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You searched for subject:(Teacher Behavioral Modalities ). Showing records 1 – 30 of 31559 total matches.

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California State University – Chico

1. Schreder, Karen. Evaluating Teacher Effectiveness: A Template for Administrators and Teacher Trainers .

Degree: 2011, California State University – Chico

 ABSTRACT EVALUATING TEACHER EFFECTIVENESS: A TEMPLATE FOR ADMINISTRATORS AND TEACHER TRAINERS by Karen Schreder Master of Arts in Education Educational Leadership and Administration Option California… (more)

Subjects/Keywords: Teacher Behavioral Modalities,; Classroom Management; Pedagogical Content Knowledge

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

APA (6th Edition):

Schreder, K. (2011). Evaluating Teacher Effectiveness: A Template for Administrators and Teacher Trainers . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/339

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):

Schreder, Karen. “Evaluating Teacher Effectiveness: A Template for Administrators and Teacher Trainers .” 2011. Thesis, California State University – Chico. Accessed November 16, 2019. http://hdl.handle.net/10211.4/339.

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

MLA Handbook (7th Edition):

Schreder, Karen. “Evaluating Teacher Effectiveness: A Template for Administrators and Teacher Trainers .” 2011. Web. 16 Nov 2019.

Vancouver:

Schreder K. Evaluating Teacher Effectiveness: A Template for Administrators and Teacher Trainers . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/10211.4/339.

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

Council of Science Editors:

Schreder K. Evaluating Teacher Effectiveness: A Template for Administrators and Teacher Trainers . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/339

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


University of South Florida

2. Orozco, Daniella. Teaching Mands to Individuals with Autism Spectrum Disorder: An Evaluation of the Essential for Living Communication Modality Assessment.

Degree: 2018, University of South Florida

 McGreevy, Fry, and Cornwall (2014) developed an assessment within the Essential for Living (EFL) manual for clinicians to identify which communication modality should be used… (more)

Subjects/Keywords: alternative and augmentative communication (AAC); communication modalities; mand training; verbal behavior; Social and Behavioral Sciences

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APA (6th Edition):

Orozco, D. (2018). Teaching Mands to Individuals with Autism Spectrum Disorder: An Evaluation of the Essential for Living Communication Modality Assessment. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7345

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):

Orozco, Daniella. “Teaching Mands to Individuals with Autism Spectrum Disorder: An Evaluation of the Essential for Living Communication Modality Assessment.” 2018. Thesis, University of South Florida. Accessed November 16, 2019. https://scholarcommons.usf.edu/etd/7345.

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

MLA Handbook (7th Edition):

Orozco, Daniella. “Teaching Mands to Individuals with Autism Spectrum Disorder: An Evaluation of the Essential for Living Communication Modality Assessment.” 2018. Web. 16 Nov 2019.

Vancouver:

Orozco D. Teaching Mands to Individuals with Autism Spectrum Disorder: An Evaluation of the Essential for Living Communication Modality Assessment. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Nov 16]. Available from: https://scholarcommons.usf.edu/etd/7345.

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

Council of Science Editors:

Orozco D. Teaching Mands to Individuals with Autism Spectrum Disorder: An Evaluation of the Essential for Living Communication Modality Assessment. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7345

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


Bowling Green State University

3. Clark, Jessica. The Sensory Mechanisms of Crayfish (Orconectes rusticus) Used in Detecting Predatory Threats.

Degree: MS, Biological Sciences, 2017, Bowling Green State University

 Organisms are exposed to numerous environmental stimuli in which they must be able to distinguish threats from food sources. In order to make such distinctions,… (more)

Subjects/Keywords: Aquatic Sciences; Behavioral Sciences; Biology; Ecology; sensory modalities; multimodality; sensory hierarchy; crayfish; predator-prey interactions; nonconsumptive effects

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APA (6th Edition):

Clark, J. (2017). The Sensory Mechanisms of Crayfish (Orconectes rusticus) Used in Detecting Predatory Threats. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490027671892276

Chicago Manual of Style (16th Edition):

Clark, Jessica. “The Sensory Mechanisms of Crayfish (Orconectes rusticus) Used in Detecting Predatory Threats.” 2017. Masters Thesis, Bowling Green State University. Accessed November 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490027671892276.

MLA Handbook (7th Edition):

Clark, Jessica. “The Sensory Mechanisms of Crayfish (Orconectes rusticus) Used in Detecting Predatory Threats.” 2017. Web. 16 Nov 2019.

Vancouver:

Clark J. The Sensory Mechanisms of Crayfish (Orconectes rusticus) Used in Detecting Predatory Threats. [Internet] [Masters thesis]. Bowling Green State University; 2017. [cited 2019 Nov 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490027671892276.

Council of Science Editors:

Clark J. The Sensory Mechanisms of Crayfish (Orconectes rusticus) Used in Detecting Predatory Threats. [Masters Thesis]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490027671892276


University of Pretoria

4. Kudumo, Marius. The participation and influence of teacher unions on education reforms in an independent Namibia.

Degree: Education Management and Policy Studies, 2011, University of Pretoria

 This study explores the shifting roles of teacher unions in pre-and post-independence Namibia, against the backdrop of a changing political context. My aim was to… (more)

Subjects/Keywords: Contextual factors; Changed political context; Education reforms; Institutional frameworks and modalities; Post-independence namibia; Teacher union influence; Shifting roles; Pre-independence namibia; Teacher union participation; Teacher union; UCTD

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APA (6th Edition):

Kudumo, M. (2011). The participation and influence of teacher unions on education reforms in an independent Namibia. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28601

Chicago Manual of Style (16th Edition):

Kudumo, Marius. “The participation and influence of teacher unions on education reforms in an independent Namibia.” 2011. Doctoral Dissertation, University of Pretoria. Accessed November 16, 2019. http://hdl.handle.net/2263/28601.

