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You searched for subject:(student attention). Showing records 1 – 25 of 25 total matches.

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Antioch University

1. Rogers, Elizabeth A. Computer Multitasking in the Classroom: Training to Attend or Wander?.

Degree: Psy. D., Antioch New England: Clinical Psychology, 2019, Antioch University

 This study aimed to examine the phenomenon of Psy.D. students’ multitasking on the computer while in the classroom. Using an online survey of 45 questions,… (more)

Subjects/Keywords: Clinical Psychology; computer multitasking; student distraction; student attention; student inattentiveness; therapist attention; Internet addiction

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APA (6th Edition):

Rogers, E. A. (2019). Computer Multitasking in the Classroom: Training to Attend or Wander?. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1525185265456238

Chicago Manual of Style (16th Edition):

Rogers, Elizabeth A. “Computer Multitasking in the Classroom: Training to Attend or Wander?.” 2019. Doctoral Dissertation, Antioch University. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1525185265456238.

MLA Handbook (7th Edition):

Rogers, Elizabeth A. “Computer Multitasking in the Classroom: Training to Attend or Wander?.” 2019. Web. 16 Oct 2019.

Vancouver:

Rogers EA. Computer Multitasking in the Classroom: Training to Attend or Wander?. [Internet] [Doctoral dissertation]. Antioch University; 2019. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1525185265456238.

Council of Science Editors:

Rogers EA. Computer Multitasking in the Classroom: Training to Attend or Wander?. [Doctoral Dissertation]. Antioch University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1525185265456238

2. Korozi, Maria. Empowering intelligent classrooms with attention monitoring and intervention cycles.

Degree: 2017, University of Crete (UOC); Πανεπιστήμιο Κρήτης

 The primary goal of an AmI environment is to help and support the people living in it; towards that objective it should be able to… (more)

Subjects/Keywords: Έξυπνη Τάξη; Παρακολούθηση προσοχής μαθητών; Διάχυτη νοημοσύνη; Intelligent Classroom; Student Attention Monitoring; Ambient intelligence

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APA (6th Edition):

Korozi, M. (2017). Empowering intelligent classrooms with attention monitoring and intervention cycles. (Thesis). University of Crete (UOC); Πανεπιστήμιο Κρήτης. Retrieved from http://hdl.handle.net/10442/hedi/42963

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):

Korozi, Maria. “Empowering intelligent classrooms with attention monitoring and intervention cycles.” 2017. Thesis, University of Crete (UOC); Πανεπιστήμιο Κρήτης. Accessed October 16, 2019. http://hdl.handle.net/10442/hedi/42963.

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

MLA Handbook (7th Edition):

Korozi, Maria. “Empowering intelligent classrooms with attention monitoring and intervention cycles.” 2017. Web. 16 Oct 2019.

Vancouver:

Korozi M. Empowering intelligent classrooms with attention monitoring and intervention cycles. [Internet] [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10442/hedi/42963.

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

Council of Science Editors:

Korozi M. Empowering intelligent classrooms with attention monitoring and intervention cycles. [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2017. Available from: http://hdl.handle.net/10442/hedi/42963

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


SUNY College at Brockport

3. Moses, Mary Margaret. Evaluating the Accuracy of Childhood Mental Health Diagnosis in a Clinical Setting.

Degree: MSEd, Counselor Education, 2010, SUNY College at Brockport

 The objective of this study is to evaluate the symptoms and diagnoses of boys under the age of 17 with Attention Deficit Hyperactivity Disorder (ADHD)… (more)

Subjects/Keywords: Attention Deficit Hyperactivity Disorder; ADHD; diagnosis; gender differences; Brockport thesis; Student Counseling and Personnel Services

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APA (6th Edition):

Moses, M. M. (2010). Evaluating the Accuracy of Childhood Mental Health Diagnosis in a Clinical Setting. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_theses/72

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):

Moses, Mary Margaret. “Evaluating the Accuracy of Childhood Mental Health Diagnosis in a Clinical Setting.” 2010. Thesis, SUNY College at Brockport. Accessed October 16, 2019. https://digitalcommons.brockport.edu/edc_theses/72.

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

MLA Handbook (7th Edition):

Moses, Mary Margaret. “Evaluating the Accuracy of Childhood Mental Health Diagnosis in a Clinical Setting.” 2010. Web. 16 Oct 2019.

Vancouver:

Moses MM. Evaluating the Accuracy of Childhood Mental Health Diagnosis in a Clinical Setting. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Oct 16]. Available from: https://digitalcommons.brockport.edu/edc_theses/72.

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

Council of Science Editors:

Moses MM. Evaluating the Accuracy of Childhood Mental Health Diagnosis in a Clinical Setting. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/edc_theses/72

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


University of Illinois – Urbana-Champaign

4. Robb, Cathy. The impact of motivational messages on student performance in community college online courses.

Degree: EdD, 0209, 2010, University of Illinois – Urbana-Champaign

 The purpose of this experimental study was to determine whether motivational emails sent from an instructor to student had an impact on performance in an… (more)

Subjects/Keywords: online learning; Attention, Relevance, Confidence, and Satisfaction model (ARCS); motivational messages; improving online student performance

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APA (6th Edition):

Robb, C. (2010). The impact of motivational messages on student performance in community college online courses. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/15573

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):

Robb, Cathy. “The impact of motivational messages on student performance in community college online courses.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed October 16, 2019. http://hdl.handle.net/2142/15573.

