Understanding the Teachers' Perception of Impeding Bullying in the Middle School Classroom

Text Registration

Understanding the Teachers' Perception of Impeding Bullying in the Middle School Classroom

Status

Published

on 13 Feb 2018

Year of Creation

2017

Tyline M. Hood

Registration Number

TX0008580720

on 13 Feb 2018

The U.S. Copyright record (Registration Number: TX0008580720) dated 13 Feb 2018, pertains to an electronic file (eService) titled "Understanding the Teachers' Perception of Impeding Bullying in the Middle School Classroom" created in 2017. The copyright holder is Tyline M. Hood, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Tyline M. Hood.

Tyline M. Hood

Application Details

Registration Number

TX0008580720

Registration Date

2/13/2018

Year of Creation

2017

Agency Marc Code

DLC-CO

Record Status

New

Physical Description

Electronic file (eService)

First Publication Nation

United States

Preexisting Material

See Copyright Office notes

Personal Authors

Tyline M Hood

Notes

Rights Note: Mark Dill, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Local Copyright Note: Regarding material excluded: Registration does not extend to interview material

Statements

Application Title Statement: Understanding the Teachers' Perception of Impeding Bullying in the Middle School Classroom

Author Statement: Tyline M. Hood Citizenship: United States Authorship: text

Notes

Rights Note: Mark Dill, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Local Copyright Note: Regarding material excluded: Registration does not extend to interview material

Statements

Application Title Statement: Understanding the Teachers' Perception of Impeding Bullying in the Middle School Classroom

Author Statement: Tyline M. Hood Citizenship: United States Authorship: text

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