MLA Handbook (7th Edition):

Kudumo, Marius. “The participation and influence of teacher unions on education reforms in an independent Namibia.” 2011. Web. 16 Nov 2019.

Vancouver:

Kudumo M. The participation and influence of teacher unions on education reforms in an independent Namibia. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/2263/28601.

Council of Science Editors:

Kudumo M. The participation and influence of teacher unions on education reforms in an independent Namibia. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28601


University of Pretoria

5. [No author]. The participation and influence of teacher unions on education reforms in an independent Namibia .

Degree: 2011, University of Pretoria

 This study explores the shifting roles of teacher unions in pre-and post-independence Namibia, against the backdrop of a changing political context. My aim was to… (more)

Subjects/Keywords: Contextual factors; Changed political context; Education reforms; Institutional frameworks and modalities; Post-independence namibia; Teacher union influence; Shifting roles; Pre-independence namibia; Teacher union participation; Teacher union; UCTD

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

APA (6th Edition):

author], [. (2011). The participation and influence of teacher unions on education reforms in an independent Namibia . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10102011-152706/

Chicago Manual of Style (16th Edition):

author], [No. “The participation and influence of teacher unions on education reforms in an independent Namibia .” 2011. Doctoral Dissertation, University of Pretoria. Accessed November 16, 2019. http://upetd.up.ac.za/thesis/available/etd-10102011-152706/.

MLA Handbook (7th Edition):

author], [No. “The participation and influence of teacher unions on education reforms in an independent Namibia .” 2011. Web. 16 Nov 2019.

Vancouver:

author] [. The participation and influence of teacher unions on education reforms in an independent Namibia . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Nov 16]. Available from: http://upetd.up.ac.za/thesis/available/etd-10102011-152706/.

Council of Science Editors:

author] [. The participation and influence of teacher unions on education reforms in an independent Namibia . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-10102011-152706/

6. Filer, Ann Fairchild. Investigating the use of traditional and online instruction for teachers of children with autism spectrum disorder| A case for blending training models.

Degree: 2015, Cambridge College

  Autism is a complex brain-based developmental disability with unknown etiology. It involves disturbances or delays in communication, social interaction, and play, as well as… (more)

Subjects/Keywords: Behavioral psychology; Teacher education; Educational technology

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APA (6th Edition):

Filer, A. F. (2015). Investigating the use of traditional and online instruction for teachers of children with autism spectrum disorder| A case for blending training models. (Thesis). Cambridge College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3701962

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):

Filer, Ann Fairchild. “Investigating the use of traditional and online instruction for teachers of children with autism spectrum disorder| A case for blending training models.” 2015. Thesis, Cambridge College. Accessed November 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3701962.

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

MLA Handbook (7th Edition):

Filer, Ann Fairchild. “Investigating the use of traditional and online instruction for teachers of children with autism spectrum disorder| A case for blending training models.” 2015. Web. 16 Nov 2019.

Vancouver:

Filer AF. Investigating the use of traditional and online instruction for teachers of children with autism spectrum disorder| A case for blending training models. [Internet] [Thesis]. Cambridge College; 2015. [cited 2019 Nov 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3701962.

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

Council of Science Editors:

Filer AF. Investigating the use of traditional and online instruction for teachers of children with autism spectrum disorder| A case for blending training models. [Thesis]. Cambridge College; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3701962

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

7. Bäckaräng, Lena. ”Bråkar du ute åker du in, bråkar du inne åker du ut!” : En kvalitativ studie om specialpedagogens roll i arbetet med elever i socioemotionella svårigheter.

Degree: Education, 2015, Umeå University

  The study's aim was to examine the professional role of the Special Education Teachers, working with students in socio-emotional difficulties with focus on externalizing… (more)

Subjects/Keywords: Special Education Teacher; Behavioral disorder; Inclusion

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APA (6th Edition):

Bäckaräng, L. (2015). ”Bråkar du ute åker du in, bråkar du inne åker du ut!” : En kvalitativ studie om specialpedagogens roll i arbetet med elever i socioemotionella svårigheter. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105636

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):

Bäckaräng, Lena. “”Bråkar du ute åker du in, bråkar du inne åker du ut!” : En kvalitativ studie om specialpedagogens roll i arbetet med elever i socioemotionella svårigheter.” 2015. Thesis, Umeå University. Accessed November 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105636.

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

MLA Handbook (7th Edition):

Bäckaräng, Lena. “”Bråkar du ute åker du in, bråkar du inne åker du ut!” : En kvalitativ studie om specialpedagogens roll i arbetet med elever i socioemotionella svårigheter.” 2015. Web. 16 Nov 2019.

Vancouver:

Bäckaräng L. ”Bråkar du ute åker du in, bråkar du inne åker du ut!” : En kvalitativ studie om specialpedagogens roll i arbetet med elever i socioemotionella svårigheter. [Internet] [Thesis]. Umeå University; 2015. [cited 2019 Nov 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105636.

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

Council of Science Editors:

Bäckaräng L. ”Bråkar du ute åker du in, bråkar du inne åker du ut!” : En kvalitativ studie om specialpedagogens roll i arbetet med elever i socioemotionella svårigheter. [Thesis]. Umeå University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105636

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


Northeastern University

8. Bond, Micah. The experiences and practices of educators that teach students with EBD.

Degree: EdD, School of Education, 2017, Northeastern University

 This qualitative study used the traditions of interpretive phenomenological analysis to identify the experiences and practices of educators who teach students with emotional or behavioral(more)

Subjects/Keywords: students; teacher practices; emotional disorders; behavioral disorders

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APA (6th Edition):

Bond, M. (2017). The experiences and practices of educators that teach students with EBD. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20258536

Chicago Manual of Style (16th Edition):

Bond, Micah. “The experiences and practices of educators that teach students with EBD.” 2017. Doctoral Dissertation, Northeastern University. Accessed November 16, 2019. http://hdl.handle.net/2047/D20258536.