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

MLA Handbook (7th Edition):

Robb, Cathy. “The impact of motivational messages on student performance in community college online courses.” 2010. Web. 16 Oct 2019.

Vancouver:

Robb C. The impact of motivational messages on student performance in community college online courses. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/2142/15573.

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

Council of Science Editors:

Robb C. The impact of motivational messages on student performance in community college online courses. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/15573

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


Duquesne University

5. Burger, Kathleen. Examining the Use of Mindfulness Meditation to Enhance Attention Regulation Efficiency in Nursing Students.

Degree: PhD, Nursing, 2015, Duquesne University

 The development of mindfully-attentive nursing graduates is a heightened charge for pre-licensure nurse educators given an increasingly complex healthcare workplace in which nurse's must detect… (more)

Subjects/Keywords: Health and environmental sciences; Education; Attention; Meditation; Mindfulness; Nursing student; Safety; Stress

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APA (6th Edition):

Burger, K. (2015). Examining the Use of Mindfulness Meditation to Enhance Attention Regulation Efficiency in Nursing Students. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/364

Chicago Manual of Style (16th Edition):

Burger, Kathleen. “Examining the Use of Mindfulness Meditation to Enhance Attention Regulation Efficiency in Nursing Students.” 2015. Doctoral Dissertation, Duquesne University. Accessed October 16, 2019. https://dsc.duq.edu/etd/364.

MLA Handbook (7th Edition):

Burger, Kathleen. “Examining the Use of Mindfulness Meditation to Enhance Attention Regulation Efficiency in Nursing Students.” 2015. Web. 16 Oct 2019.

Vancouver:

Burger K. Examining the Use of Mindfulness Meditation to Enhance Attention Regulation Efficiency in Nursing Students. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2019 Oct 16]. Available from: https://dsc.duq.edu/etd/364.

Council of Science Editors:

Burger K. Examining the Use of Mindfulness Meditation to Enhance Attention Regulation Efficiency in Nursing Students. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/364


East Carolina University

6. Faulkner, Samuel A. Preliminary Analysis of the Effect of Adolescent Anxiety on Student-Teacher Relationships During Behavioral Consultation.

Degree: 2016, East Carolina University

 Background: The impact of ADHD on the formation of relationships with adults has been noted for several decades. Anxiety has been mentioned as a potentially… (more)

Subjects/Keywords: Anxiety in adolescence; Teacher-student relationships; Attention-deficit disorder in adolescence; Middle school students – Mental health

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APA (6th Edition):

Faulkner, S. A. (2016). Preliminary Analysis of the Effect of Adolescent Anxiety on Student-Teacher Relationships During Behavioral Consultation. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/5886

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):

Faulkner, Samuel A. “Preliminary Analysis of the Effect of Adolescent Anxiety on Student-Teacher Relationships During Behavioral Consultation.” 2016. Thesis, East Carolina University. Accessed October 16, 2019. http://hdl.handle.net/10342/5886.

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

MLA Handbook (7th Edition):

Faulkner, Samuel A. “Preliminary Analysis of the Effect of Adolescent Anxiety on Student-Teacher Relationships During Behavioral Consultation.” 2016. Web. 16 Oct 2019.

Vancouver:

Faulkner SA. Preliminary Analysis of the Effect of Adolescent Anxiety on Student-Teacher Relationships During Behavioral Consultation. [Internet] [Thesis]. East Carolina University; 2016. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10342/5886.

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

Council of Science Editors:

Faulkner SA. Preliminary Analysis of the Effect of Adolescent Anxiety on Student-Teacher Relationships During Behavioral Consultation. [Thesis]. East Carolina University; 2016. Available from: http://hdl.handle.net/10342/5886

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


University of Wisconsin – Stout

7. Achterberg, Rebecca. Attention deficit hyperactivity disorder (ADHD) in schools: strategies for teachers and school counselors.

Degree: 2008, University of Wisconsin – Stout

Subjects/Keywords: Attention-deficit hyperactivity disorder; Student counselors – Training of

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

APA (6th Edition):

Achterberg, R. (2008). Attention deficit hyperactivity disorder (ADHD) in schools: strategies for teachers and school counselors. (Thesis). University of Wisconsin – Stout. Retrieved from http://digital.library.wisc.edu/1793/42553 ; http://www.uwstout.edu/lib/thesis/2008/2008achterbergr.pdf

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):

Achterberg, Rebecca. “Attention deficit hyperactivity disorder (ADHD) in schools: strategies for teachers and school counselors.” 2008. Thesis, University of Wisconsin – Stout. Accessed October 16, 2019. http://digital.library.wisc.edu/1793/42553 ; http://www.uwstout.edu/lib/thesis/2008/2008achterbergr.pdf.

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

MLA Handbook (7th Edition):

Achterberg, Rebecca. “Attention deficit hyperactivity disorder (ADHD) in schools: strategies for teachers and school counselors.” 2008. Web. 16 Oct 2019.

Vancouver:

Achterberg R. Attention deficit hyperactivity disorder (ADHD) in schools: strategies for teachers and school counselors. [Internet] [Thesis]. University of Wisconsin – Stout; 2008. [cited 2019 Oct 16]. Available from: http://digital.library.wisc.edu/1793/42553 ; http://www.uwstout.edu/lib/thesis/2008/2008achterbergr.pdf.

