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You searched for +publisher:"Clemson University" +contributor:("Katsiyannis , Antonis"). Showing records 1 – 9 of 9 total matches.

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Clemson University

1. Bright, Margaret. An Examination of Adaptive Leadership Processes Using Action Research.

Degree: PhD, Educational Leadership, 2011, Clemson University

 School districts are knowledge producing organizations faced with adaptive challenges that require new learning, innovation, and new patterns of behavior. Traditional, entity-based models of leadership… (more)

Subjects/Keywords: Adaptive leadership; Administrative leadership; Complexity leadership theory; Complexity mechanisms; Complexity theory; Enabling leadership; Educational Leadership

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APA (6th Edition):

Bright, M. (2011). An Examination of Adaptive Leadership Processes Using Action Research. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/857

Chicago Manual of Style (16th Edition):

Bright, Margaret. “An Examination of Adaptive Leadership Processes Using Action Research.” 2011. Doctoral Dissertation, Clemson University. Accessed October 15, 2019. https://tigerprints.clemson.edu/all_dissertations/857.

MLA Handbook (7th Edition):

Bright, Margaret. “An Examination of Adaptive Leadership Processes Using Action Research.” 2011. Web. 15 Oct 2019.

Vancouver:

Bright M. An Examination of Adaptive Leadership Processes Using Action Research. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2019 Oct 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/857.

Council of Science Editors:

Bright M. An Examination of Adaptive Leadership Processes Using Action Research. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/857


Clemson University

2. Stegall, Joanna. Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities.

Degree: PhD, Curriculum and Instruction, 2013, Clemson University

  Vocabulary is vital for success in secondary content area curricula and students with learning disabilities often have limited vocabulary knowledge which inhibits their success… (more)

Subjects/Keywords: Algebra; Explicit Instruction; Intervention; Learning Disabilities; Secondary Students; Vocabulary; Special Education and Teaching

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APA (6th Edition):

Stegall, J. (2013). Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1200

Chicago Manual of Style (16th Edition):

Stegall, Joanna. “Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities.” 2013. Doctoral Dissertation, Clemson University. Accessed October 15, 2019. https://tigerprints.clemson.edu/all_dissertations/1200.

MLA Handbook (7th Edition):

Stegall, Joanna. “Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities.” 2013. Web. 15 Oct 2019.

Vancouver:

Stegall J. Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2019 Oct 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/1200.

Council of Science Editors:

Stegall J. Supplemental Algebra Vocabulary Instruction for Secondary Students with Learning Disabilities. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1200


Clemson University

3. Collins, James. Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities.

Degree: PhD, Curriculum and Instruction, 2012, Clemson University

 Poor employment outcomes for persons with intellectual disabilities (ID) persist, despite the development of legal policies designed to enhance access to gainful employment and to… (more)

Subjects/Keywords: assistive technology; employment; intellectual disability; job training; postsecondary transition; prompting; Special Education and Teaching

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APA (6th Edition):

Collins, J. (2012). Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/961

Chicago Manual of Style (16th Edition):

Collins, James. “Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities.” 2012. Doctoral Dissertation, Clemson University. Accessed October 15, 2019. https://tigerprints.clemson.edu/all_dissertations/961.

MLA Handbook (7th Edition):

Collins, James. “Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities.” 2012. Web. 15 Oct 2019.

Vancouver:

Collins J. Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2019 Oct 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/961.

Council of Science Editors:

Collins J. Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/961


Clemson University

4. Baughan, Cynthia. An Examination of Predictive Factors Related to School Adjustment for Children with Disabilities Transitioning into Formal School Settings.

Degree: PhD, Curriculum and Instruction, 2012, Clemson University

 ABSTRACT Data related to the adjustment to school of 86 children with disabilities who transitioned into formal school settings in the fall of 2011 were… (more)

Subjects/Keywords: disabilities; early childhood special education; kindergarten; transition; Special Education and Teaching

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APA (6th Edition):

Baughan, C. (2012). An Examination of Predictive Factors Related to School Adjustment for Children with Disabilities Transitioning into Formal School Settings. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/964

Chicago Manual of Style (16th Edition):

Baughan, Cynthia. “An Examination of Predictive Factors Related to School Adjustment for Children with Disabilities Transitioning into Formal School Settings.” 2012. Doctoral Dissertation, Clemson University. Accessed October 15, 2019. https://tigerprints.clemson.edu/all_dissertations/964.

MLA Handbook (7th Edition):

Baughan, Cynthia. “An Examination of Predictive Factors Related to School Adjustment for Children with Disabilities Transitioning into Formal School Settings.” 2012. Web. 15 Oct 2019.

