Thesis (M.S.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 330-344) and appendices.

Thesis (B.Sc)--University of Hong Kong, 1993. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1993." Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1999. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999. Also available in print.

Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.A.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Susan P. Keane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 35-42).

Thesis (D. Ed.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Nov. 09, 2009). Includes bibliographical references (p. 164-196).

The Devereux Early Childhood Assessment (DECA; L.eBuffe & Naglieri, 1999), a standardized strength-based measure, was used with 125 kindergarten children from two different regions in British Columbia to investigate the relationship between mother and teacher ratings of students’ strengths and behaviour problems. Results suggest that the level of agreement between mother and teacher ratings for children’s strengths is similar to the level of agreement between mother and teacher ratings for children’s problem behaviours. The level of agreement between motherreported and teacher-reported scores was found to be low for all DECA scales and most DECA items, with some differences found upon examination of the sample by gender. The findings revealed three main trends: first, a higher degree of correspondence and a lower degree of difference was found between mother and teacher ratings for the Self-Control scale and items, compared to the other scales and items; second, a lower degree of correspondence and a higher degree of difference was found between mother and teacher ratings for the Attachment scale and items, compared to other scales and items; third, the level of agreement between mothers and teachers ratings was higher for boys than for girls. These patterns of cross-informant correspondences and differences are discussed in the context of the need for practitioners to obtain rating information from both mothers and teachers, since each rater provides a unique perspective. Furthermore, the importance of highlighting children’s strengths in the assessment process is emphasized. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate