occupational Stress and Workplace Incivility Model.” 2017. Web. 22 Nov 2019.

Vancouver:

Batista LC. The Relationship Between Occupational Stress and Instigator Workplace Incivility as Moderated by Personality: A Test of an Occupational Stress and Workplace Incivility Model. [Internet] [Thesis]. Florida International University; 2017. [cited 2019 Nov 22]. Available from: http://digitalcommons.fiu.edu/etd/3396 ; 10.25148/etd.FIDC001942 ; FIDC001942.

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

Council of Science Editors:

Batista LC. The Relationship Between Occupational Stress and Instigator Workplace Incivility as Moderated by Personality: A Test of an Occupational Stress and Workplace Incivility Model. [Thesis]. Florida International University; 2017. Available from: http://digitalcommons.fiu.edu/etd/3396 ; 10.25148/etd.FIDC001942 ; FIDC001942

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


Loyola University Chicago

18. Cronin, Annette Robin. The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools.

Degree: Doctor of Education (EdD), History, 2012, Loyola University Chicago

  The intention of this study was to examine three factors regarding the implementation of the Response to Intervention (RtI) model. First, the study discovered… (more)

Subjects/Keywords: IDEA; Leadership; No Child Left Behind; Response to Intervention; Educational Administration and Supervision

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

APA (6th Edition):

Cronin, A. R. (2012). The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/340

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):

Cronin, Annette Robin. “The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools.” 2012. Thesis, Loyola University Chicago. Accessed November 22, 2019. https://ecommons.luc.edu/luc_diss/340.

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

MLA Handbook (7th Edition):

Cronin, Annette Robin. “The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools.” 2012. Web. 22 Nov 2019.

Vancouver:

Cronin AR. The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2019 Nov 22]. Available from: https://ecommons.luc.edu/luc_diss/340.

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

Council of Science Editors:

Cronin AR. The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools. [Thesis]. Loyola University Chicago; 2012. Available from: https://ecommons.luc.edu/luc_diss/340

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

19. Redmond, Adrianne. Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, Clark University Atlanta

  The purpose of this mixed methods study was to explore middle school teachers’ pedagogy and their transformations as they implement one-to-one laptop instructional technology… (more)

Subjects/Keywords: Technology; Teacher; Perception; Laptop; One-to-One; Middle; Pedagogy; Education; Educational Leadership; Secondary Education

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APA (6th Edition):

Redmond, A. (2018). Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/135

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):

Redmond, Adrianne. “Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders.” 2018. Thesis, Clark University Atlanta. Accessed November 22, 2019. http://digitalcommons.auctr.edu/cauetds/135.

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

MLA Handbook (7th Edition):

Redmond, Adrianne. “Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders.” 2018. Web. 22 Nov 2019.

Vancouver:

Redmond A. Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Nov 22]. Available from: http://digitalcommons.auctr.edu/cauetds/135.

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

Council of Science Editors:

Redmond A. Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/135

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


Kennesaw State University

20. Wegrzyn, Stacy C. An Investigation of Brain Games as a Potential Non-Pharmaceutical Alternative for the Treatment of ADHD.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

  This study sought to determine if the daily use of brain games such as Nintendo DS Brain Age could increase the engagement of students… (more)

Subjects/Keywords: ADHD; brain games; engagement; focus; executive functioning; theta/beta ratio; EEG; treatment; alternative to medication; Educational Psychology

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APA (6th Edition):

Wegrzyn, S. C. (2011). An Investigation of Brain Games as a Potential Non-Pharmaceutical Alternative for the Treatment of ADHD. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/466

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):

Wegrzyn, Stacy C. “An Investigation of Brain Games as a Potential Non-Pharmaceutical Alternative for the Treatment of ADHD.” 2011. Thesis, Kennesaw State University. Accessed November 22, 2019. https://digitalcommons.kennesaw.edu/etd/466.

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

MLA Handbook (7th Edition):

Wegrzyn, Stacy C. “An Investigation of Brain Games as a Potential Non-Pharmaceutical Alternative for the Treatment of ADHD.” 2011. Web. 22 Nov 2019.

Vancouver:

Wegrzyn SC. An Investigation of Brain Games as a Potential Non-Pharmaceutical Alternative for the Treatment of ADHD. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2019 Nov 22]. Available from: https://digitalcommons.kennesaw.edu/etd/466.

