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You searched for +publisher:"University of Oklahoma" +contributor:("MARTIN, JAMES E"). Showing records 1 – 15 of 15 total matches.

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University of Oklahoma

1. Sylvester, Lorraine. Comparison of Cliinician-Directed and Student-Self-Directed Physical Therapy Interventions for Youth with Severe and Multiple Developmental Disabilities.

Degree: PhD, 2011, University of Oklahoma

 All participants gained mobility skills steps regardless of the interventions applied, but the SD intervention proved somewhat more effective than the CD intervention. Participants maintained… (more)

Subjects/Keywords: Developmental disabilities; People with disabilities – Rehabilitation; Physical therapy

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APA (6th Edition):

Sylvester, L. (2011). Comparison of Cliinician-Directed and Student-Self-Directed Physical Therapy Interventions for Youth with Severe and Multiple Developmental Disabilities. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/320245

Chicago Manual of Style (16th Edition):

Sylvester, Lorraine. “Comparison of Cliinician-Directed and Student-Self-Directed Physical Therapy Interventions for Youth with Severe and Multiple Developmental Disabilities.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/320245.

MLA Handbook (7th Edition):

Sylvester, Lorraine. “Comparison of Cliinician-Directed and Student-Self-Directed Physical Therapy Interventions for Youth with Severe and Multiple Developmental Disabilities.” 2011. Web. 19 Aug 2019.

Vancouver:

Sylvester L. Comparison of Cliinician-Directed and Student-Self-Directed Physical Therapy Interventions for Youth with Severe and Multiple Developmental Disabilities. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/320245.

Council of Science Editors:

Sylvester L. Comparison of Cliinician-Directed and Student-Self-Directed Physical Therapy Interventions for Youth with Severe and Multiple Developmental Disabilities. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/320245


University of Oklahoma

2. El-Kazimi, Nidal. INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES.

Degree: PhD, 2012, University of Oklahoma

 Findings from this study provided a piece in the process of accumulating validity-related evidence for the TAGG, and emphasized the need to develop a set… (more)

Subjects/Keywords: Students with disabilities – Psychology; Vocational evaluation; School-to-work transition; Youth with disabilities – Vocational education

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APA (6th Edition):

El-Kazimi, N. (2012). INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319036

Chicago Manual of Style (16th Edition):

El-Kazimi, Nidal. “INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/319036.

MLA Handbook (7th Edition):

El-Kazimi, Nidal. “INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES.” 2012. Web. 19 Aug 2019.

Vancouver:

El-Kazimi N. INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/319036.

Council of Science Editors:

El-Kazimi N. INFLUENCE OF DISABILITY AND GENDER ON TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG) SCORES. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319036


University of Oklahoma

3. Harper, Vincent Jay. DEVELOPING COLLABORATIVE PARTNERSHIPS BETWEEN PUBLIC SCHOOLS AND RELIGIOUS ORGANIZATIONS TO IMPROVE EDUCATIONAL OUTCOMES FOR AFRICAN AMERICAN LEARNERS WITH SPECIAL NEEDS.

Degree: PhD, 2010, University of Oklahoma

 This study employed a three-phase recursive qualitative data collection and analysis approach to examine ways public schools and religious organizations can develop more collaborative partnerships.… (more)

Subjects/Keywords: Children with disabilities – Education – United States; African American children – Education; Church and education – United States; African American churches; Church work with learning disabled children – United States

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APA (6th Edition):

Harper, V. J. (2010). DEVELOPING COLLABORATIVE PARTNERSHIPS BETWEEN PUBLIC SCHOOLS AND RELIGIOUS ORGANIZATIONS TO IMPROVE EDUCATIONAL OUTCOMES FOR AFRICAN AMERICAN LEARNERS WITH SPECIAL NEEDS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318827

Chicago Manual of Style (16th Edition):

Harper, Vincent Jay. “DEVELOPING COLLABORATIVE PARTNERSHIPS BETWEEN PUBLIC SCHOOLS AND RELIGIOUS ORGANIZATIONS TO IMPROVE EDUCATIONAL OUTCOMES FOR AFRICAN AMERICAN LEARNERS WITH SPECIAL NEEDS.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/318827.

MLA Handbook (7th Edition):

Harper, Vincent Jay. “DEVELOPING COLLABORATIVE PARTNERSHIPS BETWEEN PUBLIC SCHOOLS AND RELIGIOUS ORGANIZATIONS TO IMPROVE EDUCATIONAL OUTCOMES FOR AFRICAN AMERICAN LEARNERS WITH SPECIAL NEEDS.” 2010. Web. 19 Aug 2019.

Vancouver:

Harper VJ. DEVELOPING COLLABORATIVE PARTNERSHIPS BETWEEN PUBLIC SCHOOLS AND RELIGIOUS ORGANIZATIONS TO IMPROVE EDUCATIONAL OUTCOMES FOR AFRICAN AMERICAN LEARNERS WITH SPECIAL NEEDS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/318827.

