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You searched for subject:(Teachers of problem children). Showing records 1 – 30 of 284267 total matches.

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Massey University

1. Nasey, Charlotte. Teachers' use of classroom-based management strategies : a survey of New Zealand teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand .

Degree: 2012, Massey University

 Behavioural problems are a constant threat to student learning and the learner environment, namely, the classroom. Researchers have identified empirically validated classroom-based strategies to support… (more)

Subjects/Keywords: Behavioural problems of children; Classroom management; Problem children; Problem behaviour; Teachers' attitudes; New Zealand teachers

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

APA (6th Edition):

Nasey, C. (2012). Teachers' use of classroom-based management strategies : a survey of New Zealand teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3483

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):

Nasey, Charlotte. “Teachers' use of classroom-based management strategies : a survey of New Zealand teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand .” 2012. Thesis, Massey University. Accessed July 13, 2020. http://hdl.handle.net/10179/3483.

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

MLA Handbook (7th Edition):

Nasey, Charlotte. “Teachers' use of classroom-based management strategies : a survey of New Zealand teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand .” 2012. Web. 13 Jul 2020.

Vancouver:

Nasey C. Teachers' use of classroom-based management strategies : a survey of New Zealand teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand . [Internet] [Thesis]. Massey University; 2012. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10179/3483.

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

Council of Science Editors:

Nasey C. Teachers' use of classroom-based management strategies : a survey of New Zealand teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand . [Thesis]. Massey University; 2012. Available from: http://hdl.handle.net/10179/3483

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


University of Oklahoma

2. Wheat, Kathy J. THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS.

Degree: PhD, 2011, University of Oklahoma

 The aims of social justice in education are defined and procedurally mandated in tenets of special education law. The history of special education services is… (more)

Subjects/Keywords: Teachers of problem children – Psychology; Teaching – Social aspects; Children with social disabilities – Education; Problem children – Education; Problem youth – Education; Social justice

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

APA (6th Edition):

Wheat, K. J. (2011). THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319170

Chicago Manual of Style (16th Edition):

Wheat, Kathy J. “THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed July 13, 2020. http://hdl.handle.net/11244/319170.

MLA Handbook (7th Edition):

Wheat, Kathy J. “THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS.” 2011. Web. 13 Jul 2020.

Vancouver:

Wheat KJ. THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/11244/319170.

Council of Science Editors:

Wheat KJ. THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/319170


University of Missouri – Columbia

3. McKenzie, Jennifer M. The effects of coaching and electronic performance feedback on teachers' use of behavior-specific praise and opportunities to respond.

Degree: 2016, University of Missouri – Columbia

 A single-subject multiple baseline design across four teacher-student dyads was used to investigate possible functional relationships between the independent variable of coaching and electronic performance… (more)

Subjects/Keywords: Special education teachers  – Training of; Classroom management; Problem children  – Behavior modification

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

APA (6th Edition):

McKenzie, J. M. (2016). The effects of coaching and electronic performance feedback on teachers' use of behavior-specific praise and opportunities to respond. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/57240

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):

McKenzie, Jennifer M. “The effects of coaching and electronic performance feedback on teachers' use of behavior-specific praise and opportunities to respond.” 2016. Thesis, University of Missouri – Columbia. Accessed July 13, 2020. http://hdl.handle.net/10355/57240.

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

MLA Handbook (7th Edition):

McKenzie, Jennifer M. “The effects of coaching and electronic performance feedback on teachers' use of behavior-specific praise and opportunities to respond.” 2016. Web. 13 Jul 2020.

Vancouver:

McKenzie JM. The effects of coaching and electronic performance feedback on teachers' use of behavior-specific praise and opportunities to respond. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10355/57240.

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

Council of Science Editors:

McKenzie JM. The effects of coaching and electronic performance feedback on teachers' use of behavior-specific praise and opportunities to respond. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/57240

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


The Ohio State University

4. Edwards, Dean. The perception of problem behavior of secondary school students.

Degree: PhD, Graduate School, 1976, The Ohio State University

Subjects/Keywords: Education; Teachers of problem children; Problem children

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

APA (6th Edition):

Edwards, D. (1976). The perception of problem behavior of secondary school students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487002706774343

Chicago Manual of Style (16th Edition):

Edwards, Dean. “The perception of problem behavior of secondary school students.” 1976. Doctoral Dissertation, The Ohio State University. Accessed July 13, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487002706774343.

MLA Handbook (7th Edition):

Edwards, Dean. “The perception of problem behavior of secondary school students.” 1976. Web. 13 Jul 2020.

Vancouver:

Edwards D. The perception of problem behavior of secondary school students. [Internet] [Doctoral dissertation]. The Ohio State University; 1976. [cited 2020 Jul 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487002706774343.

Council of Science Editors:

Edwards D. The perception of problem behavior of secondary school students. [Doctoral Dissertation]. The Ohio State University; 1976. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487002706774343


University of North Texas

5. Wanyonyi-Short, Maureen N. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.

Degree: 2010, University of North Texas

 This study investigated educators' perceptions of the importance of competencies for teachers of students with emotional and behavioral disorders and their own proficiency in the… (more)

Subjects/Keywords: Competences; emotional disorders; behavioral disorders; teachers; Teachers of problem children  – Training of.; Problem children  – Education.; Behavior disorders in children  – Study and teaching.