Vancouver:

Baughan C. An Examination of Predictive Factors Related to School Adjustment for Children with Disabilities Transitioning into Formal School Settings. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2019 Oct 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/964.

Council of Science Editors:

Baughan C. An Examination of Predictive Factors Related to School Adjustment for Children with Disabilities Transitioning into Formal School Settings. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/964


Clemson University

5. Collins, Terri. Functional Communication Training to Increase Communication Skills for Young Children with Autism Spectrum Disorder.

Degree: PhD, Curriculum and Instruction, 2010, Clemson University

 The prevalence rates of children being diagnosed with autism spectrum disorder (ASD) continue to rise at alarming rates. Recent figures suggest that approximately 1 in… (more)

Subjects/Keywords: Autism; Functional Communication Training; Special Education and Teaching

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APA (6th Edition):

Collins, T. (2010). Functional Communication Training to Increase Communication Skills for Young Children with Autism Spectrum Disorder. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/582

Chicago Manual of Style (16th Edition):

Collins, Terri. “Functional Communication Training to Increase Communication Skills for Young Children with Autism Spectrum Disorder.” 2010. Doctoral Dissertation, Clemson University. Accessed October 15, 2019. https://tigerprints.clemson.edu/all_dissertations/582.

MLA Handbook (7th Edition):

Collins, Terri. “Functional Communication Training to Increase Communication Skills for Young Children with Autism Spectrum Disorder.” 2010. Web. 15 Oct 2019.

Vancouver:

Collins T. Functional Communication Training to Increase Communication Skills for Young Children with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2019 Oct 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/582.

Council of Science Editors:

Collins T. Functional Communication Training to Increase Communication Skills for Young Children with Autism Spectrum Disorder. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/582

6. Wagner, Jennifer. THE FACILITATED INDIVIDUALIZED EDUCATION PROGRAM PROCESS: STATE PERSPECTIVES.

Degree: PhD, Curriculum and Instruction, 2014, Clemson University

  Conflict between parents and school personnel continues to be an area of concern for students with disabilities, despite efforts by lawmakers to provide more… (more)

Subjects/Keywords: dispute resolution; facilitated IEPs; Special Education and Teaching

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APA (6th Edition):

Wagner, J. (2014). THE FACILITATED INDIVIDUALIZED EDUCATION PROGRAM PROCESS: STATE PERSPECTIVES. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1452

Chicago Manual of Style (16th Edition):

Wagner, Jennifer. “THE FACILITATED INDIVIDUALIZED EDUCATION PROGRAM PROCESS: STATE PERSPECTIVES.” 2014. Doctoral Dissertation, Clemson University. Accessed October 15, 2019. https://tigerprints.clemson.edu/all_dissertations/1452.

MLA Handbook (7th Edition):

Wagner, Jennifer. “THE FACILITATED INDIVIDUALIZED EDUCATION PROGRAM PROCESS: STATE PERSPECTIVES.” 2014. Web. 15 Oct 2019.

Vancouver:

Wagner J. THE FACILITATED INDIVIDUALIZED EDUCATION PROGRAM PROCESS: STATE PERSPECTIVES. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2019 Oct 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/1452.

Council of Science Editors:

Wagner J. THE FACILITATED INDIVIDUALIZED EDUCATION PROGRAM PROCESS: STATE PERSPECTIVES. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1452

7. Prince, Angela. POSTSCHOOL ENGAGEMENT OF YOUTHS WITH DISABILITIES IN SOUTH CAROLINA: ANALYSIS OF EMPLOYMENT AND POSTSECONDARY EDUCATION OUTCOMES ACROSS THREE YEARS.

Degree: PhD, Curriculum and Instruction, 2013, Clemson University

  For decades, youths with disabilities have had consistently poor postschool engagement outcomes in terms of employment and postsecondary education and training. Student-, school-, and… (more)

Subjects/Keywords: high incidence disabilities; IDEA 2004; Indicator 14; logistic regression; postschool outcomes; Special Education and Teaching

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APA (6th Edition):

Prince, A. (2013). POSTSCHOOL ENGAGEMENT OF YOUTHS WITH DISABILITIES IN SOUTH CAROLINA: ANALYSIS OF EMPLOYMENT AND POSTSECONDARY EDUCATION OUTCOMES ACROSS THREE YEARS. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1180

Chicago Manual of Style (16th Edition):

Prince, Angela. “POSTSCHOOL ENGAGEMENT OF YOUTHS WITH DISABILITIES IN SOUTH CAROLINA: ANALYSIS OF EMPLOYMENT AND POSTSECONDARY EDUCATION OUTCOMES ACROSS THREE YEARS.” 2013. Doctoral Dissertation, Clemson University. Accessed October 15, 2019. https://tigerprints.clemson.edu/all_dissertations/1180.