MLA Handbook (7th Edition):

Bond, Micah. “The experiences and practices of educators that teach students with EBD.” 2017. Web. 16 Nov 2019.

Vancouver:

Bond M. The experiences and practices of educators that teach students with EBD. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/2047/D20258536.

Council of Science Editors:

Bond M. The experiences and practices of educators that teach students with EBD. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20258536


University of Kansas

9. White, Rachel Lynn. Demonstration of the Effects of an Increased Praise Ratio on Student On-Task Behavior.

Degree: PhD, Applied Behavioral Science, 2010, University of Kansas

 Many authors recommend various praise to reprimand ratios for teachers to use to manage their classrooms (e.g., Flora, 2000; Nafpaktitis, Mayer, & Butterworth, 1985; Wheldall,… (more)

Subjects/Keywords: Behavioral sciences; Behavioral psychology; Elementary education; Praise ratio; Teacher praise

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APA (6th Edition):

White, R. L. (2010). Demonstration of the Effects of an Increased Praise Ratio on Student On-Task Behavior. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6403

Chicago Manual of Style (16th Edition):

White, Rachel Lynn. “Demonstration of the Effects of an Increased Praise Ratio on Student On-Task Behavior.” 2010. Doctoral Dissertation, University of Kansas. Accessed November 16, 2019. http://hdl.handle.net/1808/6403.

MLA Handbook (7th Edition):

White, Rachel Lynn. “Demonstration of the Effects of an Increased Praise Ratio on Student On-Task Behavior.” 2010. Web. 16 Nov 2019.

Vancouver:

White RL. Demonstration of the Effects of an Increased Praise Ratio on Student On-Task Behavior. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/1808/6403.

Council of Science Editors:

White RL. Demonstration of the Effects of an Increased Praise Ratio on Student On-Task Behavior. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6403


University of Louisville

10. Wyrick, Amanda Jeane. Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.

Degree: PhD, Department of Educational and Counseling Psychology, 2011, University of Louisville

 This dissertation provides an examination of contributing factors to high quality teacher-student relationships during adolescence. High quality teacher-student relationships have been linked to better academic,… (more)

Subjects/Keywords: Parental involvement; Teacher-student relationships; Behavioral characteristics; Teacher bonding

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APA (6th Edition):

Wyrick, A. J. (2011). Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1599 ; https://ir.library.louisville.edu/etd/1599

Chicago Manual of Style (16th Edition):

Wyrick, Amanda Jeane. “Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.” 2011. Doctoral Dissertation, University of Louisville. Accessed November 16, 2019. 10.18297/etd/1599 ; https://ir.library.louisville.edu/etd/1599.

MLA Handbook (7th Edition):

Wyrick, Amanda Jeane. “Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.” 2011. Web. 16 Nov 2019.

Vancouver:

Wyrick AJ. Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Nov 16]. Available from: 10.18297/etd/1599 ; https://ir.library.louisville.edu/etd/1599.

Council of Science Editors:

Wyrick AJ. Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/1599 ; https://ir.library.louisville.edu/etd/1599


Coventry University

11. Camilleri, V. Virtual worlds in pre-service teacher training : classroom technology acceptance and behavioural change.

Degree: PhD, 2014, Coventry University

 Human behaviour in educational contexts can be facilitated and supported by technology enhancements. This thesis considers a virtual 3D world as one such technological enhancement… (more)

Subjects/Keywords: 370.71; Virtual Worlds; Pre-service teacher training; classroom; technology acceptance; classroom technology acceptance; behavioural change

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APA (6th Edition):

Camilleri, V. (2014). Virtual worlds in pre-service teacher training : classroom technology acceptance and behavioural change. (Doctoral Dissertation). Coventry University. Retrieved from http://curve.coventry.ac.uk/open/items/a011c326-4b55-4297-a91c-be057954f08b/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683886

Chicago Manual of Style (16th Edition):

Camilleri, V. “Virtual worlds in pre-service teacher training : classroom technology acceptance and behavioural change.” 2014. Doctoral Dissertation, Coventry University. Accessed November 16, 2019. http://curve.coventry.ac.uk/open/items/a011c326-4b55-4297-a91c-be057954f08b/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683886.

MLA Handbook (7th Edition):

Camilleri, V. “Virtual worlds in pre-service teacher training : classroom technology acceptance and behavioural change.” 2014. Web. 16 Nov 2019.

Vancouver:

Camilleri V. Virtual worlds in pre-service teacher training : classroom technology acceptance and behavioural change. [Internet] [Doctoral dissertation]. Coventry University; 2014. [cited 2019 Nov 16]. Available from: http://curve.coventry.ac.uk/open/items/a011c326-4b55-4297-a91c-be057954f08b/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683886.

Council of Science Editors:

Camilleri V. Virtual worlds in pre-service teacher training : classroom technology acceptance and behavioural change. [Doctoral Dissertation]. Coventry University; 2014. Available from: http://curve.coventry.ac.uk/open/items/a011c326-4b55-4297-a91c-be057954f08b/1 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683886


University of South Africa

12. Babedi, Mmamore Rebecca. Psychosocial support provided by teachers to adolescent learners with behavioural and emotional problems .

Degree: 2013, University of South Africa

 The purpose of this study was to explore and describe how teachers implement school-based psychosocial support to Grade 12 learners who have behavioural and emotional… (more)

Subjects/Keywords: Ecosystemic approach; Psychosocial support; Adolescent learner; Teacher; Behavioural and emotional problems; School- based support

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APA (6th Edition):

Babedi, M. R. (2013). Psychosocial support provided by teachers to adolescent learners with behavioural and emotional problems . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14233

Chicago Manual of Style (16th Edition):

Babedi, Mmamore Rebecca. “Psychosocial support provided by teachers to adolescent learners with behavioural and emotional problems .” 2013. Masters Thesis, University of South Africa. Accessed November 16, 2019. http://hdl.handle.net/10500/14233.

