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You searched for subject:(Numerical Cognition Prediction Educational Psychology Elementary Education). Showing records 1 – 30 of 277275 total matches.

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1. Cravalho, Patrick F. Strategic Inference of Means and Variances: An Investigation of Adult and Child Numerical Prediction.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2015, Kent State University

 Everyday we come across the need to make predictions based on sets of numbers. For example, thinking about past prices of gas to estimate how… (more)

Subjects/Keywords: Educational Psychology; Numerical Cognition, Prediction, Educational Psychology, Elementary Education

…that one goal of numerical prediction is to extract information about the statistical… …generate numerical predictions. Ascertaining the numerical prediction strategies used by adults… …is important, but it is just as important to compare children’s numerical prediction… …recruited from the Kent State University Educational Psychology course pool of participants… …Experiments 1 and 2, and the adult phase of Experiment 3 took place in the Educational Psychology… 

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

APA (6th Edition):

Cravalho, P. F. (2015). Strategic Inference of Means and Variances: An Investigation of Adult and Child Numerical Prediction. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1447163486

Chicago Manual of Style (16th Edition):

Cravalho, Patrick F. “Strategic Inference of Means and Variances: An Investigation of Adult and Child Numerical Prediction.” 2015. Doctoral Dissertation, Kent State University. Accessed November 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447163486.

MLA Handbook (7th Edition):

Cravalho, Patrick F. “Strategic Inference of Means and Variances: An Investigation of Adult and Child Numerical Prediction.” 2015. Web. 20 Nov 2019.

Vancouver:

Cravalho PF. Strategic Inference of Means and Variances: An Investigation of Adult and Child Numerical Prediction. [Internet] [Doctoral dissertation]. Kent State University; 2015. [cited 2019 Nov 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1447163486.

Council of Science Editors:

Cravalho PF. Strategic Inference of Means and Variances: An Investigation of Adult and Child Numerical Prediction. [Doctoral Dissertation]. Kent State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1447163486

2. Baron, Alea A. The effects of parent-child agreement on academic achievement.

Degree: 2015, Pepperdine University

  Achievement in youth across America has been defined by youth report card grades and standardized test scores, with higher scores typically being the gateway… (more)

Subjects/Keywords: Elementary education; Educational psychology; Psychology

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APA (6th Edition):

Baron, A. A. (2015). The effects of parent-child agreement on academic achievement. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3734555

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):

Baron, Alea A. “The effects of parent-child agreement on academic achievement.” 2015. Thesis, Pepperdine University. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3734555.

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

MLA Handbook (7th Edition):

Baron, Alea A. “The effects of parent-child agreement on academic achievement.” 2015. Web. 20 Nov 2019.

Vancouver:

Baron AA. The effects of parent-child agreement on academic achievement. [Internet] [Thesis]. Pepperdine University; 2015. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734555.

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

Council of Science Editors:

Baron AA. The effects of parent-child agreement on academic achievement. [Thesis]. Pepperdine University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734555

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


The University of North Carolina at Chapel Hill

3. Childress, Amy. Understanding Writing Problems in Young Children| Contributions of Cognitive Skills to the Development of Written Expression.

Degree: 2011, The University of North Carolina at Chapel Hill

  While several models of adult writing have been proposed and studied, the development of writing skills in young children has only recently garnered attention.… (more)

Subjects/Keywords: Education, Elementary; Education, Educational Psychology

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APA (6th Edition):

Childress, A. (2011). Understanding Writing Problems in Young Children| Contributions of Cognitive Skills to the Development of Written Expression. (Thesis). The University of North Carolina at Chapel Hill. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3477532

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):

Childress, Amy. “Understanding Writing Problems in Young Children| Contributions of Cognitive Skills to the Development of Written Expression.” 2011. Thesis, The University of North Carolina at Chapel Hill. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3477532.

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

MLA Handbook (7th Edition):

Childress, Amy. “Understanding Writing Problems in Young Children| Contributions of Cognitive Skills to the Development of Written Expression.” 2011. Web. 20 Nov 2019.

Vancouver:

Childress A. Understanding Writing Problems in Young Children| Contributions of Cognitive Skills to the Development of Written Expression. [Internet] [Thesis]. The University of North Carolina at Chapel Hill; 2011. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3477532.

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

Council of Science Editors:

Childress A. Understanding Writing Problems in Young Children| Contributions of Cognitive Skills to the Development of Written Expression. [Thesis]. The University of North Carolina at Chapel Hill; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3477532

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

4. Gonzales, Alexis A. Elementary Teachers' Knowledge of Mindfulness and Perceived Barriers to Implementation.

Degree: 2018, University of Colorado at Denver

  Mindfulness is a growing topic of discussion across the United States, particularly in education. There exists an array of studies on mindfulness as an… (more)

Subjects/Keywords: Education; Elementary education; Educational psychology

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APA (6th Edition):

Gonzales, A. A. (2018). Elementary Teachers' Knowledge of Mindfulness and Perceived Barriers to Implementation. (Thesis). University of Colorado at Denver. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10811094

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):

Gonzales, Alexis A. “Elementary Teachers' Knowledge of Mindfulness and Perceived Barriers to Implementation.” 2018. Thesis, University of Colorado at Denver. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10811094.

