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You searched for +publisher:"University of Georgia" +contributor:("Cecil Fore, III"). Showing records 1 – 4 of 4 total matches.

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University of Georgia

1. McFay, Danny Dale. Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level.

Degree: PhD, Education, 2008, University of Georgia

 The purpose of this study was to investigate the validity and effectiveness of curriculum-based measurements (CBM) as an instrument to collect response data for the… (more)

Subjects/Keywords: Response to Intervention

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

APA (6th Edition):

McFay, D. D. (2008). Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mcfay_danny_d_200805_phd

Chicago Manual of Style (16th Edition):

McFay, Danny Dale. “Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 15, 2019. http://purl.galileo.usg.edu/uga_etd/mcfay_danny_d_200805_phd.

MLA Handbook (7th Edition):

McFay, Danny Dale. “Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level.” 2008. Web. 15 Feb 2019.

Vancouver:

McFay DD. Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Feb 15]. Available from: http://purl.galileo.usg.edu/uga_etd/mcfay_danny_d_200805_phd.

Council of Science Editors:

McFay DD. Response-to-intervention: use of curriculum-based measurements to facilitate student achievement for learners at-risk of academic failure in reading at the middle school level. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/mcfay_danny_d_200805_phd


University of Georgia

2. Ulmer, Lisa Hawthorne. The effects of cognitive organizers and precision teaching strategies to facilitate vocabulary instruction among high school students with mild disabilities.

Degree: PhD, Special Education, 2008, University of Georgia

 This study examined the relative effects of cognitive organizers on rates of responding with new vocabulary words in a high school inclusion classroom. The study… (more)

Subjects/Keywords: cognitive organizers

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APA (6th Edition):

Ulmer, L. H. (2008). The effects of cognitive organizers and precision teaching strategies to facilitate vocabulary instruction among high school students with mild disabilities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ulmer_lisa_h_200805_phd

Chicago Manual of Style (16th Edition):

Ulmer, Lisa Hawthorne. “The effects of cognitive organizers and precision teaching strategies to facilitate vocabulary instruction among high school students with mild disabilities.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 15, 2019. http://purl.galileo.usg.edu/uga_etd/ulmer_lisa_h_200805_phd.

MLA Handbook (7th Edition):

Ulmer, Lisa Hawthorne. “The effects of cognitive organizers and precision teaching strategies to facilitate vocabulary instruction among high school students with mild disabilities.” 2008. Web. 15 Feb 2019.

Vancouver:

Ulmer LH. The effects of cognitive organizers and precision teaching strategies to facilitate vocabulary instruction among high school students with mild disabilities. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Feb 15]. Available from: http://purl.galileo.usg.edu/uga_etd/ulmer_lisa_h_200805_phd.

Council of Science Editors:

Ulmer LH. The effects of cognitive organizers and precision teaching strategies to facilitate vocabulary instruction among high school students with mild disabilities. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/ulmer_lisa_h_200805_phd


University of Georgia

3. Williams, Kevin Buchanan. A study of self-determination skills of students with learning disabilities at selected historically Black colleges and universities.

Degree: PhD, Social Foundations of Education, 2008, University of Georgia

 This study examined the levels of self-determination skills of a select sample of African American students with learning disabilities who attend two selected Historically Black… (more)

Subjects/Keywords: Learning Disabilities

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

APA (6th Edition):

Williams, K. B. (2008). A study of self-determination skills of students with learning disabilities at selected historically Black colleges and universities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/williams_kevin_b_200805_phd

Chicago Manual of Style (16th Edition):

Williams, Kevin Buchanan. “A study of self-determination skills of students with learning disabilities at selected historically Black colleges and universities.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 15, 2019. http://purl.galileo.usg.edu/uga_etd/williams_kevin_b_200805_phd.

MLA Handbook (7th Edition):

Williams, Kevin Buchanan. “A study of self-determination skills of students with learning disabilities at selected historically Black colleges and universities.” 2008. Web. 15 Feb 2019.

Vancouver:

Williams KB. A study of self-determination skills of students with learning disabilities at selected historically Black colleges and universities. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Feb 15]. Available from: http://purl.galileo.usg.edu/uga_etd/williams_kevin_b_200805_phd.

Council of Science Editors:

Williams KB. A study of self-determination skills of students with learning disabilities at selected historically Black colleges and universities. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/williams_kevin_b_200805_phd


University of Georgia

4. Martin, Christopher Darrell. Examining the validity of curriculum-based measurement for students with emotional and behavior disorders in middle school.

Degree: PhD, Special Education, 2006, University of Georgia

 There has been a recent emphasis on improving the academic performance of students with disabilities (NCLB, 2002). Improving the academic performance of students with Emotional… (more)

Subjects/Keywords: Maze

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

APA (6th Edition):

Martin, C. D. (2006). Examining the validity of curriculum-based measurement for students with emotional and behavior disorders in middle school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/martin_christopher_d_200605_phd

Chicago Manual of Style (16th Edition):

Martin, Christopher Darrell. “Examining the validity of curriculum-based measurement for students with emotional and behavior disorders in middle school.” 2006. Doctoral Dissertation, University of Georgia. Accessed February 15, 2019. http://purl.galileo.usg.edu/uga_etd/martin_christopher_d_200605_phd.

MLA Handbook (7th Edition):

Martin, Christopher Darrell. “Examining the validity of curriculum-based measurement for students with emotional and behavior disorders in middle school.” 2006. Web. 15 Feb 2019.

Vancouver:

Martin CD. Examining the validity of curriculum-based measurement for students with emotional and behavior disorders in middle school. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Feb 15]. Available from: http://purl.galileo.usg.edu/uga_etd/martin_christopher_d_200605_phd.

Council of Science Editors:

Martin CD. Examining the validity of curriculum-based measurement for students with emotional and behavior disorders in middle school. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/martin_christopher_d_200605_phd

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