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You searched for +publisher:"George Mason University" +contributor:("Mastropieri, Margo A"). Showing records 1 – 15 of 15 total matches.

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George Mason University

1. Cerar, Nancy Irby. Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently .

Degree: 2012, George Mason University

 A multiprobe, multiple baseline design was used to evaluate the effectiveness of persuasive writing strategy instruction. Six middle school students with emotional and behavioral disabilities… (more)

Subjects/Keywords: writing instruction; emotional disorders; self-regulated strategy development; strategy instruction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cerar, N. I. (2012). Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7912

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cerar, Nancy Irby. “Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently .” 2012. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/7912.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cerar, Nancy Irby. “Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently .” 2012. Web. 20 Jul 2019.

Vancouver:

Cerar NI. Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently . [Internet] [Thesis]. George Mason University; 2012. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/7912.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cerar NI. Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7912

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

2. Cuenca-Sanchez, Yojanna. Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing .

Degree: 2011, George Mason University

 This study examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction on the writing performance and acquisition of selfdetermination skills for… (more)

Subjects/Keywords: Emotional and behavioral disorders; Writing instruction; Self-regulated Strategy Development; Self-determination; Persuasive Writing; Self-advocacy

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APA (6th Edition):

Cuenca-Sanchez, Y. (2011). Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6223

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cuenca-Sanchez, Yojanna. “Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing .” 2011. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/6223.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cuenca-Sanchez, Yojanna. “Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing .” 2011. Web. 20 Jul 2019.

Vancouver:

Cuenca-Sanchez Y. Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing . [Internet] [Thesis]. George Mason University; 2011. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/6223.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cuenca-Sanchez Y. Middle School Students with Emotional Disorders: Determined to Meet Their Needs Through Persuasive Writing . [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6223

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

3. Thompson, Catherine Creighton. What do Parents with Children who have Autism Think? .

Degree: 2014, George Mason University

 The purpose of this mixed methods study was to better understand the perspectives of parents with children who are diagnosed with autism spectrum disorders regarding… (more)

Subjects/Keywords: Special education; Teacher education; Education policy; Autism; Evidence based Practices (EBP); Individualized Educaiton Program (IEP); parent education; Parents perspectives; Research based practices

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APA (6th Edition):

Thompson, C. C. (2014). What do Parents with Children who have Autism Think? . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8861

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thompson, Catherine Creighton. “What do Parents with Children who have Autism Think? .” 2014. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/8861.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thompson, Catherine Creighton. “What do Parents with Children who have Autism Think? .” 2014. Web. 20 Jul 2019.

Vancouver:

Thompson CC. What do Parents with Children who have Autism Think? . [Internet] [Thesis]. George Mason University; 2014. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/8861.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson CC. What do Parents with Children who have Autism Think? . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8861

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

4. Durham, Jennifer. The Effects of an Arts-Based and Integrated Curricular Approach on the Cognitive Processes and Personal Learning Characteristics of Students with Learning Disabilities .

Degree: 2010, George Mason University

 This qualitative study examined the role of arts instruction and arts integrated teaching in the development of cognitive process and personal dispositions of children with… (more)

Subjects/Keywords: arts education; academic clubs; learning disabilities; project-based instruction; arts integration

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APA (6th Edition):

Durham, J. (2010). The Effects of an Arts-Based and Integrated Curricular Approach on the Cognitive Processes and Personal Learning Characteristics of Students with Learning Disabilities . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Durham, Jennifer. “The Effects of an Arts-Based and Integrated Curricular Approach on the Cognitive Processes and Personal Learning Characteristics of Students with Learning Disabilities .” 2010. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/5795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Durham, Jennifer. “The Effects of an Arts-Based and Integrated Curricular Approach on the Cognitive Processes and Personal Learning Characteristics of Students with Learning Disabilities .” 2010. Web. 20 Jul 2019.