MLA Handbook (7th Edition):

Babedi, Mmamore Rebecca. “Psychosocial support provided by teachers to adolescent learners with behavioural and emotional problems .” 2013. Web. 16 Nov 2019.

Vancouver:

Babedi MR. Psychosocial support provided by teachers to adolescent learners with behavioural and emotional problems . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/10500/14233.

Council of Science Editors:

Babedi MR. Psychosocial support provided by teachers to adolescent learners with behavioural and emotional problems . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/14233


University of Saskatchewan

13. Awdhan, Aaron Paul 1993-. ASSESSING THE ATTENTIONAL DEMANDS OF ADDING HAPTIC INPUT DURING OVERGROUND WALKING.

Degree: 2017, University of Saskatchewan

 Poor performance of two or more tasks have been linked to recurrent falls, lower attentional capacity and inability to allocate attention appropriately in older adults… (more)

Subjects/Keywords: haptic modalities; attention

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APA (6th Edition):

Awdhan, A. P. 1. (2017). ASSESSING THE ATTENTIONAL DEMANDS OF ADDING HAPTIC INPUT DURING OVERGROUND WALKING. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/8205

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):

Awdhan, Aaron Paul 1993-. “ASSESSING THE ATTENTIONAL DEMANDS OF ADDING HAPTIC INPUT DURING OVERGROUND WALKING.” 2017. Thesis, University of Saskatchewan. Accessed November 16, 2019. http://hdl.handle.net/10388/8205.

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

MLA Handbook (7th Edition):

Awdhan, Aaron Paul 1993-. “ASSESSING THE ATTENTIONAL DEMANDS OF ADDING HAPTIC INPUT DURING OVERGROUND WALKING.” 2017. Web. 16 Nov 2019.

Vancouver:

Awdhan AP1. ASSESSING THE ATTENTIONAL DEMANDS OF ADDING HAPTIC INPUT DURING OVERGROUND WALKING. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/10388/8205.

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

Council of Science Editors:

Awdhan AP1. ASSESSING THE ATTENTIONAL DEMANDS OF ADDING HAPTIC INPUT DURING OVERGROUND WALKING. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/8205

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


Drexel University

14. Sung, Won. Validation of Clinical Tests Used to Identify Patients Who Would Benefit From Trunk Stabilization Exercises: Preliminary Steps to Refine Test Interpretation and Improve Intervention Prescription.

Degree: 2016, Drexel University

Low back pain (LBP) presents a challenge in rehabilitation due to its heterogeneous presentation across patients. However, trunk stabilization exercises have been identified to be… (more)

Subjects/Keywords: Physical Therapy Modalities

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APA (6th Edition):

Sung, W. (2016). Validation of Clinical Tests Used to Identify Patients Who Would Benefit From Trunk Stabilization Exercises: Preliminary Steps to Refine Test Interpretation and Improve Intervention Prescription. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6804

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):

Sung, Won. “Validation of Clinical Tests Used to Identify Patients Who Would Benefit From Trunk Stabilization Exercises: Preliminary Steps to Refine Test Interpretation and Improve Intervention Prescription.” 2016. Thesis, Drexel University. Accessed November 16, 2019. http://hdl.handle.net/1860/idea:6804.

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

MLA Handbook (7th Edition):

Sung, Won. “Validation of Clinical Tests Used to Identify Patients Who Would Benefit From Trunk Stabilization Exercises: Preliminary Steps to Refine Test Interpretation and Improve Intervention Prescription.” 2016. Web. 16 Nov 2019.

Vancouver:

Sung W. Validation of Clinical Tests Used to Identify Patients Who Would Benefit From Trunk Stabilization Exercises: Preliminary Steps to Refine Test Interpretation and Improve Intervention Prescription. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/1860/idea:6804.

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

Council of Science Editors:

Sung W. Validation of Clinical Tests Used to Identify Patients Who Would Benefit From Trunk Stabilization Exercises: Preliminary Steps to Refine Test Interpretation and Improve Intervention Prescription. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6804

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


Youngstown State University

15. Homlitas, Christa. The Effects of Behavioral Skills Training on Implementation and Generalization of the Picture Exchange Communication System (PECS): a Systematic Replication.

Degree: MSin Applied Behavior Analysis, Department of Psychology, 2011, Youngstown State University

 The effectiveness of a behavioral skills training (BST) package, which included verbal and written instructions, modeling and role-play with a confederate learner, and feedback was… (more)

Subjects/Keywords: Behavioral Sciences; Psychology; Special Education; Teacher Education; Behavioral skills training; Picture Exchange Communication System; PECS

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APA (6th Edition):

Homlitas, C. (2011). The Effects of Behavioral Skills Training on Implementation and Generalization of the Picture Exchange Communication System (PECS): a Systematic Replication. (Masters Thesis). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1311184577

Chicago Manual of Style (16th Edition):

Homlitas, Christa. “The Effects of Behavioral Skills Training on Implementation and Generalization of the Picture Exchange Communication System (PECS): a Systematic Replication.” 2011. Masters Thesis, Youngstown State University. Accessed November 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1311184577.

MLA Handbook (7th Edition):

Homlitas, Christa. “The Effects of Behavioral Skills Training on Implementation and Generalization of the Picture Exchange Communication System (PECS): a Systematic Replication.” 2011. Web. 16 Nov 2019.

Vancouver:

Homlitas C. The Effects of Behavioral Skills Training on Implementation and Generalization of the Picture Exchange Communication System (PECS): a Systematic Replication. [Internet] [Masters thesis]. Youngstown State University; 2011. [cited 2019 Nov 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1311184577.