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

APA (6th Edition):

Wanyonyi-Short, M. N. (2010). Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33210/

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):

Wanyonyi-Short, Maureen N. “Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.” 2010. Thesis, University of North Texas. Accessed July 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc33210/.

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

MLA Handbook (7th Edition):

Wanyonyi-Short, Maureen N. “Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.” 2010. Web. 13 Jul 2020.

Vancouver:

Wanyonyi-Short MN. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Jul 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33210/.

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

Council of Science Editors:

Wanyonyi-Short MN. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33210/

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


Nelson Mandela Metropolitan University

6. Bosman, Ysanne Bosman. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.

Degree: Faculty of Education, 2010, Nelson Mandela Metropolitan University

 The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed… (more)

Subjects/Keywords: Learning disabilities; Children with disabilities  – Education (Elementary); Inclusive education; Teachers of problem children; Classroom management; Special education teachers  – Training of; Teachers  – Uganda

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

APA (6th Edition):

Bosman, Y. B. (2010). How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1234

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):

Bosman, Ysanne Bosman. “How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.” 2010. Thesis, Nelson Mandela Metropolitan University. Accessed July 13, 2020. http://hdl.handle.net/10948/1234.

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

MLA Handbook (7th Edition):

Bosman, Ysanne Bosman. “How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.” 2010. Web. 13 Jul 2020.

Vancouver:

Bosman YB. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10948/1234.

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

Council of Science Editors:

Bosman YB. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. [Thesis]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1234

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


Michigan State University

7. Weiner, Harold Edward, 1941-. The tasks of the school social worker as perceived by school social workers and teachers of the emotionally impaired in Michigan.

Degree: 1977, Michigan State University

Thesis (Ph. D.) - Michigan State University. Department of Elementary and Special Education

Subjects/Keywords: Problem children – Education – Michigan; School social work – Michigan; Teachers of problem children

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

APA (6th Edition):

Weiner, Harold Edward, 1. (1977). The tasks of the school social worker as perceived by school social workers and teachers of the emotionally impaired in Michigan. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:6091

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):

Weiner, Harold Edward, 1941-. “The tasks of the school social worker as perceived by school social workers and teachers of the emotionally impaired in Michigan.” 1977. Thesis, Michigan State University. Accessed July 13, 2020. http://etd.lib.msu.edu/islandora/object/etd:6091.

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

MLA Handbook (7th Edition):

Weiner, Harold Edward, 1941-. “The tasks of the school social worker as perceived by school social workers and teachers of the emotionally impaired in Michigan.” 1977. Web. 13 Jul 2020.

Vancouver:

Weiner, Harold Edward 1. The tasks of the school social worker as perceived by school social workers and teachers of the emotionally impaired in Michigan. [Internet] [Thesis]. Michigan State University; 1977. [cited 2020 Jul 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:6091.

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

Council of Science Editors:

Weiner, Harold Edward 1. The tasks of the school social worker as perceived by school social workers and teachers of the emotionally impaired in Michigan. [Thesis]. Michigan State University; 1977. Available from: http://etd.lib.msu.edu/islandora/object/etd:6091

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


The Ohio State University

8. Cundiff, Rosemarie Rossetti. Teacher tolerance of misbehavior and its relationship to teacher traits and disciplinary effectiveness.

Degree: PhD, Graduate School, 1982, The Ohio State University

Subjects/Keywords: Education; School discipline; Teachers of problem children

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

APA (6th Edition):

Cundiff, R. R. (1982). Teacher tolerance of misbehavior and its relationship to teacher traits and disciplinary effectiveness. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu148717455500485

Chicago Manual of Style (16th Edition):

Cundiff, Rosemarie Rossetti. “Teacher tolerance of misbehavior and its relationship to teacher traits and disciplinary effectiveness.” 1982. Doctoral Dissertation, The Ohio State University. Accessed July 13, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu148717455500485.

MLA Handbook (7th Edition):

Cundiff, Rosemarie Rossetti. “Teacher tolerance of misbehavior and its relationship to teacher traits and disciplinary effectiveness.” 1982. Web. 13 Jul 2020.

Vancouver:

Cundiff RR. Teacher tolerance of misbehavior and its relationship to teacher traits and disciplinary effectiveness. [Internet] [Doctoral dissertation]. The Ohio State University; 1982. [cited 2020 Jul 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148717455500485.

Council of Science Editors:

Cundiff RR. Teacher tolerance of misbehavior and its relationship to teacher traits and disciplinary effectiveness. [Doctoral Dissertation]. The Ohio State University; 1982. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148717455500485


Brock University

9. MacDonald-Hunter, Tracy-Anne. "Where is the value in education for me?": experiences and perspectives of Ontario secondary students at risk of non-completion of their Ontario Secondary School Diploma .