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

Council of Science Editors:

Achterberg R. Attention deficit hyperactivity disorder (ADHD) in schools: strategies for teachers and school counselors. [Thesis]. University of Wisconsin – Stout; 2008. Available from: http://digital.library.wisc.edu/1793/42553 ; http://www.uwstout.edu/lib/thesis/2008/2008achterbergr.pdf

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


Utah State University

8. Berglof, Hollie K. Student Teachers' Explicit and Implicit Perceptions of Attention-Defici t/H yperacti vi ty Disorder.

Degree: PhD, Psychology, 2007, Utah State University

  This study examined student teachers' explicit and implicit perceptions of ADHD and the relationship between perceptions of ADHD and social desirability. In addition, the… (more)

Subjects/Keywords: student teachers; Attention-Deficit/Hyperactivity Disorder; ADHD; perceptions; Psychology

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APA (6th Edition):

Berglof, H. K. (2007). Student Teachers' Explicit and Implicit Perceptions of Attention-Defici t/H yperacti vi ty Disorder. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/6240

Chicago Manual of Style (16th Edition):

Berglof, Hollie K. “Student Teachers' Explicit and Implicit Perceptions of Attention-Defici t/H yperacti vi ty Disorder.” 2007. Doctoral Dissertation, Utah State University. Accessed October 16, 2019. https://digitalcommons.usu.edu/etd/6240.

MLA Handbook (7th Edition):

Berglof, Hollie K. “Student Teachers' Explicit and Implicit Perceptions of Attention-Defici t/H yperacti vi ty Disorder.” 2007. Web. 16 Oct 2019.

Vancouver:

Berglof HK. Student Teachers' Explicit and Implicit Perceptions of Attention-Defici t/H yperacti vi ty Disorder. [Internet] [Doctoral dissertation]. Utah State University; 2007. [cited 2019 Oct 16]. Available from: https://digitalcommons.usu.edu/etd/6240.

Council of Science Editors:

Berglof HK. Student Teachers' Explicit and Implicit Perceptions of Attention-Defici t/H yperacti vi ty Disorder. [Doctoral Dissertation]. Utah State University; 2007. Available from: https://digitalcommons.usu.edu/etd/6240


University of Wisconsin – Stout

9. Evert, Brittany. Attention deficit hyperactivity disorder (ADHD) in the schools: alternative interventions for school counselors.

Degree: 2009, University of Wisconsin – Stout

Subjects/Keywords: Attention-deficit-disordered children – Behavior modification; Student counselors – Training of; Attention-deficit-disordered children – Education; Attention-deficit-disordered children – Counseling of

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APA (6th Edition):

Evert, B. (2009). Attention deficit hyperactivity disorder (ADHD) in the schools: alternative interventions for school counselors. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2009/2009evertb.pdf ; http://digital.library.wisc.edu/1793/43091

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):

Evert, Brittany. “Attention deficit hyperactivity disorder (ADHD) in the schools: alternative interventions for school counselors.” 2009. Thesis, University of Wisconsin – Stout. Accessed October 16, 2019. http://www.uwstout.edu/lib/thesis/2009/2009evertb.pdf ; http://digital.library.wisc.edu/1793/43091.

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

MLA Handbook (7th Edition):

Evert, Brittany. “Attention deficit hyperactivity disorder (ADHD) in the schools: alternative interventions for school counselors.” 2009. Web. 16 Oct 2019.

Vancouver:

Evert B. Attention deficit hyperactivity disorder (ADHD) in the schools: alternative interventions for school counselors. [Internet] [Thesis]. University of Wisconsin – Stout; 2009. [cited 2019 Oct 16]. Available from: http://www.uwstout.edu/lib/thesis/2009/2009evertb.pdf ; http://digital.library.wisc.edu/1793/43091.

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

Council of Science Editors:

Evert B. Attention deficit hyperactivity disorder (ADHD) in the schools: alternative interventions for school counselors. [Thesis]. University of Wisconsin – Stout; 2009. Available from: http://www.uwstout.edu/lib/thesis/2009/2009evertb.pdf ; http://digital.library.wisc.edu/1793/43091

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


Massey University

10. Dilaimi, Alia. New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD).

Degree: Master, Educational Psychology, 2013, Massey University

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common, unremitting, and controversial childhood disorders, which affects between 1% and 7% of New Zealand children. It… (more)

Subjects/Keywords: Attention-deficit hyperactivity disorder; Primary school teachers; Attitudes; New Zealand; ADHD; ADD; Attention Deficit Disorder; Inclusive education; Special needs; Student; Education; Knowledge; Knowledge of Attention Deficit Disorder Scale; KADDS; Sciutto; NZ

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APA (6th Edition):

Dilaimi, A. (2013). New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD). (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5127

Chicago Manual of Style (16th Edition):

Dilaimi, Alia. “New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD).” 2013. Masters Thesis, Massey University. Accessed October 16, 2019. http://hdl.handle.net/10179/5127.

MLA Handbook (7th Edition):

Dilaimi, Alia. “New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD).” 2013. Web. 16 Oct 2019.

Vancouver:

Dilaimi A. New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD). [Internet] [Masters thesis]. Massey University; 2013. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10179/5127.

Council of Science Editors:

Dilaimi A. New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD). [Masters Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5127


University of Wisconsin – Stout

11. Gargaro, Danielle. Teachers' attitudes, bias, and perceptions to students with AD/HD and effects on the teacher/student relationship.