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

MLA Handbook (7th Edition):

Gonzales, Alexis A. “Elementary Teachers' Knowledge of Mindfulness and Perceived Barriers to Implementation.” 2018. Web. 20 Nov 2019.

Vancouver:

Gonzales AA. Elementary Teachers' Knowledge of Mindfulness and Perceived Barriers to Implementation. [Internet] [Thesis]. University of Colorado at Denver; 2018. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10811094.

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

Council of Science Editors:

Gonzales AA. Elementary Teachers' Knowledge of Mindfulness and Perceived Barriers to Implementation. [Thesis]. University of Colorado at Denver; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10811094

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


Florida State University

5. Pressley, Timothy Michael Forrest. Teachers' View of the Role VAM Plays in Their Work in the School and School Community.

Degree: PhD, Educational Psychology and Learning Systems, 2015, Florida State University

Assessment and accountability has been a major influence in public education since the introduction of No Child Left Behind and continue to influence teachers and… (more)

Subjects/Keywords: Educational psychology; Education, elementary

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APA (6th Edition):

Pressley, T. M. F. (2015). Teachers' View of the Role VAM Plays in Their Work in the School and School Community. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9668 ;

Chicago Manual of Style (16th Edition):

Pressley, Timothy Michael Forrest. “Teachers' View of the Role VAM Plays in Their Work in the School and School Community.” 2015. Doctoral Dissertation, Florida State University. Accessed November 20, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9668 ;.

MLA Handbook (7th Edition):

Pressley, Timothy Michael Forrest. “Teachers' View of the Role VAM Plays in Their Work in the School and School Community.” 2015. Web. 20 Nov 2019.

Vancouver:

Pressley TMF. Teachers' View of the Role VAM Plays in Their Work in the School and School Community. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2019 Nov 20]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9668 ;.

Council of Science Editors:

Pressley TMF. Teachers' View of the Role VAM Plays in Their Work in the School and School Community. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9668 ;

6. Podraza, Dan John. Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood.

Degree: 2017, Walden University

  Researchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school… (more)

Subjects/Keywords: Education; Elementary education; Educational psychology; Educational philosophy

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APA (6th Edition):

Podraza, D. J. (2017). Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10281911

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):

Podraza, Dan John. “Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood.” 2017. Thesis, Walden University. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10281911.

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

MLA Handbook (7th Edition):

Podraza, Dan John. “Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood.” 2017. Web. 20 Nov 2019.

Vancouver:

Podraza DJ. Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood. [Internet] [Thesis]. Walden University; 2017. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10281911.

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

Council of Science Editors:

Podraza DJ. Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood. [Thesis]. Walden University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10281911

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


Liberty University

7. Knight, Laura. Phenomenological Study of the Significance of Recess and Brain Breaks during the Instructional Day from the Perspective of Elementary Teachers.

Degree: 2016, Liberty University

 The purpose of this phenomenological qualitative study was to collect the perceptions of elementary teachers on the influence of recess and brain breaks on students… (more)

Subjects/Keywords: Brain Breaks; Cognition; Elementary School; Recess; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Elementary Education and Teaching

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

APA (6th Edition):

Knight, L. (2016). Phenomenological Study of the Significance of Recess and Brain Breaks during the Instructional Day from the Perspective of Elementary Teachers. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1156

Chicago Manual of Style (16th Edition):

Knight, Laura. “Phenomenological Study of the Significance of Recess and Brain Breaks during the Instructional Day from the Perspective of Elementary Teachers.” 2016. Doctoral Dissertation, Liberty University. Accessed November 20, 2019. http://digitalcommons.liberty.edu/doctoral/1156.

MLA Handbook (7th Edition):

Knight, Laura. “Phenomenological Study of the Significance of Recess and Brain Breaks during the Instructional Day from the Perspective of Elementary Teachers.” 2016. Web. 20 Nov 2019.

Vancouver:

Knight L. Phenomenological Study of the Significance of Recess and Brain Breaks during the Instructional Day from the Perspective of Elementary Teachers. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Nov 20]. Available from: http://digitalcommons.liberty.edu/doctoral/1156.

Council of Science Editors:

Knight L. Phenomenological Study of the Significance of Recess and Brain Breaks during the Instructional Day from the Perspective of Elementary Teachers. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1156

8. Embrey, Stephanie Lee. Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students.

Degree: 2011, Walden University

  With the demands of the No Child Left Behind legislation to utilize research-based instructional practices and teach all children to read by the end… (more)

Subjects/Keywords: Education, Elementary; Education, Educational Psychology; Education, Reading

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

APA (6th Edition):

Embrey, S. L. (2011). Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3445344

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):

Embrey, Stephanie Lee. “Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students.” 2011. Thesis, Walden University. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3445344.

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

MLA Handbook (7th Edition):

Embrey, Stephanie Lee. “Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students.” 2011. Web. 20 Nov 2019.

Vancouver:

Embrey SL. Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students. [Internet] [Thesis]. Walden University; 2011. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3445344.

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

Council of Science Editors:

Embrey SL. Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3445344

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

9. Horne, Christopher R. Giving children space| A phenomenological exploration of student experiences in space science inquiry.