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

Council of Science Editors:

Wegrzyn SC. An Investigation of Brain Games as a Potential Non-Pharmaceutical Alternative for the Treatment of ADHD. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/466

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


University of Vermont

21. Brodie, Beth S. Perceptions of the Impact of High School Advisory on Academic Success, Connectdness and Personalization of Education.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2014, University of Vermont

  Public education is a cornerstone of our democracy and social advancement. However, current Vermont graduation rates would indicate that public education at the high… (more)

Subjects/Keywords: Advisory Programs; Connectedness; High School success; Obstacles to Advisory; Personalization; Teacher Advisor; Secondary Education and Teaching

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APA (6th Edition):

Brodie, B. S. (2014). Perceptions of the Impact of High School Advisory on Academic Success, Connectdness and Personalization of Education. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/248

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):

Brodie, Beth S. “Perceptions of the Impact of High School Advisory on Academic Success, Connectdness and Personalization of Education.” 2014. Thesis, University of Vermont. Accessed November 22, 2019. https://scholarworks.uvm.edu/graddis/248.

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

MLA Handbook (7th Edition):

Brodie, Beth S. “Perceptions of the Impact of High School Advisory on Academic Success, Connectdness and Personalization of Education.” 2014. Web. 22 Nov 2019.

Vancouver:

Brodie BS. Perceptions of the Impact of High School Advisory on Academic Success, Connectdness and Personalization of Education. [Internet] [Thesis]. University of Vermont; 2014. [cited 2019 Nov 22]. Available from: https://scholarworks.uvm.edu/graddis/248.

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

Council of Science Editors:

Brodie BS. Perceptions of the Impact of High School Advisory on Academic Success, Connectdness and Personalization of Education. [Thesis]. University of Vermont; 2014. Available from: https://scholarworks.uvm.edu/graddis/248

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


University of Vermont

22. Vreeland, Kathryn. Exploring the Effects of Concussion on College Students Returning to Academic Demands.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, University of Vermont

  While the media frenzy focuses on the physical risks of concussion, there is also growing concern about the academic repercussions for students who sustain… (more)

Subjects/Keywords: Academic; College; Concussion; Return to Learn; Self-efficacy; Education; Medicine and Health Sciences; Psychiatric and Mental Health

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APA (6th Edition):

Vreeland, K. (2017). Exploring the Effects of Concussion on College Students Returning to Academic Demands. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/748

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):

Vreeland, Kathryn. “Exploring the Effects of Concussion on College Students Returning to Academic Demands.” 2017. Thesis, University of Vermont. Accessed November 22, 2019. https://scholarworks.uvm.edu/graddis/748.

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

MLA Handbook (7th Edition):

Vreeland, Kathryn. “Exploring the Effects of Concussion on College Students Returning to Academic Demands.” 2017. Web. 22 Nov 2019.

Vancouver:

Vreeland K. Exploring the Effects of Concussion on College Students Returning to Academic Demands. [Internet] [Thesis]. University of Vermont; 2017. [cited 2019 Nov 22]. Available from: https://scholarworks.uvm.edu/graddis/748.

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

Council of Science Editors:

Vreeland K. Exploring the Effects of Concussion on College Students Returning to Academic Demands. [Thesis]. University of Vermont; 2017. Available from: https://scholarworks.uvm.edu/graddis/748

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

23. Russo, David L. THE NECESSITY OF DEVELOPING RESPONSIBLE USE POLICIES: ADVOCACY FOR USE OF WEB 2.0 TOOLS IN A COMPREHENSIVE SCHOOL COMPUTING PROGRAM.

Degree: Doctor of Education (EdD), 2013, National-Louis University

  Technology is omnipresent in our modern age: anyone with an Internet connection can use a computer, tablet, or phone to access an unfathomable amount… (more)

Subjects/Keywords: Responsible Use Policies; Acceptable Use Policies; Web 2.0 Tools; One-to-One Computing; 21st Century Skills; Social Media; Educational Leadership

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APA (6th Edition):

Russo, D. L. (2013). THE NECESSITY OF DEVELOPING RESPONSIBLE USE POLICIES: ADVOCACY FOR USE OF WEB 2.0 TOOLS IN A COMPREHENSIVE SCHOOL COMPUTING PROGRAM. (Thesis). National-Louis University. Retrieved from http://digitalcommons.nl.edu/pa/1

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):

Russo, David L. “THE NECESSITY OF DEVELOPING RESPONSIBLE USE POLICIES: ADVOCACY FOR USE OF WEB 2.0 TOOLS IN A COMPREHENSIVE SCHOOL COMPUTING PROGRAM.” 2013. Thesis, National-Louis University. Accessed November 22, 2019. http://digitalcommons.nl.edu/pa/1.