Council of Science Editors:

Homlitas C. The Effects of Behavioral Skills Training on Implementation and Generalization of the Picture Exchange Communication System (PECS): a Systematic Replication. [Masters Thesis]. Youngstown State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1311184577


The Ohio State University

16. Hensley, Lauren Elizabeth. A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity.

Degree: MEd, Educational Studies, 2016, The Ohio State University

 There is a wide range of interventions being used in today’s classrooms, and some of these interventions lack empirical evidence for effectiveness. It is the… (more)

Subjects/Keywords: Teacher Education; Education; behavioral skills training; BST; evidence based practices; EBP, college teaching; teacher preparation

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APA (6th Edition):

Hensley, L. E. (2016). A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869

Chicago Manual of Style (16th Edition):

Hensley, Lauren Elizabeth. “A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity.” 2016. Masters Thesis, The Ohio State University. Accessed November 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869.

MLA Handbook (7th Edition):

Hensley, Lauren Elizabeth. “A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity.” 2016. Web. 16 Nov 2019.

Vancouver:

Hensley LE. A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2019 Nov 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869.

Council of Science Editors:

Hensley LE. A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869


University of Louisville

17. Lee, Jon. Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges.

Degree: PhD, College of Education and Human Development, 2012, University of Louisville

  The First Step to Success early intervention program (Walker, 1998) is a secondary prevention intervention that targets primary grade children with moderate or emerging… (more)

Subjects/Keywords: Motivational interviewing; First step to success; Teacher child relationships; Teacher behavior; Emotional behavioral; Behavior challenges

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APA (6th Edition):

Lee, J. (2012). Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/805 ; https://ir.library.louisville.edu/etd/805

Chicago Manual of Style (16th Edition):

Lee, Jon. “Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges.” 2012. Doctoral Dissertation, University of Louisville. Accessed November 16, 2019. 10.18297/etd/805 ; https://ir.library.louisville.edu/etd/805.

MLA Handbook (7th Edition):

Lee, Jon. “Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges.” 2012. Web. 16 Nov 2019.

Vancouver:

Lee J. Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Nov 16]. Available from: 10.18297/etd/805 ; https://ir.library.louisville.edu/etd/805.

Council of Science Editors:

Lee J. Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/805 ; https://ir.library.louisville.edu/etd/805


University of Kentucky

18. Satterly Roig, Jamie Lee. TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS.

Degree: 2011, University of Kentucky

 Within an experimental vignette design, 224 certified teachers participated in this online study by completing a researcher created rating scale that assessed expectations for a… (more)

Subjects/Keywords: Teacher Expectations; Mental Health; Emotional Behavioral Disability; Special Education; Teacher Self-Efficacy; Psychology; School Psychology

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APA (6th Edition):

Satterly Roig, J. L. (2011). TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/gradschool_diss/176

Chicago Manual of Style (16th Edition):

Satterly Roig, Jamie Lee. “TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS.” 2011. Doctoral Dissertation, University of Kentucky. Accessed November 16, 2019. https://uknowledge.uky.edu/gradschool_diss/176.

MLA Handbook (7th Edition):

Satterly Roig, Jamie Lee. “TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS.” 2011. Web. 16 Nov 2019.

Vancouver:

Satterly Roig JL. TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS. [Internet] [Doctoral dissertation]. University of Kentucky; 2011. [cited 2019 Nov 16]. Available from: https://uknowledge.uky.edu/gradschool_diss/176.

Council of Science Editors:

Satterly Roig JL. TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS. [Doctoral Dissertation]. University of Kentucky; 2011. Available from: https://uknowledge.uky.edu/gradschool_diss/176


University of Manitoba

19. Hatton, Deborah. I’m still here: behavioural interventions to control for motion with typically developing children during MRI and fMRI.

Degree: Interdisciplinary Program, 2014, University of Manitoba

 This study presented six typically developing children between the ages of five to eight with familiarization (baseline) in a mock scanner after which behavioural intervention… (more)

Subjects/Keywords: MRI; fMRI; behavioural; behavioral; disability

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

APA (6th Edition):

Hatton, D. (2014). I’m still here: behavioural interventions to control for motion with typically developing children during MRI and fMRI. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23999

Chicago Manual of Style (16th Edition):

Hatton, Deborah. “I’m still here: behavioural interventions to control for motion with typically developing children during MRI and fMRI.” 2014. Masters Thesis, University of Manitoba. Accessed November 16, 2019. http://hdl.handle.net/1993/23999.

MLA Handbook (7th Edition):

Hatton, Deborah. “I’m still here: behavioural interventions to control for motion with typically developing children during MRI and fMRI.” 2014. Web. 16 Nov 2019.

Vancouver:

Hatton D. I’m still here: behavioural interventions to control for motion with typically developing children during MRI and fMRI. [Internet] [Masters thesis]. University of Manitoba; 2014. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/1993/23999.

Council of Science Editors:

Hatton D. I’m still here: behavioural interventions to control for motion with typically developing children during MRI and fMRI. [Masters Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/23999


University of Oxford

20. Nye, Elizabeth. Classroom behaviour management to support children's social, emotional, and behavioural development.

Degree: PhD, 2017, University of Oxford

 <b>Introduction:</b> Children's social, emotional, and behavioural difficulties are associated with reduced academic performance, stressed teacher-child relationships, and other negative academic and life outcomes. The Incredible… (more)

Subjects/Keywords: 371.102; Social Intervention; Psychology; Education; emotional-behavioural difficulties; conduct disorder; mixed methods systematic review; Classroom management; teacher training

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APA (6th Edition):

Nye, E. (2017). Classroom behaviour management to support children's social, emotional, and behavioural development. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:cbf8fc9e-e095-42b7-a983-eedfdc407aa1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729569

Chicago Manual of Style (16th Edition):

Nye, Elizabeth. “Classroom behaviour management to support children's social, emotional, and behavioural development.” 2017. Doctoral Dissertation, University of Oxford. Accessed November 16, 2019. http://ora.ox.ac.uk/objects/uuid:cbf8fc9e-e095-42b7-a983-eedfdc407aa1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729569.