Degree: 2012, University of Maryland, College Park

  This study explores the experiences of 4th grade students in an inquiry-based space science classroom. At the heart of the study lies the essential… (more)

Subjects/Keywords: Education, Elementary; Education, Educational Psychology; Education, Sciences

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APA (6th Edition):

Horne, C. R. (2012). Giving children space| A phenomenological exploration of student experiences in space science inquiry. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3495384

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):

Horne, Christopher R. “Giving children space| A phenomenological exploration of student experiences in space science inquiry.” 2012. Thesis, University of Maryland, College Park. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3495384.

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

MLA Handbook (7th Edition):

Horne, Christopher R. “Giving children space| A phenomenological exploration of student experiences in space science inquiry.” 2012. Web. 20 Nov 2019.

Vancouver:

Horne CR. Giving children space| A phenomenological exploration of student experiences in space science inquiry. [Internet] [Thesis]. University of Maryland, College Park; 2012. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495384.

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

Council of Science Editors:

Horne CR. Giving children space| A phenomenological exploration of student experiences in space science inquiry. [Thesis]. University of Maryland, College Park; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495384

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


The George Washington University

10. Stephenson, Jane M. The relationships among school-wide positive behavioral support, school size and math achievement.

Degree: 2009, The George Washington University

  The school-wide positive behavioral support (SWPBS) framework is a behaviorally-based, systems approach to addressing the problem behaviors of youth in our schools. This study… (more)

Subjects/Keywords: Education, Elementary; Education, Educational Psychology; Education, Special

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APA (6th Edition):

Stephenson, J. M. (2009). The relationships among school-wide positive behavioral support, school size and math achievement. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3338856

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):

Stephenson, Jane M. “The relationships among school-wide positive behavioral support, school size and math achievement.” 2009. Thesis, The George Washington University. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3338856.

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

MLA Handbook (7th Edition):

Stephenson, Jane M. “The relationships among school-wide positive behavioral support, school size and math achievement.” 2009. Web. 20 Nov 2019.

Vancouver:

Stephenson JM. The relationships among school-wide positive behavioral support, school size and math achievement. [Internet] [Thesis]. The George Washington University; 2009. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3338856.

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

Council of Science Editors:

Stephenson JM. The relationships among school-wide positive behavioral support, school size and math achievement. [Thesis]. The George Washington University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3338856

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

11. Richardson, Alberta N. A Phenomenological Inquiry into the Unique Experience of Male Elementary Teachers.

Degree: 2014, Walden University

  The percentage of male teachers is at its lowest number in 40 years. The problem is that fewer males are choosing elementary teaching as… (more)

Subjects/Keywords: Education, General; Education, Elementary; Education, Educational Psychology

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

APA (6th Edition):

Richardson, A. N. (2014). A Phenomenological Inquiry into the Unique Experience of Male Elementary Teachers. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3620787

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):

Richardson, Alberta N. “A Phenomenological Inquiry into the Unique Experience of Male Elementary Teachers.” 2014. Thesis, Walden University. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3620787.

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

MLA Handbook (7th Edition):

Richardson, Alberta N. “A Phenomenological Inquiry into the Unique Experience of Male Elementary Teachers.” 2014. Web. 20 Nov 2019.

Vancouver:

Richardson AN. A Phenomenological Inquiry into the Unique Experience of Male Elementary Teachers. [Internet] [Thesis]. Walden University; 2014. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3620787.

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

Council of Science Editors:

Richardson AN. A Phenomenological Inquiry into the Unique Experience of Male Elementary Teachers. [Thesis]. Walden University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3620787

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


University of Oklahoma

12. Bailey, Robert Bain. A study of predicting academic success in elementary school reading from projective tests.

Degree: Educat.D., 1956, University of Oklahoma

Subjects/Keywords: Reading (Elementary); Prediction of scholastic success.; Education, Educational Psychology.

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

APA (6th Edition):

Bailey, R. B. (1956). A study of predicting academic success in elementary school reading from projective tests. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/165

Chicago Manual of Style (16th Edition):

Bailey, Robert Bain. “A study of predicting academic success in elementary school reading from projective tests.” 1956. Doctoral Dissertation, University of Oklahoma. Accessed November 20, 2019. http://hdl.handle.net/11244/165.

MLA Handbook (7th Edition):

Bailey, Robert Bain. “A study of predicting academic success in elementary school reading from projective tests.” 1956. Web. 20 Nov 2019.

Vancouver:

Bailey RB. A study of predicting academic success in elementary school reading from projective tests. [Internet] [Doctoral dissertation]. University of Oklahoma; 1956. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11244/165.

Council of Science Editors:

Bailey RB. A study of predicting academic success in elementary school reading from projective tests. [Doctoral Dissertation]. University of Oklahoma; 1956. Available from: http://hdl.handle.net/11244/165


University of Oklahoma

13. Rexroad, Wallace Warren. Correlational analysis of first-grade reading achievement, with objective and projective measures.