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

MLA Handbook (7th Edition):

Russo, David L. “THE NECESSITY OF DEVELOPING RESPONSIBLE USE POLICIES: ADVOCACY FOR USE OF WEB 2.0 TOOLS IN A COMPREHENSIVE SCHOOL COMPUTING PROGRAM.” 2013. Web. 22 Nov 2019.

Vancouver:

Russo DL. THE NECESSITY OF DEVELOPING RESPONSIBLE USE POLICIES: ADVOCACY FOR USE OF WEB 2.0 TOOLS IN A COMPREHENSIVE SCHOOL COMPUTING PROGRAM. [Internet] [Thesis]. National-Louis University; 2013. [cited 2019 Nov 22]. Available from: http://digitalcommons.nl.edu/pa/1.

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

Council of Science Editors:

Russo DL. THE NECESSITY OF DEVELOPING RESPONSIBLE USE POLICIES: ADVOCACY FOR USE OF WEB 2.0 TOOLS IN A COMPREHENSIVE SCHOOL COMPUTING PROGRAM. [Thesis]. National-Louis University; 2013. Available from: http://digitalcommons.nl.edu/pa/1

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

24. Greenstein, Michael B. PAPERLESS DEBATE: THE WAVE OF THE FUTURE.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, National-Louis University

  This paper details a complete program evaluation of a high school debate team’s transition from debating with paper to paperless debate. The study examines… (more)

Subjects/Keywords: Debate; Paperless; Classroom Technology; One-to-One Computing; 21st Century Skills; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Greenstein, M. B. (2014). PAPERLESS DEBATE: THE WAVE OF THE FUTURE. (Thesis). National-Louis University. Retrieved from http://digitalcommons.nl.edu/pe/1

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):

Greenstein, Michael B. “PAPERLESS DEBATE: THE WAVE OF THE FUTURE.” 2014. Thesis, National-Louis University. Accessed November 22, 2019. http://digitalcommons.nl.edu/pe/1.

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

MLA Handbook (7th Edition):

Greenstein, Michael B. “PAPERLESS DEBATE: THE WAVE OF THE FUTURE.” 2014. Web. 22 Nov 2019.

Vancouver:

Greenstein MB. PAPERLESS DEBATE: THE WAVE OF THE FUTURE. [Internet] [Thesis]. National-Louis University; 2014. [cited 2019 Nov 22]. Available from: http://digitalcommons.nl.edu/pe/1.

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

Council of Science Editors:

Greenstein MB. PAPERLESS DEBATE: THE WAVE OF THE FUTURE. [Thesis]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/pe/1

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

25. Cowan, Dionne. Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2016, Georgia State University

  The school to prison pipeline (STPP) is a conceptual framework reflecting the injustice that bleeds at the intersection of the educational and criminal justice… (more)

Subjects/Keywords: School to prison pipeline; Zero tolerance policy and practice; Phenomenological study; Culturally relevant leadership; Equity and justice; Restorative justice

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

APA (6th Edition):

Cowan, D. (2016). Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/138

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):

Cowan, Dionne. “Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice.” 2016. Thesis, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/eps_diss/138.

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

MLA Handbook (7th Edition):

Cowan, Dionne. “Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice.” 2016. Web. 22 Nov 2019.

Vancouver:

Cowan D. Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/eps_diss/138.

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

Council of Science Editors:

Cowan D. Men of Color Evading the School to Prison Pipeline: A Phenomenological Study Championing Justice. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/138

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


Georgia State University

26. Brack, Tracie Welborn, Ed.D. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  This study examined teachers’ perceptions of school climate as it relates to subject area in an elementary school setting. For the purpose of this… (more)

Subjects/Keywords: Arts; Accountability; Teacher Perception; School Climate; Homeroom Teachers; Special Area Teachers; Testing; Race to the Top

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APA (6th Edition):

Brack, Tracie Welborn, E. D. (2015). Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/126

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):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Thesis, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/eps_diss/126.

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

MLA Handbook (7th Edition):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Web. 22 Nov 2019.

Vancouver:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/eps_diss/126.

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

Council of Science Editors:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/126

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


Georgia State University

27. Spradley, Katherine Crowell. Higher Education Pricing: Effects of Tuition Pricing on Nontraditional Student Persistence Moderated by Demographics.

Degree: Executive Doctorate in Business (EDB), Business, 2018, Georgia State University

  Higher education pricing models have focused heavily on traditional student population analysis, net earnings, financial aid, and enrollment projections or unduplicated headcount. As the… (more)

Subjects/Keywords: higher education; tuition pricing; tuition elasticity theory; elasticity theory; pricing models; nontraditional students; persistence; enrollment; online; face-to-face

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

APA (6th Edition):

Spradley, K. C. (2018). Higher Education Pricing: Effects of Tuition Pricing on Nontraditional Student Persistence Moderated by Demographics. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/bus_admin_diss/101

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):

Spradley, Katherine Crowell. “Higher Education Pricing: Effects of Tuition Pricing on Nontraditional Student Persistence Moderated by Demographics.” 2018. Thesis, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/bus_admin_diss/101.

