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008181129s2018 ||| | | | eng d
020 ▼a 9780438168701
035 ▼a (MiAaPQ)AAI10823333
035 ▼a (MiAaPQ)umn:19196
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 248032
0491 ▼f DP
0820 ▼a 370
1001 ▼a Small, Justin M.
24514 ▼a The Relationship between the Implicit Theories of Intelligence and Reading Theory of Preservice Teachers in Master's Level Deaf Education Preparation Programs.
260 ▼a [S.l.] : ▼b University of Minnesota., ▼c 2018
260 1 ▼a Ann Arbor : ▼b ProQuest Dissertations & Theses, ▼c 2018
300 ▼a 498 p.
500 ▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 ▼a Adviser: Jean Stevenson.
5021 ▼a Thesis (D.Ed.)--University of Minnesota, 2018.
520 ▼a Deaf and Hard of Hearing (D/HH) teachers' personal implicit theories of intelligence and the influence this has on their theoretical orientation toward reading, are factors in teaching deaf students. These factors are not well understood or rese
590 ▼a School code: 0130.
650 4 ▼a Education.
650 4 ▼a Special education.
650 4 ▼a Teacher education.
690 ▼a 0515
690 ▼a 0529
690 ▼a 0530
71020 ▼a University of Minnesota. ▼b Education, Curriculum and Instruction.
7730 ▼t Dissertation Abstracts International ▼g 79-12A(E).
773 ▼t Dissertation Abstract International
790 ▼a 0130
791 ▼a D.Ed.
792 ▼a 2018
793 ▼a English
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T14998558 ▼n KERIS
980 ▼a 201812 ▼f 2019
990 ▼a 관리자 ▼b 관리자