MLA Handbook (7th Edition):

Prince, Angela. “POSTSCHOOL ENGAGEMENT OF YOUTHS WITH DISABILITIES IN SOUTH CAROLINA: ANALYSIS OF EMPLOYMENT AND POSTSECONDARY EDUCATION OUTCOMES ACROSS THREE YEARS.” 2013. Web. 15 Oct 2019.

Vancouver:

Prince A. POSTSCHOOL ENGAGEMENT OF YOUTHS WITH DISABILITIES IN SOUTH CAROLINA: ANALYSIS OF EMPLOYMENT AND POSTSECONDARY EDUCATION OUTCOMES ACROSS THREE YEARS. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2019 Oct 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/1180.

Council of Science Editors:

Prince A. POSTSCHOOL ENGAGEMENT OF YOUTHS WITH DISABILITIES IN SOUTH CAROLINA: ANALYSIS OF EMPLOYMENT AND POSTSECONDARY EDUCATION OUTCOMES ACROSS THREE YEARS. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1180

8. Losinski, Mickey. EXAMINING THE USE OF STRUCTURAL ANALYSIS TO DEVELOP INTERVENTIONS FOR STUDENTS EXHIBITING CHALLENGING BEHAVIORS.

Degree: PhD, Curriculum and Instruction, 2013, Clemson University

  Structural analysis (SA) is an assessment process developed to analyze hypothesized relationships between contextual variables and subsequent behaviors. In the present study, an alternating… (more)

Subjects/Keywords: At-risk; Behavior Challenges; Emotional or Behavioral Disorder; Functional Behavioral Assessment; Structural Analysis; Education

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APA (6th Edition):

Losinski, M. (2013). EXAMINING THE USE OF STRUCTURAL ANALYSIS TO DEVELOP INTERVENTIONS FOR STUDENTS EXHIBITING CHALLENGING BEHAVIORS. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1137

Chicago Manual of Style (16th Edition):

Losinski, Mickey. “EXAMINING THE USE OF STRUCTURAL ANALYSIS TO DEVELOP INTERVENTIONS FOR STUDENTS EXHIBITING CHALLENGING BEHAVIORS.” 2013. Doctoral Dissertation, Clemson University. Accessed October 15, 2019. https://tigerprints.clemson.edu/all_dissertations/1137.

MLA Handbook (7th Edition):

Losinski, Mickey. “EXAMINING THE USE OF STRUCTURAL ANALYSIS TO DEVELOP INTERVENTIONS FOR STUDENTS EXHIBITING CHALLENGING BEHAVIORS.” 2013. Web. 15 Oct 2019.

Vancouver:

Losinski M. EXAMINING THE USE OF STRUCTURAL ANALYSIS TO DEVELOP INTERVENTIONS FOR STUDENTS EXHIBITING CHALLENGING BEHAVIORS. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2019 Oct 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/1137.

Council of Science Editors:

Losinski M. EXAMINING THE USE OF STRUCTURAL ANALYSIS TO DEVELOP INTERVENTIONS FOR STUDENTS EXHIBITING CHALLENGING BEHAVIORS. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1137


Clemson University

9. Mauro, Theodore. LMX Theory Related to Administrator and Educator Perceptions.

Degree: PhD, Educational Leadership, 2007, Clemson University

 Retaining qualified special educators has been a persistent challenge for school districts nationwide. Given that research findings have identified the presence of a supportive principal… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Mauro, T. (2007). LMX Theory Related to Administrator and Educator Perceptions. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/177

Chicago Manual of Style (16th Edition):

Mauro, Theodore. “LMX Theory Related to Administrator and Educator Perceptions.” 2007. Doctoral Dissertation, Clemson University. Accessed October 15, 2019. https://tigerprints.clemson.edu/all_dissertations/177.

MLA Handbook (7th Edition):

Mauro, Theodore. “LMX Theory Related to Administrator and Educator Perceptions.” 2007. Web. 15 Oct 2019.

Vancouver:

Mauro T. LMX Theory Related to Administrator and Educator Perceptions. [Internet] [Doctoral dissertation]. Clemson University; 2007. [cited 2019 Oct 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/177.

Council of Science Editors:

Mauro T. LMX Theory Related to Administrator and Educator Perceptions. [Doctoral Dissertation]. Clemson University; 2007. Available from: https://tigerprints.clemson.edu/all_dissertations/177

.