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

MLA Handbook (7th Edition):

Spradley, Katherine Crowell. “Higher Education Pricing: Effects of Tuition Pricing on Nontraditional Student Persistence Moderated by Demographics.” 2018. Web. 22 Nov 2019.

Vancouver:

Spradley KC. Higher Education Pricing: Effects of Tuition Pricing on Nontraditional Student Persistence Moderated by Demographics. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/bus_admin_diss/101.

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

Council of Science Editors:

Spradley KC. Higher Education Pricing: Effects of Tuition Pricing on Nontraditional Student Persistence Moderated by Demographics. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/bus_admin_diss/101

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

28. Crafton, Corinna. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  Classroom teachers who wish to have voice in decisions that influence their daily practice often confront barriers, causing some to leave the classroom altogether… (more)

Subjects/Keywords: barriers to leadership; teacher marginalization; distributed leadership model; teachers as change agents; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Crafton, C. (2015). Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/22

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):

Crafton, Corinna. “Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.” 2015. Thesis, University of New England. Accessed November 22, 2019. https://dune.une.edu/theses/22.

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

MLA Handbook (7th Edition):

Crafton, Corinna. “Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.” 2015. Web. 22 Nov 2019.

Vancouver:

Crafton C. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. [Internet] [Thesis]. University of New England; 2015. [cited 2019 Nov 22]. Available from: https://dune.une.edu/theses/22.

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

Council of Science Editors:

Crafton C. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/22

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


Depaul University

29. Mathies Dinizulu, Sonya Jane. An ecological perspective on the role of nondisclosure in urban african american adolescents exposed to community violence: Using mediation and moderated mediation approaches.

Degree: Psychology, 2009, Depaul University

 The present study examines Community Exposure to Violence, Nondisclosure, Parent- Child Attachment, and Social Support, as potential risk and protective factors in a school-based sample… (more)

Subjects/Keywords: urban environments; African American teens; ecological perspectives; microsystems; Community Exposure to Violence; Nondisclosure; Parent- Child Attachment; Social Support

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APA (6th Edition):

Mathies Dinizulu, S. J. (2009). An ecological perspective on the role of nondisclosure in urban african american adolescents exposed to community violence: Using mediation and moderated mediation approaches. (Thesis). Depaul University. Retrieved from http://via.library.depaul.edu/etd/4

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):

Mathies Dinizulu, Sonya Jane. “An ecological perspective on the role of nondisclosure in urban african american adolescents exposed to community violence: Using mediation and moderated mediation approaches.” 2009. Thesis, Depaul University. Accessed November 22, 2019. http://via.library.depaul.edu/etd/4.

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

MLA Handbook (7th Edition):

Mathies Dinizulu, Sonya Jane. “An ecological perspective on the role of nondisclosure in urban african american adolescents exposed to community violence: Using mediation and moderated mediation approaches.” 2009. Web. 22 Nov 2019.

Vancouver:

Mathies Dinizulu SJ. An ecological perspective on the role of nondisclosure in urban african american adolescents exposed to community violence: Using mediation and moderated mediation approaches. [Internet] [Thesis]. Depaul University; 2009. [cited 2019 Nov 22]. Available from: http://via.library.depaul.edu/etd/4.

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

Council of Science Editors:

Mathies Dinizulu SJ. An ecological perspective on the role of nondisclosure in urban african american adolescents exposed to community violence: Using mediation and moderated mediation approaches. [Thesis]. Depaul University; 2009. Available from: http://via.library.depaul.edu/etd/4

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

30. Chang, Chi-Fang (Michelle). Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2018, University of San Francisco

  This present study anchored its inquiry in English oral communication and learning English as a second language. The purpose of the study was to… (more)

Subjects/Keywords: challenges; English as a second language; factors; oral communication; Willingness to communicate; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Chang, C. (. (2018). Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/451

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

Chicago Manual of Style (16th Edition):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Thesis, University of San Francisco. Accessed November 22, 2019. https://repository.usfca.edu/diss/451.

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

MLA Handbook (7th Edition):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Web. 22 Nov 2019.

Vancouver:

Chang C(. Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Nov 22]. Available from: https://repository.usfca.edu/diss/451.

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

Council of Science Editors:

Chang C(. Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/451

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

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