THE EFFECT OF INDIVIDUALLY TEACHER-ADMINISTERED DIAGNOSTIC TESTS AND TEST-BASED GUIDANCE UPON HEAD START PUPILS' SCHOOL READINESS
| dc.contributor.author | Hack, Cecilia Marie, 1926- | |
| dc.creator | Hack, Cecilia Marie, 1926- | en_US |
| dc.date.accessioned | 2013-05-02T09:44:33Z | en |
| dc.date.available | 2013-05-02T09:44:33Z | en |
| dc.date.issued | 1972 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/287970 | en |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Children with social disabilities -- Education (Preschool) | en_US |
| dc.subject | Children with social disabilities -- Testing. | en_US |
| dc.subject | Individualized instruction. | en_US |
| dc.title | THE EFFECT OF INDIVIDUALLY TEACHER-ADMINISTERED DIAGNOSTIC TESTS AND TEST-BASED GUIDANCE UPON HEAD START PUPILS' SCHOOL READINESS | en_US |
| dc.type | text | en_US |
| dc.type | Dissertation-Reproduction (electronic) | en_US |
| dc.identifier.oclc | 27984457 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | doctoral | en_US |
| dc.identifier.proquest | 7301150 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Elementary Education | en_US |
| thesis.degree.name | Educat.D. | en_US |
| dc.identifier.bibrecord | .b28006173 | en_US |
| refterms.dateFOA | 2018-06-30T19:01:27Z |