Degree: 2009, University of Wisconsin – Stout

Subjects/Keywords: Attention-deficit hyperactivity disorder; Teacher-student relationships – Evaluation; Students – Mental health; Teachers – Attitudes

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APA (6th Edition):

Gargaro, D. (2009). Teachers' attitudes, bias, and perceptions to students with AD/HD and effects on the teacher/student relationship. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2009/2009gargarod.pdf ; http://digital.library.wisc.edu/1793/43117

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):

Gargaro, Danielle. “Teachers' attitudes, bias, and perceptions to students with AD/HD and effects on the teacher/student relationship.” 2009. Thesis, University of Wisconsin – Stout. Accessed October 16, 2019. http://www.uwstout.edu/lib/thesis/2009/2009gargarod.pdf ; http://digital.library.wisc.edu/1793/43117.

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

MLA Handbook (7th Edition):

Gargaro, Danielle. “Teachers' attitudes, bias, and perceptions to students with AD/HD and effects on the teacher/student relationship.” 2009. Web. 16 Oct 2019.

Vancouver:

Gargaro D. Teachers' attitudes, bias, and perceptions to students with AD/HD and effects on the teacher/student relationship. [Internet] [Thesis]. University of Wisconsin – Stout; 2009. [cited 2019 Oct 16]. Available from: http://www.uwstout.edu/lib/thesis/2009/2009gargarod.pdf ; http://digital.library.wisc.edu/1793/43117.

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

Council of Science Editors:

Gargaro D. Teachers' attitudes, bias, and perceptions to students with AD/HD and effects on the teacher/student relationship. [Thesis]. University of Wisconsin – Stout; 2009. Available from: http://www.uwstout.edu/lib/thesis/2009/2009gargarod.pdf ; http://digital.library.wisc.edu/1793/43117

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


University of Florida

12. Long, Susanne. Social Skills Interventions for Children with Autism Spectrum Disorders Teachers' Acceptability and Likelihood to Keep and Use Progress Monitoring Data.

Degree: PhD, School Psychology - Special Education, School Psychology and Early Childhood Studies, 2012, University of Florida

 Autism is the most common of the Pervasive Developmental Disorders; and it is estimated that 1 in 110 children are born with this disorder (Centers… (more)

Subjects/Keywords: Asperger syndrome; Attention deficit hyperactivity disorder; Autistic disorder; Classroom management; Classrooms; Social skills; Student discipline; Students; Teachers; Temporal currency; aspergers  – autism  – social  – timeout  – treatment

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APA (6th Edition):

Long, S. (2012). Social Skills Interventions for Children with Autism Spectrum Disorders Teachers' Acceptability and Likelihood to Keep and Use Progress Monitoring Data. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043269

Chicago Manual of Style (16th Edition):

Long, Susanne. “Social Skills Interventions for Children with Autism Spectrum Disorders Teachers' Acceptability and Likelihood to Keep and Use Progress Monitoring Data.” 2012. Doctoral Dissertation, University of Florida. Accessed October 16, 2019. http://ufdc.ufl.edu/UFE0043269.

MLA Handbook (7th Edition):

Long, Susanne. “Social Skills Interventions for Children with Autism Spectrum Disorders Teachers' Acceptability and Likelihood to Keep and Use Progress Monitoring Data.” 2012. Web. 16 Oct 2019.

Vancouver:

Long S. Social Skills Interventions for Children with Autism Spectrum Disorders Teachers' Acceptability and Likelihood to Keep and Use Progress Monitoring Data. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Oct 16]. Available from: http://ufdc.ufl.edu/UFE0043269.

Council of Science Editors:

Long S. Social Skills Interventions for Children with Autism Spectrum Disorders Teachers' Acceptability and Likelihood to Keep and Use Progress Monitoring Data. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043269


University of Florida

13. Bhuiyan, Nadia N. Maternal Disciplinary Behaviors and Disruptive Behavior Disorders in Parent-Child Interaction Therapy.

Degree: MS, Psychology - Clinical and Health Psychology, 2012, University of Florida

 The development of disruptive behavior disorders (DBDs) has been associated with authoritarian and inconsistent disciplinary styles, with more severe disciplinary behaviors being associated with more… (more)

Subjects/Keywords: Attention deficit and disruptive behavior disorders; Child discipline; Child psychology; Kurtosis; Mothers; Parenting; Parents; Questionnaires; Skewed distribution; Student discipline; authoritative  – discipline  – parenting  – pcit  – treatment

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APA (6th Edition):

Bhuiyan, N. N. (2012). Maternal Disciplinary Behaviors and Disruptive Behavior Disorders in Parent-Child Interaction Therapy. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044180

Chicago Manual of Style (16th Edition):

Bhuiyan, Nadia N. “Maternal Disciplinary Behaviors and Disruptive Behavior Disorders in Parent-Child Interaction Therapy.” 2012. Masters Thesis, University of Florida. Accessed October 16, 2019. http://ufdc.ufl.edu/UFE0044180.

MLA Handbook (7th Edition):

Bhuiyan, Nadia N. “Maternal Disciplinary Behaviors and Disruptive Behavior Disorders in Parent-Child Interaction Therapy.” 2012. Web. 16 Oct 2019.

