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You searched for +publisher:"University of Illinois – Chicago" +contributor:("Parker-Katz, Michelle"). Showing records 1 – 16 of 16 total matches.

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University of Illinois – Chicago

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

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 December 04, 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. 04 Dec 2020.

Vancouver:

Barabasz KM. Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. 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

2. 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 (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 December 04, 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. 04 Dec 2020.

Vancouver:

Zurheide JL. Measuring Relationships of Teachers and Students with Emotional Disturbance. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. 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

3. 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

4. DeCristofaro, Ramona M. A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry.

Degree: 2016, University of Illinois – Chicago

 Collaborative teacher inquiry is a learning process that is often conceptualized as involving teacher teams in the investigation of their own practice. I drew from… (more)

Subjects/Keywords: Reflection; Collaborative Teacher Inquiry

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APA (6th Edition):

DeCristofaro, R. M. (2016). A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20921

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):

DeCristofaro, Ramona M. “A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/20921.

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

MLA Handbook (7th Edition):

DeCristofaro, Ramona M. “A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry.” 2016. Web. 04 Dec 2020.

Vancouver:

DeCristofaro RM. A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/20921.

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

Council of Science Editors:

DeCristofaro RM. A Multi-Case Study Examining Reflection within Collaborative Teacher Inquiry. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20921

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


University of Illinois – Chicago

5. McGrath, Allison L. Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?.

Degree: 2016, University of Illinois – Chicago

 More than two-thirds of students with disabilities receive science instruction in general education classrooms (National Center for Education Statistics, 2011). However, little is known about… (more)

Subjects/Keywords: Special Education; Learning Disabilities; Science; Inclusion; Middle School

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APA (6th Edition):

McGrath, A. L. (2016). Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21191

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):

McGrath, Allison L. “Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21191.

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

MLA Handbook (7th Edition):

McGrath, Allison L. “Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?.” 2016. Web. 04 Dec 2020.

Vancouver:

McGrath AL. Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21191.

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

Council of Science Editors:

McGrath AL. Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21191

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


University of Illinois – Chicago

6. Friedman, Scott N. Disability Services Documentation Guidelines in Higher Education: A Survey of Practices in Illinois.

Degree: 2016, University of Illinois – Chicago

 An exploratory study of postsecondary disability documentation guidelines in a single state was carried out through a mixed-methods approach. An analysis of 188 institutional and… (more)

Subjects/Keywords: Disability Services; Documentation; Guidelines; Social Model; Models of Disability; Higher Education

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APA (6th Edition):

Friedman, S. N. (2016). Disability Services Documentation Guidelines in Higher Education: A Survey of Practices in Illinois. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21237

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):

Friedman, Scott N. “Disability Services Documentation Guidelines in Higher Education: A Survey of Practices in Illinois.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21237.

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

MLA Handbook (7th Edition):

Friedman, Scott N. “Disability Services Documentation Guidelines in Higher Education: A Survey of Practices in Illinois.” 2016. Web. 04 Dec 2020.

Vancouver:

Friedman SN. Disability Services Documentation Guidelines in Higher Education: A Survey of Practices in Illinois. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21237.

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

Council of Science Editors:

Friedman SN. Disability Services Documentation Guidelines in Higher Education: A Survey of Practices in Illinois. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21237

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


University of Illinois – Chicago

7. Snakenborg, John B. Understanding How Schools Respond to Cyberbullying.

Degree: 2012, University of Illinois – Chicago

 The School Survey on Cyberbullying: Understanding How School Officials Prevent, Interpret, and Discipline Cyber-Aggression John Snakenborg, PhD Special Education University of Illinois at Chicago Chicago,… (more)

Subjects/Keywords: Cyberbullying; cyber-aggression; bullying; aggression; principal leadership; discipline; Rasch analysis; survey research

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

APA (6th Edition):

Snakenborg, J. B. (2012). Understanding How Schools Respond to Cyberbullying. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9110

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):

Snakenborg, John B. “Understanding How Schools Respond to Cyberbullying.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9110.

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

MLA Handbook (7th Edition):

Snakenborg, John B. “Understanding How Schools Respond to Cyberbullying.” 2012. Web. 04 Dec 2020.

Vancouver:

Snakenborg JB. Understanding How Schools Respond to Cyberbullying. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9110.

