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You searched for +publisher:"University of Illinois – Chicago" +contributor:("Lopez-Reyna, Norma"). Showing records 1 – 13 of 13 total matches.

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University of Illinois – Chicago

1. Keel, Joanna M. Differences in Post-School Visions Between Latino Students with LD, their Parents, and Teachers.

Degree: 2016, University of Illinois – Chicago

 This study explored perspectives about the desired components of adult life, and the necessary supports to achieve that post-school vision for twelfth grade Latino students… (more)

Subjects/Keywords: transition; culturally linguistically diverse; CLD; family collaboration; secondary transition, students with LD; cultural competence; Indicator 13; Indicator 14

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APA (6th Edition):

Keel, J. M. (2016). Differences in Post-School Visions Between Latino Students with LD, their Parents, and Teachers. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20248

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):

Keel, Joanna M. “Differences in Post-School Visions Between Latino Students with LD, their Parents, and Teachers.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/20248.

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

MLA Handbook (7th Edition):

Keel, Joanna M. “Differences in Post-School Visions Between Latino Students with LD, their Parents, and Teachers.” 2016. Web. 04 Dec 2020.

Vancouver:

Keel JM. Differences in Post-School Visions Between Latino Students with LD, their Parents, and Teachers. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/20248.

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

Council of Science Editors:

Keel JM. Differences in Post-School Visions Between Latino Students with LD, their Parents, and Teachers. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20248

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


University of Illinois – Chicago

2. Williams, Suzanne H. Mothers' Use of Mental State Language in Children of Varying Language Abilities.

Degree: 2016, University of Illinois – Chicago

 SUMMARY This study extended research on child-directed speech by exploring mothers’ use of mental state language during a shared book reading task with four-year-old children… (more)

Subjects/Keywords: Keyword 1 phrase: mental state language; Keyword 2 phrase: child-directed speech; Keyword 3: children's language ability; Keyword 4: mean length of utterance; Keyword phrase 5: mental state language category; Keyword phrase 6: social-cognitive

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APA (6th Edition):

Williams, S. H. (2016). Mothers' Use of Mental State Language in Children of Varying Language Abilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20959

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):

Williams, Suzanne H. “Mothers' Use of Mental State Language in Children of Varying Language Abilities.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/20959.

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

MLA Handbook (7th Edition):

Williams, Suzanne H. “Mothers' Use of Mental State Language in Children of Varying Language Abilities.” 2016. Web. 04 Dec 2020.

Vancouver:

Williams SH. Mothers' Use of Mental State Language in Children of Varying Language Abilities. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/20959.

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

Council of Science Editors:

Williams SH. Mothers' Use of Mental State Language in Children of Varying Language Abilities. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20959

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


University of Illinois – Chicago

3. Burke, Lisa G. Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD.

Degree: 2012, University of Illinois – Chicago

 Teachers face the challenge of meeting the reading comprehension needs of students with autism spectrum disorder (ASD) in content area classrooms with the increased focus… (more)

Subjects/Keywords: content area reading; reading comprehension practices; autism spectrum disorder

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APA (6th Edition):

Burke, L. G. (2012). Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8644

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):

Burke, Lisa G. “Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/8644.

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

MLA Handbook (7th Edition):

Burke, Lisa G. “Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD.” 2012. Web. 04 Dec 2020.

Vancouver:

Burke LG. Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/8644.

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

Council of Science Editors:

Burke LG. Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8644

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


University of Illinois – Chicago

4. Cahill, Susan M. Clinical Reasoning to Support Participation: How Occupational Therapists Make Decisions in the Schools.

Degree: 2012, University of Illinois – Chicago

 Occupational therapy is a blend of both art and science. The decisions that occupational therapists make appear, on the surface, to be the result of… (more)

Subjects/Keywords: Clinical reasoning; response to intervention; occupational therapy; consultation

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APA (6th Edition):

Cahill, S. M. (2012). Clinical Reasoning to Support Participation: How Occupational Therapists Make Decisions in the Schools. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8645

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):

Cahill, Susan M. “Clinical Reasoning to Support Participation: How Occupational Therapists Make Decisions in the Schools.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/8645.

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

MLA Handbook (7th Edition):

Cahill, Susan M. “Clinical Reasoning to Support Participation: How Occupational Therapists Make Decisions in the Schools.” 2012. Web. 04 Dec 2020.

Vancouver:

Cahill SM. Clinical Reasoning to Support Participation: How Occupational Therapists Make Decisions in the Schools. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/8645.