Vancouver:

Bhuiyan NN. Maternal Disciplinary Behaviors and Disruptive Behavior Disorders in Parent-Child Interaction Therapy. [Internet] [Masters thesis]. University of Florida; 2012. [cited 2019 Oct 16]. Available from: http://ufdc.ufl.edu/UFE0044180.

Council of Science Editors:

Bhuiyan NN. Maternal Disciplinary Behaviors and Disruptive Behavior Disorders in Parent-Child Interaction Therapy. [Masters Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044180


Utah State University

14. Smith, LaGrande E. Teacher Attention as a Controlling Influence of Of Student Classroom Behavior.

Degree: MS, Psychology, 1977, Utah State University

  The purpose of this thesis was to assess the influence of the teachers' classroom behavior on students' classroom behavior. Three hypotheses were made as… (more)

Subjects/Keywords: teacher attention; classroom; student behavior; influence; positive responses; negative responses; Psychology; School Psychology

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APA (6th Edition):

Smith, L. E. (1977). Teacher Attention as a Controlling Influence of Of Student Classroom Behavior. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5845

Chicago Manual of Style (16th Edition):

Smith, LaGrande E. “Teacher Attention as a Controlling Influence of Of Student Classroom Behavior.” 1977. Masters Thesis, Utah State University. Accessed October 16, 2019. https://digitalcommons.usu.edu/etd/5845.

MLA Handbook (7th Edition):

Smith, LaGrande E. “Teacher Attention as a Controlling Influence of Of Student Classroom Behavior.” 1977. Web. 16 Oct 2019.

Vancouver:

Smith LE. Teacher Attention as a Controlling Influence of Of Student Classroom Behavior. [Internet] [Masters thesis]. Utah State University; 1977. [cited 2019 Oct 16]. Available from: https://digitalcommons.usu.edu/etd/5845.

Council of Science Editors:

Smith LE. Teacher Attention as a Controlling Influence of Of Student Classroom Behavior. [Masters Thesis]. Utah State University; 1977. Available from: https://digitalcommons.usu.edu/etd/5845


Liberty University

15. Johnston, Vickie. University Students Diagnosed with Attention Deficit Hyperactivity Disorder: A Hermeneutical Phenomenological Study of Challenges and Successes.

Degree: 2013, Liberty University

 This hermeneutic phenomenological study inquired about the challenges and successes of eight university students diagnosed with Attention Deficit Hyperactivity Disorder at a university in the… (more)

Subjects/Keywords: ADHD; Attention Deficit Hyperactivity Disorder; self-determination; university students; Education, Educational Psychology; Education, General; Education, Guidance and Counseling; Education, Higher; Psychology, General; Psychology, Cognitive; Cognitive Psychology; Education; Educational Psychology; Higher Education; Psychology; School Psychology; Student Counseling and Personnel Services

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APA (6th Edition):

Johnston, V. (2013). University Students Diagnosed with Attention Deficit Hyperactivity Disorder: A Hermeneutical Phenomenological Study of Challenges and Successes. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/753

Chicago Manual of Style (16th Edition):

Johnston, Vickie. “University Students Diagnosed with Attention Deficit Hyperactivity Disorder: A Hermeneutical Phenomenological Study of Challenges and Successes.” 2013. Doctoral Dissertation, Liberty University. Accessed October 16, 2019. http://digitalcommons.liberty.edu/doctoral/753.

MLA Handbook (7th Edition):

Johnston, Vickie. “University Students Diagnosed with Attention Deficit Hyperactivity Disorder: A Hermeneutical Phenomenological Study of Challenges and Successes.” 2013. Web. 16 Oct 2019.

Vancouver:

Johnston V. University Students Diagnosed with Attention Deficit Hyperactivity Disorder: A Hermeneutical Phenomenological Study of Challenges and Successes. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2019 Oct 16]. Available from: http://digitalcommons.liberty.edu/doctoral/753.

Council of Science Editors:

Johnston V. University Students Diagnosed with Attention Deficit Hyperactivity Disorder: A Hermeneutical Phenomenological Study of Challenges and Successes. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/753


Georgia Southern University

16. LaFortune, Nichole Ashley. The Effects of Stimulant Medication on Reaction Time in Recreationally Active Individuals with Attention Deficit Hyperactivity Disorder.

Degree: MSin Kinesiology (M.S.), Department of Health and Kinesiology, 2017, Georgia Southern University

  Context: Participants with Attention Deficit Hyperactivity Disorder (ADHD) have shown cognitive impairments that affect coordination, anticipation and planning. In the ADHD population, stimulant medication… (more)

Subjects/Keywords: Attention Deficit Hyperactivity Disorder; Reaction Time Variability; ADHD medication; Choice Reaction Test; Simple Visual Reaction Test.; Sports Sciences; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6th Edition):

LaFortune, N. A. (2017). The Effects of Stimulant Medication on Reaction Time in Recreationally Active Individuals with Attention Deficit Hyperactivity Disorder. (Masters Thesis). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1588

Chicago Manual of Style (16th Edition):

LaFortune, Nichole Ashley. “The Effects of Stimulant Medication on Reaction Time in Recreationally Active Individuals with Attention Deficit Hyperactivity Disorder.” 2017. Masters Thesis, Georgia Southern University. Accessed October 16, 2019. https://digitalcommons.georgiasouthern.edu/etd/1588.