Degree: PhD, 1968, University of Oklahoma

Subjects/Keywords: Prediction of scholastic success.; Education, Educational Psychology.; Reading (Elementary)

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

APA (6th Edition):

Rexroad, W. W. (1968). Correlational analysis of first-grade reading achievement, with objective and projective measures. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/2437

Chicago Manual of Style (16th Edition):

Rexroad, Wallace Warren. “Correlational analysis of first-grade reading achievement, with objective and projective measures.” 1968. Doctoral Dissertation, University of Oklahoma. Accessed November 20, 2019. http://hdl.handle.net/11244/2437.

MLA Handbook (7th Edition):

Rexroad, Wallace Warren. “Correlational analysis of first-grade reading achievement, with objective and projective measures.” 1968. Web. 20 Nov 2019.

Vancouver:

Rexroad WW. Correlational analysis of first-grade reading achievement, with objective and projective measures. [Internet] [Doctoral dissertation]. University of Oklahoma; 1968. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11244/2437.

Council of Science Editors:

Rexroad WW. Correlational analysis of first-grade reading achievement, with objective and projective measures. [Doctoral Dissertation]. University of Oklahoma; 1968. Available from: http://hdl.handle.net/11244/2437

14. Forward, Anna. The role of mindfulness in education from an elementary teacher's perspective.

Degree: 2012, Mills College

  The purpose of this qualitative study was to discover how mindfulness practices and teachings influence a student's experience in an elementary classroom environment from… (more)

Subjects/Keywords: Biology, Neuroscience; Education, Elementary; Education, Educational Psychology

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

APA (6th Edition):

Forward, A. (2012). The role of mindfulness in education from an elementary teacher's perspective. (Thesis). Mills College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1510988

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):

Forward, Anna. “The role of mindfulness in education from an elementary teacher's perspective.” 2012. Thesis, Mills College. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1510988.

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

MLA Handbook (7th Edition):

Forward, Anna. “The role of mindfulness in education from an elementary teacher's perspective.” 2012. Web. 20 Nov 2019.

Vancouver:

Forward A. The role of mindfulness in education from an elementary teacher's perspective. [Internet] [Thesis]. Mills College; 2012. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1510988.

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

Council of Science Editors:

Forward A. The role of mindfulness in education from an elementary teacher's perspective. [Thesis]. Mills College; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1510988

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

15. Hooker, Melba. The Impact of Parental Military Status on the Achievement, Attendance, and Attitudes of Fourth Grade Students.

Degree: 2011, University of Nebraska at Omaha

  Military service men and women provide security and services both locally and globally. These services sometimes require deployment and separations of active duty military… (more)

Subjects/Keywords: Education, Elementary; Education, Educational Psychology; Military Studies

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

APA (6th Edition):

Hooker, M. (2011). The Impact of Parental Military Status on the Achievement, Attendance, and Attitudes of Fourth Grade Students. (Thesis). University of Nebraska at Omaha. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3466344

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):

Hooker, Melba. “The Impact of Parental Military Status on the Achievement, Attendance, and Attitudes of Fourth Grade Students.” 2011. Thesis, University of Nebraska at Omaha. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3466344.

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

MLA Handbook (7th Edition):

Hooker, Melba. “The Impact of Parental Military Status on the Achievement, Attendance, and Attitudes of Fourth Grade Students.” 2011. Web. 20 Nov 2019.

Vancouver:

Hooker M. The Impact of Parental Military Status on the Achievement, Attendance, and Attitudes of Fourth Grade Students. [Internet] [Thesis]. University of Nebraska at Omaha; 2011. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3466344.

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

Council of Science Editors:

Hooker M. The Impact of Parental Military Status on the Achievement, Attendance, and Attitudes of Fourth Grade Students. [Thesis]. University of Nebraska at Omaha; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3466344

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

16. Luke, Jessica J. Reframing parent involvement| The role of a museum program in connecting parents and schools.

Degree: 2009, University of Maryland, College Park

  Using grounded theory methods, a qualitative study was conducted to generate theoretical propositions about the nature of parent involvement generally, and the role that… (more)

Subjects/Keywords: Education, Elementary; Education, Educational Psychology; Museology

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APA (6th Edition):

Luke, J. J. (2009). Reframing parent involvement| The role of a museum program in connecting parents and schools. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3372975

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):

Luke, Jessica J. “Reframing parent involvement| The role of a museum program in connecting parents and schools.” 2009. Thesis, University of Maryland, College Park. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3372975.

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

MLA Handbook (7th Edition):

Luke, Jessica J. “Reframing parent involvement| The role of a museum program in connecting parents and schools.” 2009. Web. 20 Nov 2019.

Vancouver:

Luke JJ. Reframing parent involvement| The role of a museum program in connecting parents and schools. [Internet] [Thesis]. University of Maryland, College Park; 2009. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372975.

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

Council of Science Editors:

Luke JJ. Reframing parent involvement| The role of a museum program in connecting parents and schools. [Thesis]. University of Maryland, College Park; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372975

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

17. Johnson, Merlyn W. The Significance of Response to Intervention (RTI) to Student Progress in Fourth Grade Students in Missouri.

