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You searched for +publisher:"University of Illinois – Chicago" +contributor:("Maggin, Daniel"). Showing records 1 – 10 of 10 total matches.

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University of Illinois – Chicago

1. Zurheide, Jaime L. Measuring Relationships of Teachers and Students with Emotional Disturbance.

Degree: 2015, University of Illinois – Chicago

 The Student-Teacher Relationship Scale (STRS), a teacher-reported measure of the quality of the relationship between teachers and their students, has been used in numerous studies… (more)

Subjects/Keywords: teacher-student relationships; reliability; validity; emotional disturbance; factor analysis

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

APA (6th Edition):

Zurheide, J. L. (2015). Measuring Relationships of Teachers and Students with Emotional Disturbance. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19841

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):

Zurheide, Jaime L. “Measuring Relationships of Teachers and Students with Emotional Disturbance.” 2015. Thesis, University of Illinois – Chicago. Accessed October 24, 2020. http://hdl.handle.net/10027/19841.

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

MLA Handbook (7th Edition):

Zurheide, Jaime L. “Measuring Relationships of Teachers and Students with Emotional Disturbance.” 2015. Web. 24 Oct 2020.

Vancouver:

Zurheide JL. Measuring Relationships of Teachers and Students with Emotional Disturbance. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Oct 24]. Available from: http://hdl.handle.net/10027/19841.

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

Council of Science Editors:

Zurheide JL. Measuring Relationships of Teachers and Students with Emotional Disturbance. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19841

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


University of Illinois – Chicago

2. Kaminski-Ozturk, Nicole. A Bayesian Robust IRT Outlier Detection Model.

Degree: 2018, University of Illinois – Chicago

 In the context of psychometric practice, the parameter estimates of a standard item-response theory (IRT) model may become biased when item-response data, of persons’ individual… (more)

Subjects/Keywords: Psychometrics; Bayesian

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APA (6th Edition):

Kaminski-Ozturk, N. (2018). A Bayesian Robust IRT Outlier Detection Model. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23273

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):

Kaminski-Ozturk, Nicole. “A Bayesian Robust IRT Outlier Detection Model.” 2018. Thesis, University of Illinois – Chicago. Accessed October 24, 2020. http://hdl.handle.net/10027/23273.

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

MLA Handbook (7th Edition):

Kaminski-Ozturk, Nicole. “A Bayesian Robust IRT Outlier Detection Model.” 2018. Web. 24 Oct 2020.

Vancouver:

Kaminski-Ozturk N. A Bayesian Robust IRT Outlier Detection Model. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Oct 24]. Available from: http://hdl.handle.net/10027/23273.

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

Council of Science Editors:

Kaminski-Ozturk N. A Bayesian Robust IRT Outlier Detection Model. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23273

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


University of Illinois – Chicago

3. Pearson, Jennifer. Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities.

Degree: 2018, University of Illinois – Chicago

 While federal policies such as NCLB, IDEA, and ESSA have placed increased accountability on states to deliver instruction aligned to the grade-level mathematics standards for… (more)

Subjects/Keywords: intellectual disability; math instruction; special education teacher; significant intellectual disability; severe disability; survey

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APA (6th Edition):

Pearson, J. (2018). Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22725

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):

Pearson, Jennifer. “Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities.” 2018. Thesis, University of Illinois – Chicago. Accessed October 24, 2020. http://hdl.handle.net/10027/22725.

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

MLA Handbook (7th Edition):

Pearson, Jennifer. “Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities.” 2018. Web. 24 Oct 2020.

Vancouver:

Pearson J. Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Oct 24]. Available from: http://hdl.handle.net/10027/22725.

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

Council of Science Editors:

Pearson J. Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22725

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


University of Illinois – Chicago

4. 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 October 24, 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. 24 Oct 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 Oct 24]. 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

5. 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 October 24, 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. 24 Oct 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 Oct 24]. 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


University of Illinois – Chicago

6. Ciupe, Antonela A. Examining Caregivers’ Independence in Early Intervention Home Visit Sessions.

Degree: 2017, University of Illinois – Chicago

 In recent years, the field of early intervention (EI) has had to cope with a significant increase in the number of children with developmental delays.… (more)

Subjects/Keywords: early intervention; caregiver coaching

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

APA (6th Edition):

Ciupe, A. A. (2017). Examining Caregivers’ Independence in Early Intervention Home Visit Sessions. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22140

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):

Ciupe, Antonela A. “Examining Caregivers’ Independence in Early Intervention Home Visit Sessions.” 2017. Thesis, University of Illinois – Chicago. Accessed October 24, 2020. http://hdl.handle.net/10027/22140.

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

MLA Handbook (7th Edition):

Ciupe, Antonela A. “Examining Caregivers’ Independence in Early Intervention Home Visit Sessions.” 2017. Web. 24 Oct 2020.

Vancouver:

Ciupe AA. Examining Caregivers’ Independence in Early Intervention Home Visit Sessions. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Oct 24]. Available from: http://hdl.handle.net/10027/22140.