Degree: Department of Graduate and Undergraduate Studies in Education, 2008, Brock University

 This study examined students considered at risk of non-completion of their Ontario Secondary School Diploma and aimed to offer insight into the questions, "What factors… (more)

Subjects/Keywords: Problem youth; Motivation in education.; Teachers of problem children; Dropouts

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APA (6th Edition):

MacDonald-Hunter, T. (2008). "Where is the value in education for me?": experiences and perspectives of Ontario secondary students at risk of non-completion of their Ontario Secondary School Diploma . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1520

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):

MacDonald-Hunter, Tracy-Anne. “"Where is the value in education for me?": experiences and perspectives of Ontario secondary students at risk of non-completion of their Ontario Secondary School Diploma .” 2008. Thesis, Brock University. Accessed July 13, 2020. http://hdl.handle.net/10464/1520.

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

MLA Handbook (7th Edition):

MacDonald-Hunter, Tracy-Anne. “"Where is the value in education for me?": experiences and perspectives of Ontario secondary students at risk of non-completion of their Ontario Secondary School Diploma .” 2008. Web. 13 Jul 2020.

Vancouver:

MacDonald-Hunter T. "Where is the value in education for me?": experiences and perspectives of Ontario secondary students at risk of non-completion of their Ontario Secondary School Diploma . [Internet] [Thesis]. Brock University; 2008. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10464/1520.

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

Council of Science Editors:

MacDonald-Hunter T. "Where is the value in education for me?": experiences and perspectives of Ontario secondary students at risk of non-completion of their Ontario Secondary School Diploma . [Thesis]. Brock University; 2008. Available from: http://hdl.handle.net/10464/1520

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


Massey University

10. Ratclilffe, Christopher. How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? .

Degree: 2011, Massey University

 School-wide Positive Behaviour for Learning (SWPB4L) uses School-wide Positive Behaviour Support (SWPBS), an evidence-based intervention for reduction of student problem behaviour, as a template for… (more)

Subjects/Keywords: Problem behaviour; Behaviour of school children; Learning

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

APA (6th Edition):

Ratclilffe, C. (2011). How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3178

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):

Ratclilffe, Christopher. “How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? .” 2011. Thesis, Massey University. Accessed July 13, 2020. http://hdl.handle.net/10179/3178.

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

MLA Handbook (7th Edition):

Ratclilffe, Christopher. “How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? .” 2011. Web. 13 Jul 2020.

Vancouver:

Ratclilffe C. How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? . [Internet] [Thesis]. Massey University; 2011. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10179/3178.

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

Council of Science Editors:

Ratclilffe C. How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? . [Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3178

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


University of North Texas

11. Heung, Vivian Woon King. Problem-Based Learning for Training Teachers of Students with Behavioral Disorders in Hong Kong.

Degree: 1999, University of North Texas

 This study attempts to explore the perceived value of Problem-Based Learning (PBL) in training teachers of students with behavioral disorders (E/BD) in Hong Kong. It… (more)

Subjects/Keywords: problem-based learning; teachers; behavioral disorders; Teachers of problem children  – Training of  – China  – Hong Kong.; Problem children  – Education  – China  – Hong Kong.; Behavior disorders in children  – China  – Hong Kong.; Problem-based learning  – China  – Hong Kong.

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

APA (6th Edition):

Heung, V. W. K. (1999). Problem-Based Learning for Training Teachers of Students with Behavioral Disorders in Hong Kong. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278904/

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):

Heung, Vivian Woon King. “Problem-Based Learning for Training Teachers of Students with Behavioral Disorders in Hong Kong.” 1999. Thesis, University of North Texas. Accessed July 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc278904/.

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

MLA Handbook (7th Edition):

Heung, Vivian Woon King. “Problem-Based Learning for Training Teachers of Students with Behavioral Disorders in Hong Kong.” 1999. Web. 13 Jul 2020.

Vancouver:

Heung VWK. Problem-Based Learning for Training Teachers of Students with Behavioral Disorders in Hong Kong. [Internet] [Thesis]. University of North Texas; 1999. [cited 2020 Jul 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278904/.

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

Council of Science Editors:

Heung VWK. Problem-Based Learning for Training Teachers of Students with Behavioral Disorders in Hong Kong. [Thesis]. University of North Texas; 1999. Available from: https://digital.library.unt.edu/ark:/67531/metadc278904/

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


Cape Peninsula University of Technology

12. de Jager, Petronella Susanna. A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R .

Degree: 2009, Cape Peninsula University of Technology

 The purpose of this study was to explore the impact that sensory processing had on the learning and development of two Grade R learners that… (more)

Subjects/Keywords: Education; Autistic children; Emotional problems of children; Problem children South Africa; Attention-deficit-disordered children

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

APA (6th Edition):

de Jager, P. S. (2009). A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1938

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):

de Jager, Petronella Susanna. “A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R .” 2009. Thesis, Cape Peninsula University of Technology. Accessed July 13, 2020. http://etd.cput.ac.za/handle/20.500.11838/1938.

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

MLA Handbook (7th Edition):

de Jager, Petronella Susanna. “A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R .” 2009. Web. 13 Jul 2020.