Degree: 2015, Lindenwood University

  The focus of this research is in the area of Response to Intervention (RTI) and its effect on academic achievement in elementary schools in… (more)

Subjects/Keywords: Elementary education; Educational psychology; Special education

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

APA (6th Edition):

Johnson, M. W. (2015). The Significance of Response to Intervention (RTI) to Student Progress in Fourth Grade Students in Missouri. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3734190

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

Chicago Manual of Style (16th Edition):

Johnson, Merlyn W. “The Significance of Response to Intervention (RTI) to Student Progress in Fourth Grade Students in Missouri.” 2015. Thesis, Lindenwood University. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3734190.

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

MLA Handbook (7th Edition):

Johnson, Merlyn W. “The Significance of Response to Intervention (RTI) to Student Progress in Fourth Grade Students in Missouri.” 2015. Web. 20 Nov 2019.

Vancouver:

Johnson MW. The Significance of Response to Intervention (RTI) to Student Progress in Fourth Grade Students in Missouri. [Internet] [Thesis]. Lindenwood University; 2015. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734190.

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

Council of Science Editors:

Johnson MW. The Significance of Response to Intervention (RTI) to Student Progress in Fourth Grade Students in Missouri. [Thesis]. Lindenwood University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734190

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


West Virginia University

18. Douglas, Miriam Roth. The Arts-Integrated Curriculum (AIC) and its Possible Impact on the Self-Concepts of Adolescent Girls and Their Perceptions of Beauty: A Phenomenological Study.

Degree: PhD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 This study examines what phenomena may be associated with the self-concept and perceptions of beauty of adolescent girls who completed an Arts-Integrated Curriculum (AIC) in… (more)

Subjects/Keywords: Art education; Elementary education; Educational psychology

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

APA (6th Edition):

Douglas, M. R. (2011). The Arts-Integrated Curriculum (AIC) and its Possible Impact on the Self-Concepts of Adolescent Girls and Their Perceptions of Beauty: A Phenomenological Study. (Doctoral Dissertation). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3474

Chicago Manual of Style (16th Edition):

Douglas, Miriam Roth. “The Arts-Integrated Curriculum (AIC) and its Possible Impact on the Self-Concepts of Adolescent Girls and Their Perceptions of Beauty: A Phenomenological Study.” 2011. Doctoral Dissertation, West Virginia University. Accessed November 20, 2019. https://researchrepository.wvu.edu/etd/3474.

MLA Handbook (7th Edition):

Douglas, Miriam Roth. “The Arts-Integrated Curriculum (AIC) and its Possible Impact on the Self-Concepts of Adolescent Girls and Their Perceptions of Beauty: A Phenomenological Study.” 2011. Web. 20 Nov 2019.

Vancouver:

Douglas MR. The Arts-Integrated Curriculum (AIC) and its Possible Impact on the Self-Concepts of Adolescent Girls and Their Perceptions of Beauty: A Phenomenological Study. [Internet] [Doctoral dissertation]. West Virginia University; 2011. [cited 2019 Nov 20]. Available from: https://researchrepository.wvu.edu/etd/3474.

Council of Science Editors:

Douglas MR. The Arts-Integrated Curriculum (AIC) and its Possible Impact on the Self-Concepts of Adolescent Girls and Their Perceptions of Beauty: A Phenomenological Study. [Doctoral Dissertation]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3474

19. Bartela, Ashley L. The effects of the Good Behavior Game on first grade students' behaviors.

Degree: 2015, SUNY College at Fredonia

 The positive reinforcement contingencies, particularly the Good Behavior Game, have been used by teachers to improve behaviors among students within the classroom. Prior research suggests… (more)

Subjects/Keywords: Reinforcement (Psychology).; Education, Elementary.; Educational games.

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

APA (6th Edition):

Bartela, A. L. (2015). The effects of the Good Behavior Game on first grade students' behaviors. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65743

Chicago Manual of Style (16th Edition):

Bartela, Ashley L. “The effects of the Good Behavior Game on first grade students' behaviors. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed November 20, 2019. http://hdl.handle.net/1951/65743.

MLA Handbook (7th Edition):

Bartela, Ashley L. “The effects of the Good Behavior Game on first grade students' behaviors. ” 2015. Web. 20 Nov 2019.

Vancouver:

Bartela AL. The effects of the Good Behavior Game on first grade students' behaviors. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1951/65743.

Council of Science Editors:

Bartela AL. The effects of the Good Behavior Game on first grade students' behaviors. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65743

20. Mirza, Carly A. Investigating Teachers' Insights| The Influences of Perceived Barriers of Parental Involvement on Parent-Teacher Relationships.

Degree: 2018, Minot State University

  The purpose of this study was to provide an insight into the perspectives that teachers have on the barriers that prevent parental involvement in… (more)

Subjects/Keywords: Elementary education; Educational psychology; Individual & family studies

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

APA (6th Edition):

Mirza, C. A. (2018). Investigating Teachers' Insights| The Influences of Perceived Barriers of Parental Involvement on Parent-Teacher Relationships. (Thesis). Minot State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10830689

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):

Mirza, Carly A. “Investigating Teachers' Insights| The Influences of Perceived Barriers of Parental Involvement on Parent-Teacher Relationships.” 2018. Thesis, Minot State University. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10830689.

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

MLA Handbook (7th Edition):

Mirza, Carly A. “Investigating Teachers' Insights| The Influences of Perceived Barriers of Parental Involvement on Parent-Teacher Relationships.” 2018. Web. 20 Nov 2019.