MLA Handbook (7th Edition):

Nye, Elizabeth. “Classroom behaviour management to support children's social, emotional, and behavioural development.” 2017. Web. 16 Nov 2019.

Vancouver:

Nye E. Classroom behaviour management to support children's social, emotional, and behavioural development. [Internet] [Doctoral dissertation]. University of Oxford; 2017. [cited 2019 Nov 16]. Available from: http://ora.ox.ac.uk/objects/uuid:cbf8fc9e-e095-42b7-a983-eedfdc407aa1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729569.

Council of Science Editors:

Nye E. Classroom behaviour management to support children's social, emotional, and behavioural development. [Doctoral Dissertation]. University of Oxford; 2017. Available from: http://ora.ox.ac.uk/objects/uuid:cbf8fc9e-e095-42b7-a983-eedfdc407aa1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729569

21. Bryant, Danielle Louise. Developing optimism : a cognitive-behavioural intervention to reduce stress.

Degree: PhD, 2011, University of Edinburgh

 Optimistic explanatory style refers to the way in which individual’s routinely attribute cause to the events in their lives (Ambramson et al., 1978) and can… (more)

Subjects/Keywords: 155.2; optimism; teacher stress; cognitive behavioural intervention

…Process 38 2.5. Cognitive Behavioural Training Based Optimism Interventions 40 2.5.1… …Cognitive Behavioural Training (CBT) 40 2.5.2. Cognitive Behavioural Training… …Burnout within the Teaching Profession 65 2.8. Stress in Student Teachers 67 2.9. Teacher… …Method 113 vii 5.2.1. Participants 113 5.2.2. Measures 113 5.2.3. The Teacher Educator… …Optimism Intervention and Student Teacher Stress 150 6.1.2. The Criterion of Causality 152… 

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APA (6th Edition):

Bryant, D. L. (2011). Developing optimism : a cognitive-behavioural intervention to reduce stress. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/7904

Chicago Manual of Style (16th Edition):

Bryant, Danielle Louise. “Developing optimism : a cognitive-behavioural intervention to reduce stress.” 2011. Doctoral Dissertation, University of Edinburgh. Accessed November 16, 2019. http://hdl.handle.net/1842/7904.

MLA Handbook (7th Edition):

Bryant, Danielle Louise. “Developing optimism : a cognitive-behavioural intervention to reduce stress.” 2011. Web. 16 Nov 2019.

Vancouver:

Bryant DL. Developing optimism : a cognitive-behavioural intervention to reduce stress. [Internet] [Doctoral dissertation]. University of Edinburgh; 2011. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/1842/7904.

Council of Science Editors:

Bryant DL. Developing optimism : a cognitive-behavioural intervention to reduce stress. [Doctoral Dissertation]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/7904


Temple University

22. Shipley, Sarah. The Effects of a Strength-Based Model of Behavioral Consultation on Student Behavior, Teachers' Use of Praise Statements and Measures of Social Validity.

Degree: PhD, 2013, Temple University

School Psychology

The growing strength-based approach to the assessment and intervention of students' social and emotional learning competencies has significant implications for the practice of… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Shipley, S. (2013). The Effects of a Strength-Based Model of Behavioral Consultation on Student Behavior, Teachers' Use of Praise Statements and Measures of Social Validity. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,229687

Chicago Manual of Style (16th Edition):

Shipley, Sarah. “The Effects of a Strength-Based Model of Behavioral Consultation on Student Behavior, Teachers' Use of Praise Statements and Measures of Social Validity.” 2013. Doctoral Dissertation, Temple University. Accessed November 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,229687.

MLA Handbook (7th Edition):

Shipley, Sarah. “The Effects of a Strength-Based Model of Behavioral Consultation on Student Behavior, Teachers' Use of Praise Statements and Measures of Social Validity.” 2013. Web. 16 Nov 2019.

Vancouver:

Shipley S. The Effects of a Strength-Based Model of Behavioral Consultation on Student Behavior, Teachers' Use of Praise Statements and Measures of Social Validity. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2019 Nov 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,229687.

Council of Science Editors:

Shipley S. The Effects of a Strength-Based Model of Behavioral Consultation on Student Behavior, Teachers' Use of Praise Statements and Measures of Social Validity. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,229687


SUNY College at Brockport

23. Rockefeller, Matthew. iPad & Paper: Teacher Perceptions of Tablet Literacy Outcomes on Middle School Students.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  Since the development of the first mass-produced iPad in 2010, American tablet ownership has skyrocketed both within our homes and now within K-12 public… (more)

Subjects/Keywords: iPad; tablet; literacy; school; teacher; perspectives; Education; Social and Behavioral Sciences

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APA (6th Edition):

Rockefeller, M. (2017). iPad & Paper: Teacher Perceptions of Tablet Literacy Outcomes on Middle School Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/755

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):

Rockefeller, Matthew. “iPad & Paper: Teacher Perceptions of Tablet Literacy Outcomes on Middle School Students.” 2017. Thesis, SUNY College at Brockport. Accessed November 16, 2019. https://digitalcommons.brockport.edu/ehd_theses/755.

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

MLA Handbook (7th Edition):

Rockefeller, Matthew. “iPad & Paper: Teacher Perceptions of Tablet Literacy Outcomes on Middle School Students.” 2017. Web. 16 Nov 2019.

Vancouver:

Rockefeller M. iPad & Paper: Teacher Perceptions of Tablet Literacy Outcomes on Middle School Students. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Nov 16]. Available from: https://digitalcommons.brockport.edu/ehd_theses/755.

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

Council of Science Editors:

Rockefeller M. iPad & Paper: Teacher Perceptions of Tablet Literacy Outcomes on Middle School Students. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/755

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


Vrije Universiteit Amsterdam

24. Veenman, B.Y. Positivity & Rules: A Classy Way to Manage ADHD Behavior .

Degree: 2018, Vrije Universiteit Amsterdam

Subjects/Keywords: Behavioral program; ADHD; Teacher.