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

Council of Science Editors:

Ciupe AA. Examining Caregivers’ Independence in Early Intervention Home Visit Sessions. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22140

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


University of Illinois – Chicago

7. Barabasz, Kathleen M. Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms.

Degree: 2018, University of Illinois – Chicago

 The Next Generation Science Standards (NGSS) require students to use language in different ways. Expressive and receptive language skills are necessary to participate in the… (more)

Subjects/Keywords: Learning Disability; Next Generation Science Standards; Science Practices; Middle School; Inclusion

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APA (6th Edition):

Barabasz, K. M. (2018). Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22575

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):

Barabasz, Kathleen M. “Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms.” 2018. Thesis, University of Illinois – Chicago. Accessed October 24, 2020. http://hdl.handle.net/10027/22575.

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

MLA Handbook (7th Edition):

Barabasz, Kathleen M. “Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms.” 2018. Web. 24 Oct 2020.

Vancouver:

Barabasz KM. Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Oct 24]. Available from: http://hdl.handle.net/10027/22575.

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

Council of Science Editors:

Barabasz KM. Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22575

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


University of Illinois – Chicago

8. Trzaska, Agata. A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School.

Degree: 2018, University of Illinois – Chicago

 Researchers agree that students with disabilities (SWD) who are at increased risk for bullying perpetration and victimization require more intensive interventions than their peers without… (more)

Subjects/Keywords: bullying; interventions; middle school(s); special education; disabilities; school personnel; adolescent; multi-tiered framework; positive behavior support

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APA (6th Edition):

Trzaska, A. (2018). A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23014

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):

Trzaska, Agata. “A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School.” 2018. Thesis, University of Illinois – Chicago. Accessed October 24, 2020. http://hdl.handle.net/10027/23014.

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

MLA Handbook (7th Edition):

Trzaska, Agata. “A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School.” 2018. Web. 24 Oct 2020.

Vancouver:

Trzaska A. A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Oct 24]. Available from: http://hdl.handle.net/10027/23014.

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

Council of Science Editors:

Trzaska A. A Case Study of Bullying Prevention and Intervention for Students with Disabilities in Middle School. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23014

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

9. Power, Peggy A. An Examination of the Social Networks of Children with Autism in the Inclusive Classroom.

Degree: 2013, University of Illinois – Chicago

 ABSTRACT POWER, PEGGY ANN. Examining the Social Networks of Children with Autism in Inclusive Classroom Settings. (Under the direction of Rick Van Acker). Including children… (more)

Subjects/Keywords: autism; social networks; friendship; social inclusion; socio-cognitive accuracy; peer nomination; social competence; inclusion; social skills; social cognitive mapping

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

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APA (6th Edition):

Power, P. A. (2013). An Examination of the Social Networks of Children with Autism in the Inclusive Classroom. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9757

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):

Power, Peggy A. “An Examination of the Social Networks of Children with Autism in the Inclusive Classroom.” 2013. Thesis, University of Illinois – Chicago. Accessed October 24, 2020. http://hdl.handle.net/10027/9757.

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

MLA Handbook (7th Edition):

Power, Peggy A. “An Examination of the Social Networks of Children with Autism in the Inclusive Classroom.” 2013. Web. 24 Oct 2020.

Vancouver:

Power PA. An Examination of the Social Networks of Children with Autism in the Inclusive Classroom. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Oct 24]. Available from: http://hdl.handle.net/10027/9757.

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

Council of Science Editors:

Power PA. An Examination of the Social Networks of Children with Autism in the Inclusive Classroom. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9757

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

10. LaForte, Erica M. Validation of Score Interpretations for the BDI-2 Using Rasch Methodology.

Degree: 2014, University of Illinois – Chicago

 Research has shown the positive impacts of early intervention for children who experience developmental delay. Several challenges exist for professionals tasked with identifying children with… (more)

Subjects/Keywords: BDI-2; Battelle Developmental Inventory, 2nd Edition; Rasch model; test validity

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

APA (6th Edition):

LaForte, E. M. (2014). Validation of Score Interpretations for the BDI-2 Using Rasch Methodology. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/18766

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):

LaForte, Erica M. “Validation of Score Interpretations for the BDI-2 Using Rasch Methodology.” 2014. Thesis, University of Illinois – Chicago. Accessed October 24, 2020. http://hdl.handle.net/10027/18766.

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

MLA Handbook (7th Edition):

LaForte, Erica M. “Validation of Score Interpretations for the BDI-2 Using Rasch Methodology.” 2014. Web. 24 Oct 2020.

Vancouver:

LaForte EM. Validation of Score Interpretations for the BDI-2 Using Rasch Methodology. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Oct 24]. Available from: http://hdl.handle.net/10027/18766.

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

Council of Science Editors:

LaForte EM. Validation of Score Interpretations for the BDI-2 Using Rasch Methodology. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/18766

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

.