MLA Handbook (7th Edition):

LaFortune, Nichole Ashley. “The Effects of Stimulant Medication on Reaction Time in Recreationally Active Individuals with Attention Deficit Hyperactivity Disorder.” 2017. Web. 16 Oct 2019.

Vancouver:

LaFortune NA. The Effects of Stimulant Medication on Reaction Time in Recreationally Active Individuals with Attention Deficit Hyperactivity Disorder. [Internet] [Masters thesis]. Georgia Southern University; 2017. [cited 2019 Oct 16]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1588.

Council of Science Editors:

LaFortune NA. The Effects of Stimulant Medication on Reaction Time in Recreationally Active Individuals with Attention Deficit Hyperactivity Disorder. [Masters Thesis]. Georgia Southern University; 2017. Available from: https://digitalcommons.georgiasouthern.edu/etd/1588


Georgia Southern University

17. Denis, Carol Medders. Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2012, Georgia Southern University

Attention Deficit Hyperactivity Disorder (ADHD) and the norms associated with this condition in the United States have evolved over time. Culturally established beliefs control… (more)

Subjects/Keywords: ETD; Attention Deficit Hyperactivity Disorder; Cultural studies; Bronfenbrenner's Ecology of Human Development; Curriculum studies; Cultural construction; Curriculum and Social Inquiry; Sociology; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6th Edition):

Denis, C. M. (2012). Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/64

Chicago Manual of Style (16th Edition):

Denis, Carol Medders. “Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed October 16, 2019. https://digitalcommons.georgiasouthern.edu/etd/64.

MLA Handbook (7th Edition):

Denis, Carol Medders. “Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development.” 2012. Web. 16 Oct 2019.

Vancouver:

Denis CM. Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2019 Oct 16]. Available from: https://digitalcommons.georgiasouthern.edu/etd/64.

Council of Science Editors:

Denis CM. Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/64


University of Florida

18. Carpenter,Julia K. An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course.

Degree: EdD, Curriculum and Instruction (CCD) - Teaching and Learning, 2011, University of Florida

 Virtual K-12 schools are growing rapidly in the U.S., providing students the opportunity to learn at their own pace. Lack of motivation has been cited… (more)

Subjects/Keywords: Distance education; Experienced teachers; Learning; Learning motivation; Motivation; Motivation research; Online learning; Student motivation; Students; Teachers; 12  – arcs  – attention  – confidence  – design  – distance  – education  – experience  – instructional  – john  – k  – keller  – motivational  – relevance  – satisfaction  – virtual

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APA (6th Edition):

K, C. (2011). An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043155

Chicago Manual of Style (16th Edition):

K, Carpenter,Julia. “An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course.” 2011. Doctoral Dissertation, University of Florida. Accessed October 16, 2019. http://ufdc.ufl.edu/UFE0043155.

MLA Handbook (7th Edition):

K, Carpenter,Julia. “An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course.” 2011. Web. 16 Oct 2019.

Vancouver:

K C. An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2019 Oct 16]. Available from: http://ufdc.ufl.edu/UFE0043155.

Council of Science Editors:

K C. An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth Grade English I Course. [Doctoral Dissertation]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043155

19. Rodrigues, Eva Rosângela Monteiro. As crenças e práticas dos professores com os alunos com hiperatividade.

Degree: 2015, RCAAP

A Hiperatividade/Défice de Atenção é uma perturbação que pode afetar as crianças e adolescentes, podendo continuar na idade adulta. Esta perturbação apresenta como consequência, dificuldades… (more)

Subjects/Keywords: Hiperatividade/Défice de Atenção; relação professor/aluno; crenças dos professores sobre PHDA; Gestão da sala de aula; Hyperactivity/Attention Deficit; teacher/student relationship; teachers' beliefs about ADHD Classroom Management; Domínio/Área Científica::Ciências Sociais::Psicologia; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA (6th Edition):

Rodrigues, E. R. M. (2015). As crenças e práticas dos professores com os alunos com hiperatividade. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/17353

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):

Rodrigues, Eva Rosângela Monteiro. “As crenças e práticas dos professores com os alunos com hiperatividade.” 2015. Thesis, RCAAP. Accessed October 16, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/17353.

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

MLA Handbook (7th Edition):

Rodrigues, Eva Rosângela Monteiro. “As crenças e práticas dos professores com os alunos com hiperatividade.” 2015. Web. 16 Oct 2019.

Vancouver:

Rodrigues ERM. As crenças e práticas dos professores com os alunos com hiperatividade. [Internet] [Thesis]. RCAAP; 2015. [cited 2019 Oct 16]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/17353.

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

Council of Science Editors:

Rodrigues ERM. As crenças e práticas dos professores com os alunos com hiperatividade. [Thesis]. RCAAP; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/17353

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


SUNY College at Brockport

20. Stewart, Tammy I. Supporting Children with Attention-Deficit/Hyperactivity Disorder: Using Group Counseling to Help Increase Understanding and Self-Concept.

Degree: MSEd, Counselor Education, 2006, SUNY College at Brockport

 The study was conducted to help add knowledge to the literature about supporting children diagnosed with Attention-Deficit/Hyperactivity Disorder. It was hypothesized that through the use… (more)

Subjects/Keywords: Attention-Deficit/Hyperactivity Disorder; hyperactive children; services; counseling; Brockport thesis; Student Counseling and Personnel Services

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APA (6th Edition):

Stewart, T. I. (2006). Supporting Children with Attention-Deficit/Hyperactivity Disorder: Using Group Counseling to Help Increase Understanding and Self-Concept. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_theses/101

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

Chicago Manual of Style (16th Edition):

Stewart, Tammy I. “Supporting Children with Attention-Deficit/Hyperactivity Disorder: Using Group Counseling to Help Increase Understanding and Self-Concept.” 2006. Thesis, SUNY College at Brockport. Accessed October 16, 2019. https://digitalcommons.brockport.edu/edc_theses/101.