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

Council of Science Editors:

Cahill SM. Clinical Reasoning to Support Participation: How Occupational Therapists Make Decisions in the Schools. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8645

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


University of Illinois – Chicago

5. Ryan, Eileen M. General Education Teachers' Viewpoints Concerning Response to Intervention.

Degree: 2012, University of Illinois – Chicago

 This descriptive case study explored the viewpoints of general education teachers implementing Response to Intervention (RTI). The research question addressed the knowledge and perceptions of… (more)

Subjects/Keywords: response to intervention; RTI; general education; general education teacher; classroom teacher; special education

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

APA (6th Edition):

Ryan, E. M. (2012). General Education Teachers' Viewpoints Concerning Response to Intervention. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8959

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):

Ryan, Eileen M. “General Education Teachers' Viewpoints Concerning Response to Intervention.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/8959.

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

MLA Handbook (7th Edition):

Ryan, Eileen M. “General Education Teachers' Viewpoints Concerning Response to Intervention.” 2012. Web. 04 Dec 2020.

Vancouver:

Ryan EM. General Education Teachers' Viewpoints Concerning Response to Intervention. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/8959.

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

Council of Science Editors:

Ryan EM. General Education Teachers' Viewpoints Concerning Response to Intervention. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8959

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


University of Illinois – Chicago

6. Brann, Eileen M. Relationship Between Young Children’s Gestures and Language Development.

Degree: 2013, University of Illinois – Chicago

 Relationship Between Young Children’s Gestures and Language Development BY EILEEN MARIE BRANN This study extended research on relationships among gesture and language development in young… (more)

Subjects/Keywords: gestures; children's gestures; nonverbal communication; child language development

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APA (6th Edition):

Brann, E. M. (2013). Relationship Between Young Children’s Gestures and Language Development. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10045

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):

Brann, Eileen M. “Relationship Between Young Children’s Gestures and Language Development.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/10045.

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

MLA Handbook (7th Edition):

Brann, Eileen M. “Relationship Between Young Children’s Gestures and Language Development.” 2013. Web. 04 Dec 2020.

Vancouver:

Brann EM. Relationship Between Young Children’s Gestures and Language Development. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/10045.

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

Council of Science Editors:

Brann EM. Relationship Between Young Children’s Gestures and Language Development. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10045

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


University of Illinois – Chicago

7. Collado, Cindy L. A Case Study of Formative Assessment Processes in Preschool Special Education Settings.

Degree: 2016, University of Illinois – Chicago

 Formative classroom assessment has been recognized in early childhood educational contexts as a best practice when working with and assessing young children. It involves ongoing… (more)

Subjects/Keywords: formative assessment; ongoing assessment; teachers; early childhood; special education; preschool

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APA (6th Edition):

Collado, C. L. (2016). A Case Study of Formative Assessment Processes in Preschool Special Education Settings. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20194

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):

Collado, Cindy L. “A Case Study of Formative Assessment Processes in Preschool Special Education Settings.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/20194.

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

MLA Handbook (7th Edition):

Collado, Cindy L. “A Case Study of Formative Assessment Processes in Preschool Special Education Settings.” 2016. Web. 04 Dec 2020.

Vancouver:

Collado CL. A Case Study of Formative Assessment Processes in Preschool Special Education Settings. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/20194.

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

Council of Science Editors:

Collado CL. A Case Study of Formative Assessment Processes in Preschool Special Education Settings. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20194

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


University of Illinois – Chicago

8. Athamanah, Lindsay Sarah. The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings.

Degree: 2017, University of Illinois – Chicago

 Peer-mediated interventions are evidence-based practices that have demonstrated to improve academic and social skills of students with severe disabilities and their peers without disabilities while… (more)

Subjects/Keywords: transition; employment; students with severe disabilities; peer-mediated intervention

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APA (6th Edition):

Athamanah, L. S. (2017). The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21967

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):

Athamanah, Lindsay Sarah. “The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21967.

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

MLA Handbook (7th Edition):

Athamanah, Lindsay Sarah. “The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings.” 2017. Web. 04 Dec 2020.

Vancouver:

Athamanah LS. The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21967.

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

Council of Science Editors:

Athamanah LS. The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21967

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

9. Chambers, Emily. The Choice to Stay: Special Education Teachers' Perceptions.

Degree: 2012, University of Illinois – Chicago

 The shortage of fully certified special education teachers is a significant problem in the United States that may jeopardize the quality of education for students… (more)

Subjects/Keywords: Attrition; Retention; Teacher Shortage; National Board Teacher Certification; Perceptions; Special Education Teacher

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APA (6th Edition):

Chambers, E. (2012). The Choice to Stay: Special Education Teachers' Perceptions. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8936

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):

Chambers, Emily. “The Choice to Stay: Special Education Teachers' Perceptions.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/8936.

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

MLA Handbook (7th Edition):

Chambers, Emily. “The Choice to Stay: Special Education Teachers' Perceptions.” 2012. Web. 04 Dec 2020.