Vancouver:

Mirza CA. Investigating Teachers' Insights| The Influences of Perceived Barriers of Parental Involvement on Parent-Teacher Relationships. [Internet] [Thesis]. Minot State University; 2018. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10830689.

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

Council of Science Editors:

Mirza CA. Investigating Teachers' Insights| The Influences of Perceived Barriers of Parental Involvement on Parent-Teacher Relationships. [Thesis]. Minot State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10830689

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

21. Liu, Xiaoyan. Young children's social skills development and academic achievement| Longitudinal analysis of developmental trajectories and environmental influences.

Degree: 2011, State University of New York at Buffalo

  Using a national dataset of the Early Childhood Longitudinal Study - Kindergarten class of 1998-1999 (ECLS-K), this study examined several issues relating to two… (more)

Subjects/Keywords: Education, Early Childhood; Education, Elementary; Education, Educational Psychology; Psychology, Developmental

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APA (6th Edition):

Liu, X. (2011). Young children's social skills development and academic achievement| Longitudinal analysis of developmental trajectories and environmental influences. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3460776

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):

Liu, Xiaoyan. “Young children's social skills development and academic achievement| Longitudinal analysis of developmental trajectories and environmental influences.” 2011. Thesis, State University of New York at Buffalo. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3460776.

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

MLA Handbook (7th Edition):

Liu, Xiaoyan. “Young children's social skills development and academic achievement| Longitudinal analysis of developmental trajectories and environmental influences.” 2011. Web. 20 Nov 2019.

Vancouver:

Liu X. Young children's social skills development and academic achievement| Longitudinal analysis of developmental trajectories and environmental influences. [Internet] [Thesis]. State University of New York at Buffalo; 2011. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3460776.

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

Council of Science Editors:

Liu X. Young children's social skills development and academic achievement| Longitudinal analysis of developmental trajectories and environmental influences. [Thesis]. State University of New York at Buffalo; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3460776

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


University of South Florida

22. Spillman, Samantha A. Is More Always Better| Comparing the Effects of Single and Multiple Learning Channels on Academic Performance.

Degree: 2014, University of South Florida

  Precision teaching (PT) is a measurement system used in multiple settings for all types of behavior, from driving to mathematics. The ultimate goal of… (more)

Subjects/Keywords: Psychology, Behavioral; Education, Early Childhood; Education, Elementary; Education, Educational Psychology

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

APA (6th Edition):

Spillman, S. A. (2014). Is More Always Better| Comparing the Effects of Single and Multiple Learning Channels on Academic Performance. (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1569953

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):

Spillman, Samantha A. “Is More Always Better| Comparing the Effects of Single and Multiple Learning Channels on Academic Performance.” 2014. Thesis, University of South Florida. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1569953.

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

MLA Handbook (7th Edition):

Spillman, Samantha A. “Is More Always Better| Comparing the Effects of Single and Multiple Learning Channels on Academic Performance.” 2014. Web. 20 Nov 2019.

Vancouver:

Spillman SA. Is More Always Better| Comparing the Effects of Single and Multiple Learning Channels on Academic Performance. [Internet] [Thesis]. University of South Florida; 2014. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1569953.

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

Council of Science Editors:

Spillman SA. Is More Always Better| Comparing the Effects of Single and Multiple Learning Channels on Academic Performance. [Thesis]. University of South Florida; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1569953

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

23. Fritz, William. A quantitative study investigating the efficacy beliefs of elementary teachers including a specific emphasis on mathematics.

Degree: 2015, Northwest Nazarene University

  This study analyzes teacher efficacy for fourth- and fifth-grade mathematics teaching and its relationship to teacher and student performance as measured through classroom observation… (more)

Subjects/Keywords: Mathematics education; Educational evaluation; Elementary education; Educational psychology

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

APA (6th Edition):

Fritz, W. (2015). A quantitative study investigating the efficacy beliefs of elementary teachers including a specific emphasis on mathematics. (Thesis). Northwest Nazarene University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3719059

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):

Fritz, William. “A quantitative study investigating the efficacy beliefs of elementary teachers including a specific emphasis on mathematics.” 2015. Thesis, Northwest Nazarene University. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3719059.

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

MLA Handbook (7th Edition):

Fritz, William. “A quantitative study investigating the efficacy beliefs of elementary teachers including a specific emphasis on mathematics.” 2015. Web. 20 Nov 2019.

Vancouver:

Fritz W. A quantitative study investigating the efficacy beliefs of elementary teachers including a specific emphasis on mathematics. [Internet] [Thesis]. Northwest Nazarene University; 2015. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3719059.

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

Council of Science Editors:

Fritz W. A quantitative study investigating the efficacy beliefs of elementary teachers including a specific emphasis on mathematics. [Thesis]. Northwest Nazarene University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3719059

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

24. Govan, Gregory D. Mental Health Screeners in Elementary Schools| Measurement Invariance across Racial and Ethnic Groups.