Vancouver:

de Jager PS. A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R . [Internet] [Thesis]. Cape Peninsula University of Technology; 2009. [cited 2020 Jul 13]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1938.

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

Council of Science Editors:

de Jager PS. A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R . [Thesis]. Cape Peninsula University of Technology; 2009. Available from: http://etd.cput.ac.za/handle/20.500.11838/1938

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


University of Wisconsin – Stout

13. Klem, Tonya. Functional behavior assessments in the school setting: are general educators adequately prepared?.

Degree: 2009, University of Wisconsin – Stout

Subjects/Keywords: Problem children – Functional assessment – Evaluation; Teachers – Training of; Problem children – Behavior modification; Classroom management – Study and teaching

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

APA (6th Edition):

Klem, T. (2009). Functional behavior assessments in the school setting: are general educators adequately prepared?. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2009/2009klemt.pdf ; http://digital.library.wisc.edu/1793/43185

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):

Klem, Tonya. “Functional behavior assessments in the school setting: are general educators adequately prepared?.” 2009. Thesis, University of Wisconsin – Stout. Accessed July 13, 2020. http://www.uwstout.edu/lib/thesis/2009/2009klemt.pdf ; http://digital.library.wisc.edu/1793/43185.

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

MLA Handbook (7th Edition):

Klem, Tonya. “Functional behavior assessments in the school setting: are general educators adequately prepared?.” 2009. Web. 13 Jul 2020.

Vancouver:

Klem T. Functional behavior assessments in the school setting: are general educators adequately prepared?. [Internet] [Thesis]. University of Wisconsin – Stout; 2009. [cited 2020 Jul 13]. Available from: http://www.uwstout.edu/lib/thesis/2009/2009klemt.pdf ; http://digital.library.wisc.edu/1793/43185.

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

Council of Science Editors:

Klem T. Functional behavior assessments in the school setting: are general educators adequately prepared?. [Thesis]. University of Wisconsin – Stout; 2009. Available from: http://www.uwstout.edu/lib/thesis/2009/2009klemt.pdf ; http://digital.library.wisc.edu/1793/43185

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


Texas Tech University

14. Green, Michelle T. Understanding gender differences in children referred to mental health services.

Degree: Psychology, 1996, Texas Tech University

 In an effort to understand why young girls tend to be overlooked for referral to mental health sen/ices, this dissertation examined the referral process at… (more)

Subjects/Keywords: Sex differences; Teacher-student relationships; Teachers of problem children; Problem children; Sex differences in education

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

APA (6th Edition):

Green, M. T. (1996). Understanding gender differences in children referred to mental health services. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/12806

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):

Green, Michelle T. “Understanding gender differences in children referred to mental health services.” 1996. Thesis, Texas Tech University. Accessed July 13, 2020. http://hdl.handle.net/2346/12806.

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

MLA Handbook (7th Edition):

Green, Michelle T. “Understanding gender differences in children referred to mental health services.” 1996. Web. 13 Jul 2020.

Vancouver:

Green MT. Understanding gender differences in children referred to mental health services. [Internet] [Thesis]. Texas Tech University; 1996. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/2346/12806.

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

Council of Science Editors:

Green MT. Understanding gender differences in children referred to mental health services. [Thesis]. Texas Tech University; 1996. Available from: http://hdl.handle.net/2346/12806

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


University of North Texas

15. Ellis, Lori L. (Lori Luann). Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills.

Degree: 1994, University of North Texas

 This study identified the expected knowledge/skills needed for working with children and youth with emotional/behavioral disorders (E/BD) in general education classroom settings, as identified by… (more)

Subjects/Keywords: Problem children  – Education.; Teachers of problem children.; Inclusive education.; emotional disorder; behavioral disorder; inclusion classroom

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

APA (6th Edition):

Ellis, L. L. (. L. (1994). Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278925/

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):

Ellis, Lori L (Lori Luann). “Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills.” 1994. Thesis, University of North Texas. Accessed July 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc278925/.

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

MLA Handbook (7th Edition):

Ellis, Lori L (Lori Luann). “Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills.” 1994. Web. 13 Jul 2020.

Vancouver:

Ellis LL(L. Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills. [Internet] [Thesis]. University of North Texas; 1994. [cited 2020 Jul 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278925/.

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

Council of Science Editors:

Ellis LL(L. Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills. [Thesis]. University of North Texas; 1994. Available from: https://digital.library.unt.edu/ark:/67531/metadc278925/

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


The Ohio State University

16. George, Christ Leo. Educational preferences of Ohio Commission teachers : educational philosophy, program, methodology, student and teacher evaluation.

Degree: PhD, Graduate School, 1975, The Ohio State University

Subjects/Keywords: Education; Teachers of problem children; Juvenile delinquency; Ohio Youth Commission

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APA (6th Edition):

George, C. L. (1975). Educational preferences of Ohio Commission teachers : educational philosophy, program, methodology, student and teacher evaluation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486992459689327

Chicago Manual of Style (16th Edition):

George, Christ Leo. “Educational preferences of Ohio Commission teachers : educational philosophy, program, methodology, student and teacher evaluation.” 1975. Doctoral Dissertation, The Ohio State University. Accessed July 13, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486992459689327.