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

MLA Handbook (7th Edition):

Stewart, Tammy I. “Supporting Children with Attention-Deficit/Hyperactivity Disorder: Using Group Counseling to Help Increase Understanding and Self-Concept.” 2006. Web. 16 Oct 2019.

Vancouver:

Stewart TI. Supporting Children with Attention-Deficit/Hyperactivity Disorder: Using Group Counseling to Help Increase Understanding and Self-Concept. [Internet] [Thesis]. SUNY College at Brockport; 2006. [cited 2019 Oct 16]. Available from: https://digitalcommons.brockport.edu/edc_theses/101.

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

Council of Science Editors:

Stewart TI. Supporting Children with Attention-Deficit/Hyperactivity Disorder: Using Group Counseling to Help Increase Understanding and Self-Concept. [Thesis]. SUNY College at Brockport; 2006. Available from: https://digitalcommons.brockport.edu/edc_theses/101

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


SUNY College at Brockport

21. Cuccu, Carol Anne. An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program.

Degree: MSEd, Education and Human Development, 1978, SUNY College at Brockport

  This study investigated the ability of children completing a kindergarten program to perform a visual selective attention task. It also examined the data to… (more)

Subjects/Keywords: Kindergarten; visual selective attention; reading readiness; student assessment; screening procedure; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Cuccu, C. A. (1978). An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/980

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):

Cuccu, Carol Anne. “An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program.” 1978. Thesis, SUNY College at Brockport. Accessed October 16, 2019. https://digitalcommons.brockport.edu/ehd_theses/980.

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

MLA Handbook (7th Edition):

Cuccu, Carol Anne. “An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program.” 1978. Web. 16 Oct 2019.

Vancouver:

Cuccu CA. An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program. [Internet] [Thesis]. SUNY College at Brockport; 1978. [cited 2019 Oct 16]. Available from: https://digitalcommons.brockport.edu/ehd_theses/980.

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

Council of Science Editors:

Cuccu CA. An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program. [Thesis]. SUNY College at Brockport; 1978. Available from: https://digitalcommons.brockport.edu/ehd_theses/980

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

22. Singley, Dolly M . Effects of Academic Coaching on College Students with Learning Disabilities or Attention-Deficit Hyperactivity Disorder.

Degree: PhD, Special Education, 2017, Lehigh University

 Learning disabilities (LD) and/or attention-deficit hyperactivity disorder (ADHD) are the largest and fastest growing categories of disabilities at 4-year colleges and universities (National Health Interview… (more)

Subjects/Keywords: Academic Achievement; Academic Coaching; Attention-Deficit Hyperactivity Disorder; Learning Disabilities; Self-Efficacy; Student Engagement; Education; Special Education and Teaching

…disabilities (LD) and/or attention-deficit hyperactivity disorder (ADHD) are the… …Words: Academic Coaching, Learning Disabilities, Attention-Deficit Hyperactivity Disorder… …Self-Efficacy, Student Engagement, Academic Achievement, Accommodations 2 Chapter 1… …attention-deficit hyperactivity disorder (ADHD), as well as visual, auditory, speech, 3… …responsibility to initiate requests for services, self-identify as a 4 student with a disability… 

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APA (6th Edition):

Singley, D. M. (2017). Effects of Academic Coaching on College Students with Learning Disabilities or Attention-Deficit Hyperactivity Disorder. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2811

Chicago Manual of Style (16th Edition):

Singley, Dolly M. “Effects of Academic Coaching on College Students with Learning Disabilities or Attention-Deficit Hyperactivity Disorder.” 2017. Doctoral Dissertation, Lehigh University. Accessed October 16, 2019. https://preserve.lehigh.edu/etd/2811.

MLA Handbook (7th Edition):

Singley, Dolly M. “Effects of Academic Coaching on College Students with Learning Disabilities or Attention-Deficit Hyperactivity Disorder.” 2017. Web. 16 Oct 2019.

Vancouver:

Singley DM. Effects of Academic Coaching on College Students with Learning Disabilities or Attention-Deficit Hyperactivity Disorder. [Internet] [Doctoral dissertation]. Lehigh University; 2017. [cited 2019 Oct 16]. Available from: https://preserve.lehigh.edu/etd/2811.

Council of Science Editors:

Singley DM. Effects of Academic Coaching on College Students with Learning Disabilities or Attention-Deficit Hyperactivity Disorder. [Doctoral Dissertation]. Lehigh University; 2017. Available from: https://preserve.lehigh.edu/etd/2811

23. Pacheco Salazar, Yoelkis Berenice. Estar, ser y con-vivir en la escuela. La violencia escolar desde las voces de estudiantes y docentes.