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APA (6th Edition):

Veenman, B. Y. (2018). Positivity & Rules: A Classy Way to Manage ADHD Behavior . (Doctoral Dissertation). Vrije Universiteit Amsterdam. Retrieved from http://hdl.handle.net/1871/55837

Chicago Manual of Style (16th Edition):

Veenman, B Y. “Positivity & Rules: A Classy Way to Manage ADHD Behavior .” 2018. Doctoral Dissertation, Vrije Universiteit Amsterdam. Accessed November 16, 2019. http://hdl.handle.net/1871/55837.

MLA Handbook (7th Edition):

Veenman, B Y. “Positivity & Rules: A Classy Way to Manage ADHD Behavior .” 2018. Web. 16 Nov 2019.

Vancouver:

Veenman BY. Positivity & Rules: A Classy Way to Manage ADHD Behavior . [Internet] [Doctoral dissertation]. Vrije Universiteit Amsterdam; 2018. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/1871/55837.

Council of Science Editors:

Veenman BY. Positivity & Rules: A Classy Way to Manage ADHD Behavior . [Doctoral Dissertation]. Vrije Universiteit Amsterdam; 2018. Available from: http://hdl.handle.net/1871/55837


Boston College

25. Brown, Mary Louise. The Journey of a Suburban Elementary School to Include Students with Emotional and Behavioral Disorders in the Regular Education Classroom.

Degree: EdD, Educational Administration and Higher Education, 2009, Boston College

 As the documented number of students demonstrating significant emotional and behavioral challenges continues to increase, teachers often encounter difficulties in meeting the needs of these… (more)

Subjects/Keywords: Emotional/Behavioral Disorders; Inclusion; Leadership; School Culture; Teacher Attitude

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APA (6th Edition):

Brown, M. L. (2009). The Journey of a Suburban Elementary School to Include Students with Emotional and Behavioral Disorders in the Regular Education Classroom. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:102023

Chicago Manual of Style (16th Edition):

Brown, Mary Louise. “The Journey of a Suburban Elementary School to Include Students with Emotional and Behavioral Disorders in the Regular Education Classroom.” 2009. Doctoral Dissertation, Boston College. Accessed November 16, 2019. http://dlib.bc.edu/islandora/object/bc-ir:102023.

MLA Handbook (7th Edition):

Brown, Mary Louise. “The Journey of a Suburban Elementary School to Include Students with Emotional and Behavioral Disorders in the Regular Education Classroom.” 2009. Web. 16 Nov 2019.

Vancouver:

Brown ML. The Journey of a Suburban Elementary School to Include Students with Emotional and Behavioral Disorders in the Regular Education Classroom. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Nov 16]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102023.

Council of Science Editors:

Brown ML. The Journey of a Suburban Elementary School to Include Students with Emotional and Behavioral Disorders in the Regular Education Classroom. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102023


University of North Texas

26. Lusk, Mandy E. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice.

Degree: 2012, University of North Texas

 In recent decades, there has been renewed interest in examining the effectiveness of teacher preparation programs. Unfortunately, researchers have found that there is limited empirical… (more)

Subjects/Keywords: Teacher preparation; emotional and behavioral disorders; CEC standards

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APA (6th Edition):

Lusk, M. E. (2012). Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149634/

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):

Lusk, Mandy E. “Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice.” 2012. Thesis, University of North Texas. Accessed November 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc149634/.

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

MLA Handbook (7th Edition):

Lusk, Mandy E. “Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice.” 2012. Web. 16 Nov 2019.

Vancouver:

Lusk ME. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Nov 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149634/.

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

Council of Science Editors:

Lusk ME. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149634/

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


Utah State University

27. Meaker, Tashina M. Correspondence Between Teacher-Conducted Trial-Based Functional Analyses and Traditional Functional Analyses with High-School Aged Students.

Degree: MS, Special Education and Rehabilitation, 2012, Utah State University

  Severe problem behavior may interfere with the education of children as well as cause serious injury to person and property. This study examined the… (more)

Subjects/Keywords: teacher; trial; functional analysis; traditional; high school; Social and Behavioral Sciences

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APA (6th Edition):

Meaker, T. M. (2012). Correspondence Between Teacher-Conducted Trial-Based Functional Analyses and Traditional Functional Analyses with High-School Aged Students. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1334

Chicago Manual of Style (16th Edition):

Meaker, Tashina M. “Correspondence Between Teacher-Conducted Trial-Based Functional Analyses and Traditional Functional Analyses with High-School Aged Students.” 2012. Masters Thesis, Utah State University. Accessed November 16, 2019. https://digitalcommons.usu.edu/etd/1334.

MLA Handbook (7th Edition):

Meaker, Tashina M. “Correspondence Between Teacher-Conducted Trial-Based Functional Analyses and Traditional Functional Analyses with High-School Aged Students.” 2012. Web. 16 Nov 2019.

Vancouver:

Meaker TM. Correspondence Between Teacher-Conducted Trial-Based Functional Analyses and Traditional Functional Analyses with High-School Aged Students. [Internet] [Masters thesis]. Utah State University; 2012. [cited 2019 Nov 16]. Available from: https://digitalcommons.usu.edu/etd/1334.

Council of Science Editors:

Meaker TM. Correspondence Between Teacher-Conducted Trial-Based Functional Analyses and Traditional Functional Analyses with High-School Aged Students. [Masters Thesis]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1334

28. Veenman, B.Y. Positivity & Rules Program: A Classy Way to Manage ADHD Behavior.

Degree: Faculty of Human Movement Sciences, 2018, NARCIS

Subjects/Keywords: Behavioral program; ADHD; Teacher.