MLA Handbook (7th Edition):

George, Christ Leo. “Educational preferences of Ohio Commission teachers : educational philosophy, program, methodology, student and teacher evaluation.” 1975. Web. 13 Jul 2020.

Vancouver:

George CL. Educational preferences of Ohio Commission teachers : educational philosophy, program, methodology, student and teacher evaluation. [Internet] [Doctoral dissertation]. The Ohio State University; 1975. [cited 2020 Jul 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486992459689327.

Council of Science Editors:

George CL. Educational preferences of Ohio Commission teachers : educational philosophy, program, methodology, student and teacher evaluation. [Doctoral Dissertation]. The Ohio State University; 1975. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486992459689327


University of Missouri – Columbia

17. Bruntmyer, D. Tichelle, 1970-. An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms.

Degree: 2016, University of Missouri – Columbia

 This study evaluated the use of a teacher-conducted trial-based functional analysis (TBFA) in a long-term correctional school. Two juvenile justice teachers implemented the TBFA procedure… (more)

Subjects/Keywords: Juvenile detention homes; Problem children  – Functional assessment; Behavioral assessment of children

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APA (6th Edition):

Bruntmyer, D. Tichelle, 1. (2016). An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/56214

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):

Bruntmyer, D. Tichelle, 1970-. “An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms.” 2016. Thesis, University of Missouri – Columbia. Accessed July 13, 2020. https://doi.org/10.32469/10355/56214.

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

MLA Handbook (7th Edition):

Bruntmyer, D. Tichelle, 1970-. “An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms.” 2016. Web. 13 Jul 2020.

Vancouver:

Bruntmyer, D. Tichelle 1. An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2020 Jul 13]. Available from: https://doi.org/10.32469/10355/56214.

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

Council of Science Editors:

Bruntmyer, D. Tichelle 1. An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/56214

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

18. Luckey, Robert E. Factors Influencing Difficult Special Education Referral Recommendations.

Degree: 1975, North Texas State University

 The present study is concerned with selected factors that may strongly influence classroom teachers to refer young children for possible placement in special classes when… (more)

Subjects/Keywords: special education; classroom teachers; Ability grouping in education.; Teachers of problem children.; Teacher-student relationships.; Slow learning children.

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APA (6th Edition):

Luckey, R. E. (1975). Factors Influencing Difficult Special Education Referral Recommendations. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc501057/

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):

Luckey, Robert E. “Factors Influencing Difficult Special Education Referral Recommendations.” 1975. Thesis, North Texas State University. Accessed July 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc501057/.

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

MLA Handbook (7th Edition):

Luckey, Robert E. “Factors Influencing Difficult Special Education Referral Recommendations.” 1975. Web. 13 Jul 2020.

Vancouver:

Luckey RE. Factors Influencing Difficult Special Education Referral Recommendations. [Internet] [Thesis]. North Texas State University; 1975. [cited 2020 Jul 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc501057/.

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

Council of Science Editors:

Luckey RE. Factors Influencing Difficult Special Education Referral Recommendations. [Thesis]. North Texas State University; 1975. Available from: https://digital.library.unt.edu/ark:/67531/metadc501057/

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


University of North Texas

19. McArthur, Patrick L. (Patrick Lee). A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings.

Degree: 1994, University of North Texas

 This study had a two-fold purpose. The first purpose was to compare the rankings of a set of knowledge/skills statements as reported by teachers of… (more)

Subjects/Keywords: special education; behavioral disorders; juveniles; teachers; Teachers of problem children.; Special education teachers.; Correctional personnel.; Juvenile detention homes.

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

APA (6th Edition):

McArthur, P. L. (. L. (1994). A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278049/

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):

McArthur, Patrick L (Patrick Lee). “A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings.” 1994. Thesis, University of North Texas. Accessed July 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc278049/.

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

MLA Handbook (7th Edition):

McArthur, Patrick L (Patrick Lee). “A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings.” 1994. Web. 13 Jul 2020.

Vancouver:

McArthur PL(L. A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings. [Internet] [Thesis]. University of North Texas; 1994. [cited 2020 Jul 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278049/.

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

Council of Science Editors:

McArthur PL(L. A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings. [Thesis]. University of North Texas; 1994. Available from: https://digital.library.unt.edu/ark:/67531/metadc278049/

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


University of KwaZulu-Natal

20. [No author]. An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university.

Degree: 2015, University of KwaZulu-Natal

 The poor performance of learners in Science and Mathematics in South Africa is a persistent cause for concern to stakeholders in education, and to society… (more)

Subjects/Keywords: Mathematics teachers  – Training of  – South Africa.; Science teachers  – Training of  – South Africa.; Problem solving  – Education  – South Africa.; Problem-based learning.; Education.

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

APA (6th Edition):

author], [. (2015). An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13814

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):

author], [No. “An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university. ” 2015. Thesis, University of KwaZulu-Natal. Accessed July 13, 2020. http://hdl.handle.net/10413/13814.

