Thesis (M.A.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 27-29.

Thesis (M.S.)--University of Wisconsin--Madison, 1964. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 35-38.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2001. / Source: Dissertation Abstracts International, Volume: 62-06, Section: B, page: 2966. Chairperson: Christopher A. Capuano. Available also in print.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2003. / Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1554. Chair: Judith Kaufman. Available also in print.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2005. / Source: Dissertation Abstracts International, Volume: 66-01, Section: B, page: 0602. Chair: Samuel Feinberg. Available also in print.

Thesis (Ph.D.)--Indiana University, 2005. / Source: Dissertation Abstracts International, Volume: 66-08, Section: B, page: 4475. Chair: Charles R. Ridley. Title from dissertation home page (viewed Oct. 10, 2006).

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005. / Source: Dissertation Abstracts International, Volume: 66-02, Section: B, page: 1175. Adviser: Jack A. Cummings. Title from dissertation home page (viewed Oct. 18, 2006).

<p> Factors Influencing Preschool Teachers&rsquo; Perceptions of Behavior Support Strategies for Addressing Young Children&rsquo;s Emotional and Behavioral Problems Preschool teachers play an important role in the process of early identification and intervention for young children who are at-risk for or have emotional and behavioral problems. However, various factors may impede or promote preschool teachers in initiating the process of early identification and intervention for emotional and behavioral problems. This study focused on positive behavior support (PBS) as a system approach to preschool teachers&rsquo; identification and intervention for emotional and behavioral problems in young children. </p><p> This study used quantitative methods to investigate early childhood education factors that influence preschool teachers&rsquo; perceptions of the importance and feasibility of behavior support strategies for addressing young children&rsquo;s emotional and behavioral problems. Participants were 141 early childhood general and special education teachers who taught 3-5 year-old classrooms in a large, middle Atlantic state during the 2014-2015 school years. The teachers completed a paper-based comprehensive survey that consisted of demographic sections and several validated measures including the Behavior Support Questionnaire. Data were analyzed to examine relative relations among program, teacher, and child factors and the teachers&rsquo; perceptions of behavior support strategies, to identify which potential factors (program setting, teaching beliefs, and severity of problem behaviors) best predict the teachers&rsquo; perceptions of behavior support strategies, and to determine whether there were significant differences in the perceptions of general education teachers and those of special education teachers regarding behavior support strategies. </p><p> Statistically significant findings revealed that preschool teachers across early childhood education settings perceived behavior support strategies as important more than feasible, and that special education teachers perceived behavior support strategies as more important than general education teachers. The findings also showed that professional development, teacher age, and years of teaching experience seemed to influence teachers&rsquo; perceptions of the feasibility of behavior support strategies. Program setting appeared to influence teachers&rsquo; perceptions of the importance of behavior support strategies. Furthermore, the findings suggested that teaching beliefs tended to influence the teachers&rsquo; perceptions of both the importance and feasibility of behavior support strategies, and that the teaching beliefs by far were the strongest predictors of the teachers&rsquo; perceptions of the importance and feasibility of behavior support strategies.</p>

<p> Question-asking has long been an integral part of human learning. In scholarly investigations over the past several decades, questions have been studied in terms of the answers they generate, their grammatical structure, their cognitive functions, their logical content, and their social dynamics. Studies of student classroom questioning have focused on science education and reading instruction particularly; they detail the reasons why students don&rsquo;t ask questions and add a plethora of recommendations about teaching students how to question. This qualitative study addressed question-asking from a hermeneutic moral realist perspective, studying question-asking as it unfolded in the everyday practice of learning in a graduate seminar on design thinking. Findings of the study included seven themes that fit within three broader metathemes about the complexities and virtues of classroom questioning, the sociality of question-asking, and the temporality of questions in practice. Specific themes that emerged from the study concerned the complexity of overlapping practices within the classroom, ways in which students evaluated the quality and virtue of their questioning interactions, the moral reference points that guided student participation in various kinds of questioning (i.e., convergent questions, divergent questions, challenges to others), and the temporality of student question-asking that reflected the way questions mattered to students and how different aspects of the subject matter were disclosed and concealed in the process of learning. Findings from this study suggest that a moral realist-oriented inquiry can provide a wide-ranging and nuanced set of insights regarding question-asking as a part of student learning.</p><p>

<p> This study explored the learning experiences of higher education students who suffered childhood trauma (CT). Eleven participants both undergraduate and graduate who attended a Midwestern university self-identified as CT survivors. There was research on the negative impact of CT on learning in children and adolescents, as well as posttraumatic stress and veterans. However, the PI was unable to find research on the impact of CT on adults in higher education. Higher education institutions and professors may benefit from understanding how to help these students who often have an invisible learning disability. Research questions asked, what is the learning experience of higher education CT survivors, what can be learned that could help other CT survivors in higher education, and what do they need to be successful. Multiple case studies was the qualitative method used to explore the participants&rsquo; learning experiences. Instrumentation included an Adverse Childhood Experience study (ACEs) questionnaire with self-scoring guide, 14 initial interview questions, structured ongoing journaling entries, and exit interviews. </p><p> Data analysis resulted in nine emerging themes: challenging, learning strategies, anxiety, fear, time management, support groups, determined, personal character traits, and adult learning principles. Four themes described the particpants&rsquo; negative learning experiences&mdash;challenging, anxiety, time management issues, and fear. Two described the positive&mdash;determined, and personal character traits (e.g., resilient, confident). One described techniques they use to help them be successful&mdash;learning strategies (e.g., [all said] face-to-face learning). And, two described what they need from professors and higher education&mdash;support groups (that include professors) and application of adult learning principles&mdash;attend to the characteristics of adult learners (e.g., self-directedness, immediate application to solve real-life problems), and use a learning process by which adults learn best (e.g., prepare the learner so as to avoid emotional trigger experiences, shift from subject- to performance-centeredness). The salient finding was that CT survivors in higher education are the same as any adult learner, but may benefit from an informed level of sensitivity to their learning needs. Allowing new students to self-identify as CT survivors and the general application of adult learning principles may allow all higher education learners to be successful. </p><p>