Vancouver:

Durham J. The Effects of an Arts-Based and Integrated Curricular Approach on the Cognitive Processes and Personal Learning Characteristics of Students with Learning Disabilities . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/5795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Durham J. The Effects of an Arts-Based and Integrated Curricular Approach on the Cognitive Processes and Personal Learning Characteristics of Students with Learning Disabilities . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/5795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

5. Morrison, Nancy J. The Effects of Induction, Mentoring and Local School Culture on Retention of Beginning Special Education Teachers .

Degree: 2010, George Mason University

 A mixed-methods study was conducted to determine the effects of induction, mentoring and local school supports on the retention of beginning special education teachers. A… (more)

Subjects/Keywords: special education teachers; teacher mentors; teacher attrition; local school culture; teacher induction; beginning teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Morrison, N. J. (2010). The Effects of Induction, Mentoring and Local School Culture on Retention of Beginning Special Education Teachers . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5802

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Morrison, Nancy J. “The Effects of Induction, Mentoring and Local School Culture on Retention of Beginning Special Education Teachers .” 2010. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/5802.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Morrison, Nancy J. “The Effects of Induction, Mentoring and Local School Culture on Retention of Beginning Special Education Teachers .” 2010. Web. 20 Jul 2019.

Vancouver:

Morrison NJ. The Effects of Induction, Mentoring and Local School Culture on Retention of Beginning Special Education Teachers . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/5802.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morrison NJ. The Effects of Induction, Mentoring and Local School Culture on Retention of Beginning Special Education Teachers . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/5802

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

6. Leins, Jesse E. Self-regulated Strategy Instruction with the Self-regulation Micro-analytic Assessment and Attribution Training in High School Students with Learning Disabilities .

Degree: 2011, George Mason University

 This Multiple-baseline design study investigated the effectiveness of the self-regulation micro-analytic assessment (SMA)in improving the development of self-regulation during self-regulated strategy development(SRSD) with attribution training… (more)

Subjects/Keywords: Self-Regulation; Attribution training; Learning Disabilities; Self-Efficacy; Strategy Instruction; High School Students

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APA (6th Edition):

Leins, J. E. (2011). Self-regulated Strategy Instruction with the Self-regulation Micro-analytic Assessment and Attribution Training in High School Students with Learning Disabilities . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6619

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Leins, Jesse E. “Self-regulated Strategy Instruction with the Self-regulation Micro-analytic Assessment and Attribution Training in High School Students with Learning Disabilities .” 2011. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/6619.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Leins, Jesse E. “Self-regulated Strategy Instruction with the Self-regulation Micro-analytic Assessment and Attribution Training in High School Students with Learning Disabilities .” 2011. Web. 20 Jul 2019.

Vancouver:

Leins JE. Self-regulated Strategy Instruction with the Self-regulation Micro-analytic Assessment and Attribution Training in High School Students with Learning Disabilities . [Internet] [Thesis]. George Mason University; 2011. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/6619.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Leins JE. Self-regulated Strategy Instruction with the Self-regulation Micro-analytic Assessment and Attribution Training in High School Students with Learning Disabilities . [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6619

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

7. Hauth, Clara. The Effects of Self-Regulated Strategy Development with Content Area Prompts for Persuasive Essays on the Planning and Written Language Performance of Students with Emotional and Behavioral Disabilities .

Degree: 2012, George Mason University

 This study examined the use of self-regulating strategies (SRSD) to support students with emotional and behavioral disabilities (EBD) in the academic area of writing. Eight,… (more)

Subjects/Keywords: emotional disabilities; written performance; self-regulated strategy; planning and writing; content area prompts; persuasive essays

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APA (6th Edition):

Hauth, C. (2012). The Effects of Self-Regulated Strategy Development with Content Area Prompts for Persuasive Essays on the Planning and Written Language Performance of Students with Emotional and Behavioral Disabilities . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7923

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hauth, Clara. “The Effects of Self-Regulated Strategy Development with Content Area Prompts for Persuasive Essays on the Planning and Written Language Performance of Students with Emotional and Behavioral Disabilities .” 2012. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/7923.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hauth, Clara. “The Effects of Self-Regulated Strategy Development with Content Area Prompts for Persuasive Essays on the Planning and Written Language Performance of Students with Emotional and Behavioral Disabilities .” 2012. Web. 20 Jul 2019.