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

MLA Handbook (7th Edition):

author], [No. “An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university. ” 2015. Web. 13 Jul 2020.

Vancouver:

author] [. An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10413/13814.

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

Council of Science Editors:

author] [. An exploration of pre-service science and mathematics teachers' use of visualisation in a problem solving context : a case study at a South African university. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13814

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

21. Jones, Danna Benefield. Phenomenological study : what are pre-kindergarten teachers' lived experiences with children identified with conduct disorder, oppositional defiance disorder, and attention-deficit hyperactivity disorder in the southeastern United States?.

Degree: PhD, 2008, University of Alabama – Birmingham

To date, a vast amount of research has been conducted on disruptive behavior dis-orders such as conduct disorder (CD), oppositional defiance disorder (ODD), and atten-tion… (more)

Subjects/Keywords: Preschool teachers – Southern States – Attitudes <; br>; Teachers of problem children – Southern States – Attitudes <; br>; Problem children – Education (Preschool) – Southern States – Public opinion <; br>; Attention-deficit-disordered children – Education (Preschool) – Southern States – Public opinion <; br>; Hyperactive children – Education (Preschool) – Southern States – Public opinion <; br>; Behavior disorders in children – Southern States – Public opinion <; br>; Public opinion – Southern States.

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

APA (6th Edition):

Jones, D. B. (2008). Phenomenological study : what are pre-kindergarten teachers' lived experiences with children identified with conduct disorder, oppositional defiance disorder, and attention-deficit hyperactivity disorder in the southeastern United States?. (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,202

Chicago Manual of Style (16th Edition):

Jones, Danna Benefield. “Phenomenological study : what are pre-kindergarten teachers' lived experiences with children identified with conduct disorder, oppositional defiance disorder, and attention-deficit hyperactivity disorder in the southeastern United States?.” 2008. Doctoral Dissertation, University of Alabama – Birmingham. Accessed July 13, 2020. http://contentdm.mhsl.uab.edu/u?/etd,202.

MLA Handbook (7th Edition):

Jones, Danna Benefield. “Phenomenological study : what are pre-kindergarten teachers' lived experiences with children identified with conduct disorder, oppositional defiance disorder, and attention-deficit hyperactivity disorder in the southeastern United States?.” 2008. Web. 13 Jul 2020.

Vancouver:

Jones DB. Phenomenological study : what are pre-kindergarten teachers' lived experiences with children identified with conduct disorder, oppositional defiance disorder, and attention-deficit hyperactivity disorder in the southeastern United States?. [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2008. [cited 2020 Jul 13]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,202.

Council of Science Editors:

Jones DB. Phenomenological study : what are pre-kindergarten teachers' lived experiences with children identified with conduct disorder, oppositional defiance disorder, and attention-deficit hyperactivity disorder in the southeastern United States?. [Doctoral Dissertation]. University of Alabama – Birmingham; 2008. Available from: http://contentdm.mhsl.uab.edu/u?/etd,202

22. Nasr, Soad Rachel. Adult children of problem drinking parents : experiences of relationships.

Degree: Thesis (D.Clin.Psy.), 2016, University of Hertfordshire

 Difficulties in interpersonal functioning have been consistently reported in the literature as a proposed negative outcome for adult children of problem drinkers. The existing literature… (more)

Subjects/Keywords: 616.86; adult children of problem drinking parents; experiences of relationships; problem drinking; adult children of alcoholics; relationships

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

APA (6th Edition):

Nasr, S. R. (2016). Adult children of problem drinking parents : experiences of relationships. (Doctoral Dissertation). University of Hertfordshire. Retrieved from http://hdl.handle.net/2299/17197

Chicago Manual of Style (16th Edition):

Nasr, Soad Rachel. “Adult children of problem drinking parents : experiences of relationships.” 2016. Doctoral Dissertation, University of Hertfordshire. Accessed July 13, 2020. http://hdl.handle.net/2299/17197.

MLA Handbook (7th Edition):

Nasr, Soad Rachel. “Adult children of problem drinking parents : experiences of relationships.” 2016. Web. 13 Jul 2020.

Vancouver:

Nasr SR. Adult children of problem drinking parents : experiences of relationships. [Internet] [Doctoral dissertation]. University of Hertfordshire; 2016. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/2299/17197.

Council of Science Editors:

Nasr SR. Adult children of problem drinking parents : experiences of relationships. [Doctoral Dissertation]. University of Hertfordshire; 2016. Available from: http://hdl.handle.net/2299/17197


University of Johannesburg

23. Van der Merwe, Lize. A psycho-educational programme for educators for the management of aggression in a secondary ESBD (emotional, social and behaviour disorders) school in the United Kingdom.

Degree: 2013, University of Johannesburg

Ph.D. (Education)

Education in the United Kingdom is divided into three stages which are: primary, secondary, further and higher education. Learners’ compulsory education lasts for… (more)

Subjects/Keywords: Problem children - Education; Aggressiveness in adolescence; Aggressiveness in children; School violence; Problem youth - Behavior modification; Teachers - Mental health; School children - Mental health

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

APA (6th Edition):

Van der Merwe, L. (2013). A psycho-educational programme for educators for the management of aggression in a secondary ESBD (emotional, social and behaviour disorders) school in the United Kingdom. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8371

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):

Van der Merwe, Lize. “A psycho-educational programme for educators for the management of aggression in a secondary ESBD (emotional, social and behaviour disorders) school in the United Kingdom.” 2013. Thesis, University of Johannesburg. Accessed July 13, 2020. http://hdl.handle.net/10210/8371.

