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A therapist survey of evidence-based practices in publicly funded youth mental health
(University of Missouri--Columbia, 2018)
sizes in controlled clinical trials for evidence-based treatments (EBTs) for youth MH problems (Weisz, Jensen-Doss & Hawley, 2006). One potential reason for this discrepancy may be that therapists within TAU contexts are not implementing EBTs. To date...
An examination of musical instrument practice among collegiate musicians
(University of Missouri--Columbia, 2021)
indicated that collegiate instrumentalists should (a) develop and strengthen self-regulation skills, (b) arrange practice time based on individual schedules, and (c) cope with challenges through discussing potential solutions with peers and instrumental...
Longitudinal, naturalistic study of training and support for implementation of evidence-based youth mental health practices among community providers
(University of Missouri--Columbia, 2021)
support in evidence-based practices (EBPs). To address this need, the current study describes the reach and impact of a county-wide youth MH initiative aimed at increasing youths' and families' access to effective youth MH services by providing free EBP...
Teacher conceptions of authentic science : exploring teachers' practical and formal epistemologies
(University of Missouri--Columbia, 2018)
Reform documents such as A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) have placed an emphasis on students' understanding and ability to engage in scientific practices. Even with an understanding...
Implementation of a low-cost, web-based, multi-component training for trauma-focused cognitive-behavioral therapy
(University of Missouri--Columbia, 2018)
knowledge, use, and fidelity in TF-CBT. A multiple regression showed that previous TF-BT training, clinician attitudes towards evidence-based practices, and clinician age predicted training completion. Implications for web-based trainings and implementation...
Human resource management practices and organizational commitment and intention to leave: the mediating role of perceived organizational support and psychological contracts
(University of Missouri--Columbia, 2007)
The purpose of this research was to examine the influence of HRM practices as a critical tool to make the employees more committed to their organization which in turn would affect employee intention to stay or leave the organization. The objective...
Exploring the relationship between students' level of content knowledge and their ability to engage in scientific argumentation using structural equation modeling
(University of Missouri--Columbia, 2019)
The release of the Next Generation Science Standards (NGSS) in 2013 introduced science standards that are rich in core ideas as well as science and engineering practices. The NGSS views science content and science practice as closely interconnected...
Quality of tier 1 instruction in an integrated multi-tiered system of support: a mixed methods study
(University of Missouri--Columbia, 2022)
MTSS, should be evidence-based and differentiated to provide high quality educational opportunities to all students. One established approach to providing accessible and differentiated instruction is Universal Design for Learning (UDL), an instructional...
Evidence-based practice self-efficacy of speech-language pathologists across settings
(University of Missouri--Columbia, 2020)
Salbach and Jaglal's (2010) Evidence-Based Practice Confidence (EPIC) scale, and 2 open-ended questions regarding factors impacting self-efficacy. Participants (n=34) completed semi structured interviews to further explore factors influencing self...
The nature of evidence utilized in healthcare architectural design decisions at five Midwestern critical access hospitals
(University of Missouri--Columbia, 2020)
healthcare design is integral to improving healthcare itself, and it is essential that healthcare administrators make informed architectural design decisions that will ensure organizational success and improve patient outcomes. Evidence-based design (EBD...
A practice-based intervention to prepare preservice teachers for inclusion using universal design for learning
(University of Missouri--Columbia, 2019)
framework to increase inclusive practices, however, it is unknown how to best teach this to pre-service teachers. The purpose of this study is to examine the impact of using a practice-based approach to teach UDL as compared to a lecture-based approach...
Iterative refinement and testing of a brief school-based intervention for internalizing symptoms via an academic-community partnership
(University of Missouri--Columbia, 2023)
[EMBARGOED UNTIL 12/1/2024] Integrating evidence-based practices (EBPs) for youth mental health into routine school-based services has the potential to improve youth's access to high-quality mental health care. However, EBPs may need to be refined...
Elementary administrators' perceptions of effective classroom management
(University of Missouri--Columbia, 2023)
was also learned about the support systems school buildings and school districts use to support new teachers. The research questions and related discussion were based on the framework of the Eight Effective Teaching and Learning Practices....
Nursing professional development in ambulatory care: what is it?
(University of Missouri--Columbia, 2021)
Nursing professional development (NPD) practitioners play an important role in ensuring the quality and safety of nursing care and in guiding nurses through practice transitions. In recent years, an increasing number of NPD practitioners have been...
Paths to agroforestry: landowner types, land use and perceptions
(University of Missouri--Columbia, 2007)
and interest in agroforestry practices. Two models of landowner types are utilized, one based on the distance landowners live from their land, the second based on their current or former involvement in agriculture....
The effects of practice and working-practice homework on the math achievement of elementary school students showing varying levels of math performance
(University of Missouri--Columbia, 2008)
blocked into one of three achievement groups (top, middle, and lower) based on their pretest scores and randomly assigned either practice or working-practice homework for 6 weeks. The posttest results indicated no statistically significant differences...
Professional practice models in long-term care
(University of Missouri--Columbia, 2010)
presence, and absence, of principles of the Everyday Excellence for Professional Nursing Practice in Long-Term Care Framework. Secondary data from a larger NINR-funded study were analyzed. That larger study was designed to test an intervention focused...
Principal and teacher beliefs and knowledge regarding grade retention : a case study
(University of Missouri--Columbia, 2007)
school district was found to be a widely accepted practice among teachers. Principals did not agree with the practice of grade retention, but did not rule out the use of retention, especially in the primary grades. Principals and teachers possessed very...
Perceptions of agricultural education instructions regarding program criteria of supervised agricultural experience
(University of Missouri--Columbia, 2005)
The objectives of this study were to determine the perceptions of Missouri agricultural education instructors regarding their perceptions of program criteria for supervised agricultural experience programs. Three hundred ...
Interdisciplinary practices in apllied behavior analysis: a preliminary investigation of collaborative practices among practitioners
(University of Missouri--Columbia, 2020)
practices. Results indicated that practitioners in this sample would rate their experience with collaboration to be moderately good (M = 2.05) on a 4 point scale and that issues such as "time," "misperceptions of goals and approaches of other disciplines...