Degree: 2017, Universidad de Sevilla

Subjects/Keywords: Violencia escolar; Educación primaria; Voz del estudiante; Violencia de la escuela; Relaciones educativas; Educación emocional; Atención a la diversidad; School violence; Primary schools; Student´s voice; School relations; Emotional education; Attention to diversity

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APA (6th Edition):

Pacheco Salazar, Y. B. (2017). Estar, ser y con-vivir en la escuela. La violencia escolar desde las voces de estudiantes y docentes. (Thesis). Universidad de Sevilla. Retrieved from http://hdl.handle.net/11441/61151

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):

Pacheco Salazar, Yoelkis Berenice. “Estar, ser y con-vivir en la escuela. La violencia escolar desde las voces de estudiantes y docentes.” 2017. Thesis, Universidad de Sevilla. Accessed October 16, 2019. http://hdl.handle.net/11441/61151.

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

MLA Handbook (7th Edition):

Pacheco Salazar, Yoelkis Berenice. “Estar, ser y con-vivir en la escuela. La violencia escolar desde las voces de estudiantes y docentes.” 2017. Web. 16 Oct 2019.

Vancouver:

Pacheco Salazar YB. Estar, ser y con-vivir en la escuela. La violencia escolar desde las voces de estudiantes y docentes. [Internet] [Thesis]. Universidad de Sevilla; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/11441/61151.

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

Council of Science Editors:

Pacheco Salazar YB. Estar, ser y con-vivir en la escuela. La violencia escolar desde las voces de estudiantes y docentes. [Thesis]. Universidad de Sevilla; 2017. Available from: http://hdl.handle.net/11441/61151

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

24. Blume, Christopher L. Functional Processing Aspects of Working Memory: Capacity Limitations and Mechanisms of Forgetting.

Degree: MSin Experimental Psychology (M.S.), Department of Psychology, 2013, Georgia Southern University

  Previous working memory literature has considered the occurrence of an increase in reaction time following an object-switch as evidence supporting a single-item focus of… (more)

Subjects/Keywords: ETD; Working memory; Focus of attention; Decay; Psychology; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

…Jaeggi, Buschkuehl, Jonides, & Perrig, 2008), attention deficit hyper-activity disorder… …puzzle, the focus of attention. The nature of the focus of attention, the most precise and… …attention Historical Background The Ebbinghaus tradition. Memory research within the science of… …linked with attention in that the items present in this store are the immediate perceptions… …understanding of the nature of short-term memory necessitates linking the memory system with attention… 

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APA (6th Edition):

Blume, C. L. (2013). Functional Processing Aspects of Working Memory: Capacity Limitations and Mechanisms of Forgetting. (Masters Thesis). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/29

Chicago Manual of Style (16th Edition):

Blume, Christopher L. “Functional Processing Aspects of Working Memory: Capacity Limitations and Mechanisms of Forgetting.” 2013. Masters Thesis, Georgia Southern University. Accessed October 16, 2019. https://digitalcommons.georgiasouthern.edu/etd/29.

MLA Handbook (7th Edition):

Blume, Christopher L. “Functional Processing Aspects of Working Memory: Capacity Limitations and Mechanisms of Forgetting.” 2013. Web. 16 Oct 2019.

Vancouver:

Blume CL. Functional Processing Aspects of Working Memory: Capacity Limitations and Mechanisms of Forgetting. [Internet] [Masters thesis]. Georgia Southern University; 2013. [cited 2019 Oct 16]. Available from: https://digitalcommons.georgiasouthern.edu/etd/29.

Council of Science Editors:

Blume CL. Functional Processing Aspects of Working Memory: Capacity Limitations and Mechanisms of Forgetting. [Masters Thesis]. Georgia Southern University; 2013. Available from: https://digitalcommons.georgiasouthern.edu/etd/29


Georgia Southern University

25. Wilbon, Doris Cooper. African American Caregivers of Children Affected by Hiv/Aids.

Degree: MA, Department of Sociology and Anthropology, 2007, Georgia Southern University

 The Human Immunodeficiency Disease (HIV) and Acquired Immunodeficiency Syndrome (AIDS) have reached an epidemic proportion in many African American communities. There is a significant amount… (more)

Subjects/Keywords: ETD; HIV/AIDS; Children; African American caregivers; Affected; Grandparents; Aunts; Uncles; Orphans; Male caregivers; Attention deficit hyperactive disorder; Substance abuse; Emotions; Churches; Schools; Financial resources; Ryan White healthcare; Holistic approach; Stigma; Stress; Coping; Infected; Children of AIDS patients; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Wilbon, D. C. (2007). African American Caregivers of Children Affected by Hiv/Aids. (Masters Thesis). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/609

Chicago Manual of Style (16th Edition):

Wilbon, Doris Cooper. “African American Caregivers of Children Affected by Hiv/Aids.” 2007. Masters Thesis, Georgia Southern University. Accessed October 16, 2019. https://digitalcommons.georgiasouthern.edu/etd/609.

MLA Handbook (7th Edition):

Wilbon, Doris Cooper. “African American Caregivers of Children Affected by Hiv/Aids.” 2007. Web. 16 Oct 2019.

Vancouver:

Wilbon DC. African American Caregivers of Children Affected by Hiv/Aids. [Internet] [Masters thesis]. Georgia Southern University; 2007. [cited 2019 Oct 16]. Available from: https://digitalcommons.georgiasouthern.edu/etd/609.

Council of Science Editors:

Wilbon DC. African American Caregivers of Children Affected by Hiv/Aids. [Masters Thesis]. Georgia Southern University; 2007. Available from: https://digitalcommons.georgiasouthern.edu/etd/609

.