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

MLA Handbook (7th Edition):

Van der Merwe, Lize. “A psycho-educational programme for educators for the management of aggression in a secondary ESBD (emotional, social and behaviour disorders) school in the United Kingdom.” 2013. Web. 13 Jul 2020.

Vancouver:

Van der Merwe L. A psycho-educational programme for educators for the management of aggression in a secondary ESBD (emotional, social and behaviour disorders) school in the United Kingdom. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10210/8371.

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

Council of Science Editors:

Van der Merwe L. A psycho-educational programme for educators for the management of aggression in a secondary ESBD (emotional, social and behaviour disorders) school in the United Kingdom. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8371

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


University of Oklahoma

24. Pannells, Tammy C. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.

Degree: PhD, 2010, University of Oklahoma

 The purpose of this study was to examine the effectiveness of teaching a specific creative problem solving model with preservice teachers. The study included 74… (more)

Subjects/Keywords: Problem solving; Classroom management; Student teachers – Training of; Teachers – In-service training

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

APA (6th Edition):

Pannells, T. C. (2010). The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319391

Chicago Manual of Style (16th Edition):

Pannells, Tammy C. “The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed July 13, 2020. http://hdl.handle.net/11244/319391.

MLA Handbook (7th Edition):

Pannells, Tammy C. “The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.” 2010. Web. 13 Jul 2020.

Vancouver:

Pannells TC. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/11244/319391.

Council of Science Editors:

Pannells TC. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/319391


University of Oklahoma

25. Pannells, Tammy C. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.

Degree: PhD, 2010, University of Oklahoma

 The purpose of this study was to examine the effectiveness of teaching a specific creative problem solving model with preservice teachers. The study included 74… (more)

Subjects/Keywords: Problem solving; Classroom management; Student teachers – Training of; Teachers – In-service training

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

APA (6th Edition):

Pannells, T. C. (2010). The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318441

Chicago Manual of Style (16th Edition):

Pannells, Tammy C. “The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed July 13, 2020. http://hdl.handle.net/11244/318441.

MLA Handbook (7th Edition):

Pannells, Tammy C. “The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.” 2010. Web. 13 Jul 2020.

Vancouver:

Pannells TC. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/11244/318441.

Council of Science Editors:

Pannells TC. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318441


University of Zambia

26. Mandyata, Joseph Mwape. Teachers' views on inclusive practices : a case study of basic schools in Kasama district, Zambia .

Degree: 2011, University of Zambia

 The purpose of the study was to investigate the views of teachers on inclusive practices in basic schools in Kasama District, Zambia. In the present… (more)

Subjects/Keywords: Teachers of handcapped children  – Kasama; Teachers  – attitudes  – Kasama

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APA (6th Edition):

Mandyata, J. M. (2011). Teachers' views on inclusive practices : a case study of basic schools in Kasama district, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/413

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):

Mandyata, Joseph Mwape. “Teachers' views on inclusive practices : a case study of basic schools in Kasama district, Zambia .” 2011. Thesis, University of Zambia. Accessed July 13, 2020. http://hdl.handle.net/123456789/413.

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

MLA Handbook (7th Edition):

Mandyata, Joseph Mwape. “Teachers' views on inclusive practices : a case study of basic schools in Kasama district, Zambia .” 2011. Web. 13 Jul 2020.

Vancouver:

Mandyata JM. Teachers' views on inclusive practices : a case study of basic schools in Kasama district, Zambia . [Internet] [Thesis]. University of Zambia; 2011. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/123456789/413.

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

Council of Science Editors:

Mandyata JM. Teachers' views on inclusive practices : a case study of basic schools in Kasama district, Zambia . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/413

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


University of North Texas

27. Alcala, Angelo L. (Angelo Lee). Teacher Implementation of a Pretreatment Assessment Procedure in a Public Middle School.

Degree: 1999, University of North Texas

 In an attempt to determine the effectiveness of a pretreatment assessment procedure known as the scatter plot (Touchette, MacDonald, & Langer, 1985), direct observational data… (more)

Subjects/Keywords: middle school; scatter plot; pretreatment assessment; Behavioral assessment of teenagers.; Problem children  – Education (Middle school).; Teachers of problem children.; Middle school education.

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

APA (6th Edition):

Alcala, A. L. (. L. (1999). Teacher Implementation of a Pretreatment Assessment Procedure in a Public Middle School. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278169/

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):

Alcala, Angelo L (Angelo Lee). “Teacher Implementation of a Pretreatment Assessment Procedure in a Public Middle School.” 1999. Thesis, University of North Texas. Accessed July 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc278169/.