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APA (6th Edition):

Veenman, B. Y. (2018). Positivity & Rules Program: A Classy Way to Manage ADHD Behavior. (Doctoral Dissertation). NARCIS. Retrieved from https://research.vu.nl/en/publications/e5cf5a78-1714-4805-bb1d-be4d05b7d0fb ; urn:nbn:nl:ui:31-1871/55837 ; e5cf5a78-1714-4805-bb1d-be4d05b7d0fb ; 1871/55837 ; urn:isbn:9789402811834 ; urn:nbn:nl:ui:31-1871/55837 ; https://research.vu.nl/en/publications/e5cf5a78-1714-4805-bb1d-be4d05b7d0fb

Chicago Manual of Style (16th Edition):

Veenman, B Y. “Positivity & Rules Program: A Classy Way to Manage ADHD Behavior.” 2018. Doctoral Dissertation, NARCIS. Accessed November 16, 2019. https://research.vu.nl/en/publications/e5cf5a78-1714-4805-bb1d-be4d05b7d0fb ; urn:nbn:nl:ui:31-1871/55837 ; e5cf5a78-1714-4805-bb1d-be4d05b7d0fb ; 1871/55837 ; urn:isbn:9789402811834 ; urn:nbn:nl:ui:31-1871/55837 ; https://research.vu.nl/en/publications/e5cf5a78-1714-4805-bb1d-be4d05b7d0fb.

MLA Handbook (7th Edition):

Veenman, B Y. “Positivity & Rules Program: A Classy Way to Manage ADHD Behavior.” 2018. Web. 16 Nov 2019.

Vancouver:

Veenman BY. Positivity & Rules Program: A Classy Way to Manage ADHD Behavior. [Internet] [Doctoral dissertation]. NARCIS; 2018. [cited 2019 Nov 16]. Available from: https://research.vu.nl/en/publications/e5cf5a78-1714-4805-bb1d-be4d05b7d0fb ; urn:nbn:nl:ui:31-1871/55837 ; e5cf5a78-1714-4805-bb1d-be4d05b7d0fb ; 1871/55837 ; urn:isbn:9789402811834 ; urn:nbn:nl:ui:31-1871/55837 ; https://research.vu.nl/en/publications/e5cf5a78-1714-4805-bb1d-be4d05b7d0fb.

Council of Science Editors:

Veenman BY. Positivity & Rules Program: A Classy Way to Manage ADHD Behavior. [Doctoral Dissertation]. NARCIS; 2018. Available from: https://research.vu.nl/en/publications/e5cf5a78-1714-4805-bb1d-be4d05b7d0fb ; urn:nbn:nl:ui:31-1871/55837 ; e5cf5a78-1714-4805-bb1d-be4d05b7d0fb ; 1871/55837 ; urn:isbn:9789402811834 ; urn:nbn:nl:ui:31-1871/55837 ; https://research.vu.nl/en/publications/e5cf5a78-1714-4805-bb1d-be4d05b7d0fb


West Virginia University

29. Smith, Crystal. Application Activities Designed to Prepare Preservice Special Education Teachers for Response and Prevention of Bullying Behaviors.

Degree: EdD, Special Education, 2014, West Virginia University

 The effects of bullying on individuals involved in bullying situations (i.e., the bully, the target, and bystanders), has prompted nationwide interest in the field of… (more)

Subjects/Keywords: Special education; Teacher education; Educational technology; Behavioral psychology

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

APA (6th Edition):

Smith, C. (2014). Application Activities Designed to Prepare Preservice Special Education Teachers for Response and Prevention of Bullying Behaviors. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/646

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):

Smith, Crystal. “Application Activities Designed to Prepare Preservice Special Education Teachers for Response and Prevention of Bullying Behaviors.” 2014. Thesis, West Virginia University. Accessed November 16, 2019. https://researchrepository.wvu.edu/etd/646.

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

MLA Handbook (7th Edition):

Smith, Crystal. “Application Activities Designed to Prepare Preservice Special Education Teachers for Response and Prevention of Bullying Behaviors.” 2014. Web. 16 Nov 2019.

Vancouver:

Smith C. Application Activities Designed to Prepare Preservice Special Education Teachers for Response and Prevention of Bullying Behaviors. [Internet] [Thesis]. West Virginia University; 2014. [cited 2019 Nov 16]. Available from: https://researchrepository.wvu.edu/etd/646.

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

Council of Science Editors:

Smith C. Application Activities Designed to Prepare Preservice Special Education Teachers for Response and Prevention of Bullying Behaviors. [Thesis]. West Virginia University; 2014. Available from: https://researchrepository.wvu.edu/etd/646

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


University of Technology, Sydney

30. Alempijevic, Alen. Mutual information strategies for sensor registration.

Degree: 2009, University of Technology, Sydney

 This thesis is concerned with relating information originating from disparate sensors by exploring the statistical dependence between multiple time domain signals that occur as a… (more)

Subjects/Keywords: Sensor modalities.; Multisensor data fusion.

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

APA (6th Edition):

Alempijevic, A. (2009). Mutual information strategies for sensor registration. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/20329

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):

Alempijevic, Alen. “Mutual information strategies for sensor registration.” 2009. Thesis, University of Technology, Sydney. Accessed November 16, 2019. http://hdl.handle.net/10453/20329.

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

MLA Handbook (7th Edition):

Alempijevic, Alen. “Mutual information strategies for sensor registration.” 2009. Web. 16 Nov 2019.

Vancouver:

Alempijevic A. Mutual information strategies for sensor registration. [Internet] [Thesis]. University of Technology, Sydney; 2009. [cited 2019 Nov 16]. Available from: http://hdl.handle.net/10453/20329.

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

Council of Science Editors:

Alempijevic A. Mutual information strategies for sensor registration. [Thesis]. University of Technology, Sydney; 2009. Available from: http://hdl.handle.net/10453/20329

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

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