Degree: 2018, University of Nevada, Reno

  Mental health screeners need to demonstrate measurement equivalence across the populations of their intended use in order to improve the fairness in the identification… (more)

Subjects/Keywords: Educational tests & measurements; Elementary education; Educational psychology; Special education; Ethnic studies

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APA (6th Edition):

Govan, G. D. (2018). Mental Health Screeners in Elementary Schools| Measurement Invariance across Racial and Ethnic Groups. (Thesis). University of Nevada, Reno. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10685645

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):

Govan, Gregory D. “Mental Health Screeners in Elementary Schools| Measurement Invariance across Racial and Ethnic Groups.” 2018. Thesis, University of Nevada, Reno. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10685645.

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

MLA Handbook (7th Edition):

Govan, Gregory D. “Mental Health Screeners in Elementary Schools| Measurement Invariance across Racial and Ethnic Groups.” 2018. Web. 20 Nov 2019.

Vancouver:

Govan GD. Mental Health Screeners in Elementary Schools| Measurement Invariance across Racial and Ethnic Groups. [Internet] [Thesis]. University of Nevada, Reno; 2018. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10685645.

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

Council of Science Editors:

Govan GD. Mental Health Screeners in Elementary Schools| Measurement Invariance across Racial and Ethnic Groups. [Thesis]. University of Nevada, Reno; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10685645

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


University of Kansas

25. Cho, Hyun-Jeong. Self-determination and elementary education| Elementary school teachers' knowledge of and use of interventions to promote the self-determination of students.

Degree: 2009, University of Kansas

  There are five chapters in this dissertation. Chapter 1 gives an overview of self-determination for individuals with disabilities in public policy, research, and practice… (more)

Subjects/Keywords: Education, Elementary; Education, Educational Psychology; Education, Special; Education, Teacher Training

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APA (6th Edition):

Cho, H. (2009). Self-determination and elementary education| Elementary school teachers' knowledge of and use of interventions to promote the self-determination of students. (Thesis). University of Kansas. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3372404

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):

Cho, Hyun-Jeong. “Self-determination and elementary education| Elementary school teachers' knowledge of and use of interventions to promote the self-determination of students.” 2009. Thesis, University of Kansas. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3372404.

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

MLA Handbook (7th Edition):

Cho, Hyun-Jeong. “Self-determination and elementary education| Elementary school teachers' knowledge of and use of interventions to promote the self-determination of students.” 2009. Web. 20 Nov 2019.

Vancouver:

Cho H. Self-determination and elementary education| Elementary school teachers' knowledge of and use of interventions to promote the self-determination of students. [Internet] [Thesis]. University of Kansas; 2009. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372404.

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

Council of Science Editors:

Cho H. Self-determination and elementary education| Elementary school teachers' knowledge of and use of interventions to promote the self-determination of students. [Thesis]. University of Kansas; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372404

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

26. Maxwell, Ivy. Teacher lived experiences| Effects of arts integration on deterring bullying behaviors in fourth- and fifth-grade students.

Degree: 2014, University of Phoenix

  Bullying behaviors among primary school-aged children are underreported, which communicates to the children that the issue is not important to the adults who should… (more)

Subjects/Keywords: Education, Art; Education, Leadership; Education, Elementary; Education, Educational Psychology

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APA (6th Edition):

Maxwell, I. (2014). Teacher lived experiences| Effects of arts integration on deterring bullying behaviors in fourth- and fifth-grade students. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3583324

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):

Maxwell, Ivy. “Teacher lived experiences| Effects of arts integration on deterring bullying behaviors in fourth- and fifth-grade students.” 2014. Thesis, University of Phoenix. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3583324.

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

MLA Handbook (7th Edition):

Maxwell, Ivy. “Teacher lived experiences| Effects of arts integration on deterring bullying behaviors in fourth- and fifth-grade students.” 2014. Web. 20 Nov 2019.

Vancouver:

Maxwell I. Teacher lived experiences| Effects of arts integration on deterring bullying behaviors in fourth- and fifth-grade students. [Internet] [Thesis]. University of Phoenix; 2014. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3583324.

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

Council of Science Editors:

Maxwell I. Teacher lived experiences| Effects of arts integration on deterring bullying behaviors in fourth- and fifth-grade students. [Thesis]. University of Phoenix; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3583324

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

27. Flanders, Christina A. Self-Regulated Strategy Development (SRSD) for writing| A tier 2 intervention for fifth grade.

Degree: 2014, University of Southern Maine

  The purpose of this study was to examine whether Self-Regulated Strategy Development (SRSD) for writing could be used as a Tier 2 intervention to… (more)

Subjects/Keywords: Education, Pedagogy; Education, Elementary; Education, Educational Psychology; Education, Special

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APA (6th Edition):

Flanders, C. A. (2014). Self-Regulated Strategy Development (SRSD) for writing| A tier 2 intervention for fifth grade. (Thesis). University of Southern Maine. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3665831

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):

Flanders, Christina A. “Self-Regulated Strategy Development (SRSD) for writing| A tier 2 intervention for fifth grade.” 2014. Thesis, University of Southern Maine. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3665831.

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

MLA Handbook (7th Edition):

Flanders, Christina A. “Self-Regulated Strategy Development (SRSD) for writing| A tier 2 intervention for fifth grade.” 2014. Web. 20 Nov 2019.