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

MLA Handbook (7th Edition):

Alcala, Angelo L (Angelo Lee). “Teacher Implementation of a Pretreatment Assessment Procedure in a Public Middle School.” 1999. Web. 13 Jul 2020.

Vancouver:

Alcala AL(L. Teacher Implementation of a Pretreatment Assessment Procedure in a Public Middle School. [Internet] [Thesis]. University of North Texas; 1999. [cited 2020 Jul 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278169/.

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

Council of Science Editors:

Alcala AL(L. Teacher Implementation of a Pretreatment Assessment Procedure in a Public Middle School. [Thesis]. University of North Texas; 1999. Available from: https://digital.library.unt.edu/ark:/67531/metadc278169/

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


Latrobe University

28. Alamiri, Faisal Yahya. Empowering Saudi Arabian primary teachers through participatory action research to improve their professional knowledge and practices regarding gifted learners.

Degree: PhD, 2013, Latrobe University

Thesis (Ph.D.) - La Trobe University, 2013

Submission note: "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosopy… (more)

Subjects/Keywords: Gifted children  – Education.; Teachers of gifted children  – Saudi Arabia  – Attitudes.; Teachers  – Education (Continuing education)

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

APA (6th Edition):

Alamiri, F. Y. (2013). Empowering Saudi Arabian primary teachers through participatory action research to improve their professional knowledge and practices regarding gifted learners. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/494728

Chicago Manual of Style (16th Edition):

Alamiri, Faisal Yahya. “Empowering Saudi Arabian primary teachers through participatory action research to improve their professional knowledge and practices regarding gifted learners.” 2013. Doctoral Dissertation, Latrobe University. Accessed July 13, 2020. http://hdl.handle.net/1959.9/494728.

MLA Handbook (7th Edition):

Alamiri, Faisal Yahya. “Empowering Saudi Arabian primary teachers through participatory action research to improve their professional knowledge and practices regarding gifted learners.” 2013. Web. 13 Jul 2020.

Vancouver:

Alamiri FY. Empowering Saudi Arabian primary teachers through participatory action research to improve their professional knowledge and practices regarding gifted learners. [Internet] [Doctoral dissertation]. Latrobe University; 2013. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/1959.9/494728.

Council of Science Editors:

Alamiri FY. Empowering Saudi Arabian primary teachers through participatory action research to improve their professional knowledge and practices regarding gifted learners. [Doctoral Dissertation]. Latrobe University; 2013. Available from: http://hdl.handle.net/1959.9/494728


University of Johannesburg

29. Nhlapo, Lovia Thandiwe. Adolescents' experiences of leaving school before completing grade 12.

Degree: 2014, University of Johannesburg

M.Ed. (Psycho-educational programme development)

The wide spread concern, pertaining the alarming rate of adolescents leaving school before completing Grade12 is a South African problem. The… (more)

Subjects/Keywords: Aggressiveness in adolescence - South Africa; Aggressiveness in children - South Africa; Teachers - Mental health - South Africa; Problem children - Education - South Africa

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

APA (6th Edition):

Nhlapo, L. T. (2014). Adolescents' experiences of leaving school before completing grade 12. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11567

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):

Nhlapo, Lovia Thandiwe. “Adolescents' experiences of leaving school before completing grade 12.” 2014. Thesis, University of Johannesburg. Accessed July 13, 2020. http://hdl.handle.net/10210/11567.

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

MLA Handbook (7th Edition):

Nhlapo, Lovia Thandiwe. “Adolescents' experiences of leaving school before completing grade 12.” 2014. Web. 13 Jul 2020.

Vancouver:

Nhlapo LT. Adolescents' experiences of leaving school before completing grade 12. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10210/11567.

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

Council of Science Editors:

Nhlapo LT. Adolescents' experiences of leaving school before completing grade 12. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11567

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


University of North Texas

30. Manning, Maria Lynn. Evaluating Quality Standards for Teachers in the Field of Emotional and Behavioral Disorders.

Degree: 2006, University of North Texas

 The purpose of this study is to determine quality indicators in the field of emotional and behavioral disorders based on six empirically validated standards outlined… (more)

Subjects/Keywords: Teachers of problem children  – Standards  – United States.; behavioral disorders; emotional disorders; special education; teachers; preparation

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

APA (6th Edition):

Manning, M. L. (2006). Evaluating Quality Standards for Teachers in the Field of Emotional and Behavioral Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5357/

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):

Manning, Maria Lynn. “Evaluating Quality Standards for Teachers in the Field of Emotional and Behavioral Disorders.” 2006. Thesis, University of North Texas. Accessed July 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc5357/.

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

MLA Handbook (7th Edition):

Manning, Maria Lynn. “Evaluating Quality Standards for Teachers in the Field of Emotional and Behavioral Disorders.” 2006. Web. 13 Jul 2020.

Vancouver:

Manning ML. Evaluating Quality Standards for Teachers in the Field of Emotional and Behavioral Disorders. [Internet] [Thesis]. University of North Texas; 2006. [cited 2020 Jul 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5357/.

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

Council of Science Editors:

Manning ML. Evaluating Quality Standards for Teachers in the Field of Emotional and Behavioral Disorders. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5357/

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

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