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

Council of Science Editors:

Snakenborg JB. Understanding How Schools Respond to Cyberbullying. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9110

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


University of Illinois – Chicago

8. Jones, Valerie R. Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities.

Degree: 2012, University of Illinois – Chicago

 It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs,… (more)

Subjects/Keywords: learning disabilities; comprehension; African American students; small group instruction; urban

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APA (6th Edition):

Jones, V. R. (2012). Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9311

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):

Jones, Valerie R. “Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9311.

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

MLA Handbook (7th Edition):

Jones, Valerie R. “Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities.” 2012. Web. 04 Dec 2020.

Vancouver:

Jones VR. Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9311.

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

Council of Science Editors:

Jones VR. Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9311

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


University of Illinois – Chicago

9. Weisling, Nina F. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance.

Degree: 2013, University of Illinois – Chicago

 This study describes the classroom practices of middle school general education teachers working with students with and without emotional disturbance (ED), including the predictability of… (more)

Subjects/Keywords: emotional disturbance; teacher practices

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

APA (6th Edition):

Weisling, N. F. (2013). Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9799

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):

Weisling, Nina F. “Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9799.

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

MLA Handbook (7th Edition):

Weisling, Nina F. “Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance.” 2013. Web. 04 Dec 2020.

Vancouver:

Weisling NF. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9799.

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

Council of Science Editors:

Weisling NF. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9799

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


University of Illinois – Chicago

10. 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 December 04, 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. 04 Dec 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 Dec 04]. 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

11. 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

12. Smith, Kari L. School Climate and Connectedness for African American Students with and without Disabilities.

Degree: 2017, University of Illinois – Chicago

 For many African American students and students with disabilities, perceptions of a positive school climate at the school-level can foster a positive connection to school… (more)

Subjects/Keywords: School Climate; School Connectedness

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APA (6th Edition):

Smith, K. L. (2017). School Climate and Connectedness for African American Students with and without Disabilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22239

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, Kari L. “School Climate and Connectedness for African American Students with and without Disabilities.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22239.

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

MLA Handbook (7th Edition):

Smith, Kari L. “School Climate and Connectedness for African American Students with and without Disabilities.” 2017. Web. 04 Dec 2020.

Vancouver:

Smith KL. School Climate and Connectedness for African American Students with and without Disabilities. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22239.

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

Council of Science Editors:

Smith KL. School Climate and Connectedness for African American Students with and without Disabilities. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22239

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


University of Illinois – Chicago

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

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 December 04, 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. 04 Dec 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 Dec 04]. 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


University of Illinois – Chicago

14. Nunez, Giselle. A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children.

Degree: 2019, University of Illinois – Chicago

 A reality for a child’s academic future is that his or her language abilities are an essential component to academic success (Hammer et al., 2017).… (more)

Subjects/Keywords: Home-based language intervention; Mexican mother language intervention; qualitative study; mothers' perspectives; speech and language intervention

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APA (6th Edition):

Nunez, G. (2019). A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23838

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):

Nunez, Giselle. “A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children.” 2019. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/23838.

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

MLA Handbook (7th Edition):

Nunez, Giselle. “A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children.” 2019. Web. 04 Dec 2020.

Vancouver:

Nunez G. A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/23838.

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

Council of Science Editors:

Nunez G. A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23838

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

15. 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

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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

16. Ko, Tiffany J. Reading Comprehension Instruction for Ninth Graders with Learning Disabilities: A Reality Check.

Degree: 2012, University of Illinois – Chicago

 Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools where content is taught primarily through textbooks (Scruggs, Mastropieri,… (more)

Subjects/Keywords: reading comprehension instruction; learning disabilities; adolescent literacy; secondary school; special education; urban education

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

APA (6th Edition):

Ko, T. J. (2012). Reading Comprehension Instruction for Ninth Graders with Learning Disabilities: A Reality Check. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8654

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):

Ko, Tiffany J. “Reading Comprehension Instruction for Ninth Graders with Learning Disabilities: A Reality Check.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/8654.

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

MLA Handbook (7th Edition):

Ko, Tiffany J. “Reading Comprehension Instruction for Ninth Graders with Learning Disabilities: A Reality Check.” 2012. Web. 04 Dec 2020.

Vancouver:

Ko TJ. Reading Comprehension Instruction for Ninth Graders with Learning Disabilities: A Reality Check. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/8654.

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

Council of Science Editors:

Ko TJ. Reading Comprehension Instruction for Ninth Graders with Learning Disabilities: A Reality Check. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8654

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

.