Vancouver:

Chambers E. The Choice to Stay: Special Education Teachers' Perceptions. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/8936.

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

Council of Science Editors:

Chambers E. The Choice to Stay: Special Education Teachers' Perceptions. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8936

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

10. Buss, Jennifer J. Effects of Online/Face-to-Face Professional Development on College Faculty Perceptions of Disabilities.

Degree: 2015, University of Illinois – Chicago

 This study was designed to assess the effects of participating in a professional development model that include a face-to-face and online module components. To measure… (more)

Subjects/Keywords: Higher Education; Professional Development; Disabilities; Special Education; Faculty Perceptions

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APA (6th Edition):

Buss, J. J. (2015). Effects of Online/Face-to-Face Professional Development on College Faculty Perceptions of Disabilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19753

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):

Buss, Jennifer J. “Effects of Online/Face-to-Face Professional Development on College Faculty Perceptions of Disabilities.” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19753.

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

MLA Handbook (7th Edition):

Buss, Jennifer J. “Effects of Online/Face-to-Face Professional Development on College Faculty Perceptions of Disabilities.” 2015. Web. 04 Dec 2020.

Vancouver:

Buss JJ. Effects of Online/Face-to-Face Professional Development on College Faculty Perceptions of Disabilities. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19753.

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

Council of Science Editors:

Buss JJ. Effects of Online/Face-to-Face Professional Development on College Faculty Perceptions of Disabilities. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19753

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

11. Snowden, Peggy A. Experienced Special Education Teachers' Knowledge and Use of Culturally Responsive Practices.

Degree: 2014, University of Illinois – Chicago

 The increase in diversity of the school population and the push of federal mandates such as the No Child Left Behind Act (NCLB) and the… (more)

Subjects/Keywords: special education; culturally responsive

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APA (6th Edition):

Snowden, P. A. (2014). Experienced Special Education Teachers' Knowledge and Use of Culturally Responsive Practices. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19111

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):

Snowden, Peggy A. “Experienced Special Education Teachers' Knowledge and Use of Culturally Responsive Practices.” 2014. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19111.

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

MLA Handbook (7th Edition):

Snowden, Peggy A. “Experienced Special Education Teachers' Knowledge and Use of Culturally Responsive Practices.” 2014. Web. 04 Dec 2020.

Vancouver:

Snowden PA. Experienced Special Education Teachers' Knowledge and Use of Culturally Responsive Practices. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19111.

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

Council of Science Editors:

Snowden PA. Experienced Special Education Teachers' Knowledge and Use of Culturally Responsive Practices. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/19111

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

12. Watkins, Cheryl D. Paraeducators Supporting Reading Instruction.

Degree: 2015, University of Illinois – Chicago

 Paraeducators provide support to students with disabilities during instruction within the course of a typical school day. The use of structured and scripted interventions has… (more)

Subjects/Keywords: Paraeducators; reading intervention; learning disabilities; Wilson Reading System

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

APA (6th Edition):

Watkins, C. D. (2015). Paraeducators Supporting Reading Instruction. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19478

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):

Watkins, Cheryl D. “Paraeducators Supporting Reading Instruction.” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19478.

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

MLA Handbook (7th Edition):

Watkins, Cheryl D. “Paraeducators Supporting Reading Instruction.” 2015. Web. 04 Dec 2020.

Vancouver:

Watkins CD. Paraeducators Supporting Reading Instruction. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19478.

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

Council of Science Editors:

Watkins CD. Paraeducators Supporting Reading Instruction. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19478

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

13. Smith-Quinn, Renee M. Emotional Disturbance and School Personnel's Interactions: Perspectives of Families of Youth with ED.

Degree: 2013, University of Illinois – Chicago

 Nearly eight percent of the six million students, ages 6 to 21 years, who are receiving special education or related services are identified as having… (more)

Subjects/Keywords: Emotional Disturbance; African-American Youth; School Personnel; Families; Interactions; Collaboration

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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

APA (6th Edition):

Smith-Quinn, R. M. (2013). Emotional Disturbance and School Personnel's Interactions: Perspectives of Families of Youth with ED. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9756

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):

Smith-Quinn, Renee M. “Emotional Disturbance and School Personnel's Interactions: Perspectives of Families of Youth with ED.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9756.

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

MLA Handbook (7th Edition):

Smith-Quinn, Renee M. “Emotional Disturbance and School Personnel's Interactions: Perspectives of Families of Youth with ED.” 2013. Web. 04 Dec 2020.

Vancouver:

Smith-Quinn RM. Emotional Disturbance and School Personnel's Interactions: Perspectives of Families of Youth with ED. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9756.

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

Council of Science Editors:

Smith-Quinn RM. Emotional Disturbance and School Personnel's Interactions: Perspectives of Families of Youth with ED. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9756

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

.