BUDC Search Results - Barry University

Academic improvement of students with learning disabilities in homogeneous versus heterogeneous general education settings

Children's perceptions of parental involvement

A critical eye on inclusion and disability

Curriculum-based measurement of reading and student reading achievement

Effect of an emotional intelligence intervention for Haitian-American families on self-concept of their children

The effect of reading software on the reading achievement in English of fifth-grade Taiwanese EFL students

The effect of retention on the reading achievement of third-grade students

The effect of teacher self-efficacy and years of experience on FCAT scores of third grade students with learning disabilities

The effects of exposure to yoga on the academic problems of elementary school students with learning disabilities and students at-risk for reading failure

Examining the characteristics of successful high-poverty elementary schools : a mixed methods approach

Father involvement : ethnic and racial differences and their role in predicting resilience behaviors in school age children

The impact of NCLB on inner city elementary school principals

Increasing elementary students' writing skills through an integrated Language arts program

The perceptions and handling of bullying behavior among white and Hispanic teachers

The predictive value of the maze and oral reading fluency measures for students with and without EBD

Relationship among personal adjustment, internalizing problems, and social skills in students with learning disabilities, students with emotional and behavioral disorders, and students without disabilities

Relationships between child reports of parental warmth and personality dispositions and the academic achievement of children with learning disabilities

The role of attitudes, subjective norms, and perceived behavioral control in predicting intentions to provide reading interventions in teachers

A study of the effects of teaching vocabulary to first graders through literature versus direct vocabulary instruction through discussion