Vancouver:

Hauth C. The Effects of Self-Regulated Strategy Development with Content Area Prompts for Persuasive Essays on the Planning and Written Language Performance of Students with Emotional and Behavioral Disabilities . [Internet] [Thesis]. George Mason University; 2012. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/7923.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hauth C. The Effects of Self-Regulated Strategy Development with Content Area Prompts for Persuasive Essays on the Planning and Written Language Performance of Students with Emotional and Behavioral Disabilities . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7923

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

8. Guckert, Mary. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .

Degree: 2013, George Mason University

 Cyberbullying is a pervasive problem that puts students at risk of successful academic outcomes and the ability to feel safe in school. As most students… (more)

Subjects/Keywords: Special education; Education; Teacher education; bystander; cyberbullying; inclusive classroom; special education; student perceptions; teacher perceptions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Guckert, M. (2013). Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/8208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Web. 20 Jul 2019.

Vancouver:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/8208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

9. Dewitt, Kristina. Keyword Mnemonic Strategy: A Study of SAT Vocabulary in High School English .

Degree: 2010, George Mason University

 The purpose for this research study was to introduce and develop supplementary English material for SAT vocabulary instruction by providing memory-enhancing strategies for students with… (more)

Subjects/Keywords: vocabulary; reading; mnemonic strategy; reading strategy; inclusion; memory

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APA (6th Edition):

Dewitt, K. (2010). Keyword Mnemonic Strategy: A Study of SAT Vocabulary in High School English . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6030

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dewitt, Kristina. “Keyword Mnemonic Strategy: A Study of SAT Vocabulary in High School English .” 2010. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/6030.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dewitt, Kristina. “Keyword Mnemonic Strategy: A Study of SAT Vocabulary in High School English .” 2010. Web. 20 Jul 2019.

Vancouver:

Dewitt K. Keyword Mnemonic Strategy: A Study of SAT Vocabulary in High School English . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/6030.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dewitt K. Keyword Mnemonic Strategy: A Study of SAT Vocabulary in High School English . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/6030

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

10. Guckert, Mary. Special Educator’s Perceptions of their Use of Evidence-Based Practices .

Degree: 2010, George Mason University

 Current federal regulations require the use of evidence-based practices to meet the diverse needs of students in the special education classroom. Evidence-based practices are proven… (more)

Subjects/Keywords: special education; perceptions; practices; use; teachers; evidence-based

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APA (6th Edition):

Guckert, M. (2010). Special Educator’s Perceptions of their Use of Evidence-Based Practices . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Guckert, Mary. “Special Educator’s Perceptions of their Use of Evidence-Based Practices .” 2010. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/6006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Guckert, Mary. “Special Educator’s Perceptions of their Use of Evidence-Based Practices .” 2010. Web. 20 Jul 2019.

Vancouver:

Guckert M. Special Educator’s Perceptions of their Use of Evidence-Based Practices . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/6006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guckert M. Special Educator’s Perceptions of their Use of Evidence-Based Practices . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/6006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

11. Bronaugh, Dannette Allen. The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum .

Degree: 2013, George Mason University

 A multiple baseline, multiple probe design was used to determine the effectiveness of self-regulated strategy development (SRSD) instruction for persuasive writing (POW + TREE) for… (more)

Subjects/Keywords: Special education; Language arts; Autism Spectrum Disorders; High-Functioning Autism; Self-Regulated Strategy Development; Writing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bronaugh, D. A. (2013). The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bronaugh, Dannette Allen. “The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum .” 2013. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/8191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bronaugh, Dannette Allen. “The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum .” 2013. Web. 20 Jul 2019.