Vancouver:

Flanders CA. Self-Regulated Strategy Development (SRSD) for writing| A tier 2 intervention for fifth grade. [Internet] [Thesis]. University of Southern Maine; 2014. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3665831.

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

Council of Science Editors:

Flanders CA. Self-Regulated Strategy Development (SRSD) for writing| A tier 2 intervention for fifth grade. [Thesis]. University of Southern Maine; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3665831

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

28. Schultz, David P. Supporting Literacy Learning in a Whole Language Kindergarten Classroom| Where the Conditions for Learning and Opportunities for Play are in Place.

Degree: 2014, Hofstra University

  This teacher research study examined the pedagogical practices and conditions for learning that supported the literacy learning of the children in my kindergarten classroom… (more)

Subjects/Keywords: Education, Early Childhood; Education, Elementary; Education, Educational Psychology; Education, Reading

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APA (6th Edition):

Schultz, D. P. (2014). Supporting Literacy Learning in a Whole Language Kindergarten Classroom| Where the Conditions for Learning and Opportunities for Play are in Place. (Thesis). Hofstra University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3633851

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):

Schultz, David P. “Supporting Literacy Learning in a Whole Language Kindergarten Classroom| Where the Conditions for Learning and Opportunities for Play are in Place.” 2014. Thesis, Hofstra University. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3633851.

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

MLA Handbook (7th Edition):

Schultz, David P. “Supporting Literacy Learning in a Whole Language Kindergarten Classroom| Where the Conditions for Learning and Opportunities for Play are in Place.” 2014. Web. 20 Nov 2019.

Vancouver:

Schultz DP. Supporting Literacy Learning in a Whole Language Kindergarten Classroom| Where the Conditions for Learning and Opportunities for Play are in Place. [Internet] [Thesis]. Hofstra University; 2014. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3633851.

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

Council of Science Editors:

Schultz DP. Supporting Literacy Learning in a Whole Language Kindergarten Classroom| Where the Conditions for Learning and Opportunities for Play are in Place. [Thesis]. Hofstra University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3633851

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

29. Bartlett, Courtney L. Evaluating the effectiveness of progress monitoring as a second grade mathematics intervention.

Degree: 2014, University of Southern Maine

  Progress monitoring has been shown to be effective for gauging student growth in the area of mathematics. Likewise, self-graphing has been shown to improve… (more)

Subjects/Keywords: Education, Mathematics; Education, Evaluation; Education, Elementary; Education, Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bartlett, C. L. (2014). Evaluating the effectiveness of progress monitoring as a second grade mathematics intervention. (Thesis). University of Southern Maine. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3632795

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):

Bartlett, Courtney L. “Evaluating the effectiveness of progress monitoring as a second grade mathematics intervention.” 2014. Thesis, University of Southern Maine. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3632795.

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

MLA Handbook (7th Edition):

Bartlett, Courtney L. “Evaluating the effectiveness of progress monitoring as a second grade mathematics intervention.” 2014. Web. 20 Nov 2019.

Vancouver:

Bartlett CL. Evaluating the effectiveness of progress monitoring as a second grade mathematics intervention. [Internet] [Thesis]. University of Southern Maine; 2014. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3632795.

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

Council of Science Editors:

Bartlett CL. Evaluating the effectiveness of progress monitoring as a second grade mathematics intervention. [Thesis]. University of Southern Maine; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3632795

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

30. Hugger, Kelly Ann. Evaluating the effects of Peer-Assisted Learning Strategies (PALS) in mathematics plus an anxiety treatment on achievement and anxiety of third grade students.

Degree: 2014, University of Southern Maine

  The purpose of this study was to examine the effects of an adaptation of Peer-Assisted Learning Strategies (PALS) in mathematics on achievement and anxiety… (more)

Subjects/Keywords: Education, Mathematics; Education, Evaluation; Education, Elementary; Education, Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hugger, K. A. (2014). Evaluating the effects of Peer-Assisted Learning Strategies (PALS) in mathematics plus an anxiety treatment on achievement and anxiety of third grade students. (Thesis). University of Southern Maine. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3632799

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):

Hugger, Kelly Ann. “Evaluating the effects of Peer-Assisted Learning Strategies (PALS) in mathematics plus an anxiety treatment on achievement and anxiety of third grade students.” 2014. Thesis, University of Southern Maine. Accessed November 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3632799.

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

MLA Handbook (7th Edition):

Hugger, Kelly Ann. “Evaluating the effects of Peer-Assisted Learning Strategies (PALS) in mathematics plus an anxiety treatment on achievement and anxiety of third grade students.” 2014. Web. 20 Nov 2019.

Vancouver:

Hugger KA. Evaluating the effects of Peer-Assisted Learning Strategies (PALS) in mathematics plus an anxiety treatment on achievement and anxiety of third grade students. [Internet] [Thesis]. University of Southern Maine; 2014. [cited 2019 Nov 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3632799.

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

Council of Science Editors:

Hugger KA. Evaluating the effects of Peer-Assisted Learning Strategies (PALS) in mathematics plus an anxiety treatment on achievement and anxiety of third grade students. [Thesis]. University of Southern Maine; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3632799

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

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