Vancouver:

Bronaugh DA. The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/8191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bronaugh DA. The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

12. AbdulAlim, Latif. An Exploration of a Public Day School for Students with Emotional and Behavioral Disabilities .

Degree: 2014, George Mason University

 This study examined programming practices that have identified in the research as critical for school success for students with emotional and behavioral disorders (EBD). Secondary… (more)

Subjects/Keywords: Special education; Academic Support; Behavior Support; Emotional Disabilities; Social Skills; Transitions

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APA (6th Edition):

AbdulAlim, L. (2014). An Exploration of a Public Day School for Students with Emotional and Behavioral Disabilities . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

AbdulAlim, Latif. “An Exploration of a Public Day School for Students with Emotional and Behavioral Disabilities .” 2014. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/8863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

AbdulAlim, Latif. “An Exploration of a Public Day School for Students with Emotional and Behavioral Disabilities .” 2014. Web. 20 Jul 2019.

Vancouver:

AbdulAlim L. An Exploration of a Public Day School for Students with Emotional and Behavioral Disabilities . [Internet] [Thesis]. George Mason University; 2014. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/8863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

AbdulAlim L. An Exploration of a Public Day School for Students with Emotional and Behavioral Disabilities . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Diamond, Christina. What are Elementary General and Special Educators Reading and Response to Intervention Practices? A Survey of Teachers .

Degree: 2013, George Mason University

 The purpose of this mixed methods study was to better understand the instructional response to intervention (RTI) practices implemented by elementary level special and general… (more)

Subjects/Keywords: Education; Special education; Reading instruction; elementary; general educators; reading instruction; reading practices; response to intervention; special educators

…TO INTERVENTION PRACTICES? A SURVEY OF TEACHERS Christina M. Diamond, Ph.D. George Mason… …University, 2013 Dissertation Director: Dr. Margo A. Mastropieri The purpose of this mixed methods… 

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APA (6th Edition):

Diamond, C. (2013). What are Elementary General and Special Educators Reading and Response to Intervention Practices? A Survey of Teachers . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8332

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Diamond, Christina. “What are Elementary General and Special Educators Reading and Response to Intervention Practices? A Survey of Teachers .” 2013. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/8332.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Diamond, Christina. “What are Elementary General and Special Educators Reading and Response to Intervention Practices? A Survey of Teachers .” 2013. Web. 20 Jul 2019.

Vancouver:

Diamond C. What are Elementary General and Special Educators Reading and Response to Intervention Practices? A Survey of Teachers . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/8332.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Diamond C. What are Elementary General and Special Educators Reading and Response to Intervention Practices? A Survey of Teachers . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8332

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Mills, Sara. The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities .

Degree: 2012, George Mason University

 A growing body of research supports the use of self-regulated strategy development (SRSD) to improve the writing skills of students with emotional and behavioral disorders… (more)

Subjects/Keywords: Special education; Education; emotional disability; literacy; peer-mediated instruction; revision; special education; writing

…EMOTIONAL AND BEHAVIORAL DISABILITIES Sara Mills, Ph. D. George Mason University, 2012… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mills, S. (2012). The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8083

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mills, Sara. “The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities .” 2012. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/8083.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mills, Sara. “The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities .” 2012. Web. 20 Jul 2019.

Vancouver:

Mills S. The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities . [Internet] [Thesis]. George Mason University; 2012. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/8083.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mills S. The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/8083

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Bradley-Black, Katherine H. Teachers and Evidence-Based Practices .

Degree: 2013, George Mason University

 The discrepancy between the findings in research and the practices in the classroom is referred to as the research to practice gap. The research to… (more)

Subjects/Keywords: Education; evidence-based practices; general education teachers; instructional practices; research to practice; special education teachers; survey research

George Mason University, 2013 Dissertation Director: Dr. Margo A. Mastropieri The discrepancy… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bradley-Black, K. H. (2013). Teachers and Evidence-Based Practices . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8202

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bradley-Black, Katherine H. “Teachers and Evidence-Based Practices .” 2013. Thesis, George Mason University. Accessed July 20, 2019. http://hdl.handle.net/1920/8202.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bradley-Black, Katherine H. “Teachers and Evidence-Based Practices .” 2013. Web. 20 Jul 2019.

Vancouver:

Bradley-Black KH. Teachers and Evidence-Based Practices . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1920/8202.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bradley-Black KH. Teachers and Evidence-Based Practices . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8202

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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