Council of Science Editors:

Harper VJ. DEVELOPING COLLABORATIVE PARTNERSHIPS BETWEEN PUBLIC SCHOOLS AND RELIGIOUS ORGANIZATIONS TO IMPROVE EDUCATIONAL OUTCOMES FOR AFRICAN AMERICAN LEARNERS WITH SPECIAL NEEDS. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318827


University of Oklahoma

4. Dempsey, Marsha R. Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders.

Degree: PhD, 2011, University of Oklahoma

 The participants were 36 middle school students, with emotional and behavioral disorders, ranging in age from 11 to 15 years, and 15 teachers who either… (more)

Subjects/Keywords: Autonomy in children; Middle school students – Psychology; Problem children – Psychology; Mentally ill children – Psychology; Adjustment disorders in children

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APA (6th Edition):

Dempsey, M. R. (2011). Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319476

Chicago Manual of Style (16th Edition):

Dempsey, Marsha R. “Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/319476.

MLA Handbook (7th Edition):

Dempsey, Marsha R. “Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders.” 2011. Web. 19 Aug 2019.

Vancouver:

Dempsey MR. Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/319476.

Council of Science Editors:

Dempsey MR. Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/319476


University of Oklahoma

5. Goff, Chauncey Demond. The Black Self-Determination Experience.

Degree: PhD, 2010, University of Oklahoma

 For over four decades, America's educational system has overrepresented Black students in its special education programs. To little avail, and no avail if discussing a… (more)

Subjects/Keywords: African American teenagers – Education – Case studies; African Americans – Education (Secondary) – Case studies; Self-efficacy; Autonomy in adolescence; African American teenagers – Psychology

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APA (6th Edition):

Goff, C. D. (2010). The Black Self-Determination Experience. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319193

Chicago Manual of Style (16th Edition):

Goff, Chauncey Demond. “The Black Self-Determination Experience.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/319193.

MLA Handbook (7th Edition):

Goff, Chauncey Demond. “The Black Self-Determination Experience.” 2010. Web. 19 Aug 2019.

Vancouver:

Goff CD. The Black Self-Determination Experience. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/319193.

Council of Science Editors:

Goff CD. The Black Self-Determination Experience. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/319193


University of Oklahoma

6. McConnell, Amber Elizabeth. The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities.

Degree: PhD, 2012, University of Oklahoma

 A nationwide push for students with disabilities to receive instruction in the general education classroom has stemmed, in part, from current legislation and high stakes… (more)

Subjects/Keywords: School-to-work transition – Evaluation; Teenagers with disabilities – Vocational education – Evaluation; Teenagers with disabilities – Psychological testing; Vocational evaluation

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APA (6th Edition):

McConnell, A. E. (2012). The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319539

Chicago Manual of Style (16th Edition):

McConnell, Amber Elizabeth. “The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/319539.

MLA Handbook (7th Edition):

McConnell, Amber Elizabeth. “The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities.” 2012. Web. 19 Aug 2019.

Vancouver:

McConnell AE. The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/319539.

Council of Science Editors:

McConnell AE. The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319539


University of Oklahoma

7. McConnell, Amber Elizabeth. The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities.

Degree: PhD, 2012, University of Oklahoma

 A nationwide push for students with disabilities to receive instruction in the general education classroom has stemmed, in part, from current legislation and high stakes… (more)

Subjects/Keywords: School-to-work transition – Evaluation; Teenagers with disabilities – Vocational education – Evaluation; Teenagers with disabilities – Psychological testing; Vocational evaluation

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

APA (6th Edition):

McConnell, A. E. (2012). The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318591

Chicago Manual of Style (16th Edition):

McConnell, Amber Elizabeth. “The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/318591.

MLA Handbook (7th Edition):

McConnell, Amber Elizabeth. “The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities.” 2012. Web. 19 Aug 2019.

Vancouver:

McConnell AE. The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/318591.

Council of Science Editors:

McConnell AE. The Relationships Among Academics, GPA, and the Transition Assessment and Goal Generator (TAGG) in Students with Mild to Moderate Disabilities. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318591


University of Oklahoma

8. Dempsey, Marsha R. Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders.

Degree: PhD, 2011, University of Oklahoma

 The participants were 36 middle school students, with emotional and behavioral disorders, ranging in age from 11 to 15 years, and 15 teachers who either… (more)

Subjects/Keywords: Autonomy in children; Middle school students – Psychology; Problem children – Psychology; Mentally ill children – Psychology; Adjustment disorders in children

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dempsey, M. R. (2011). Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318525

Chicago Manual of Style (16th Edition):

Dempsey, Marsha R. “Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/318525.

MLA Handbook (7th Edition):

Dempsey, Marsha R. “Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders.” 2011. Web. 19 Aug 2019.

Vancouver:

Dempsey MR. Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/318525.

Council of Science Editors:

Dempsey MR. Using the AIR Self-Determination Scale to Predict the Performance of Middle School Students with Emotional and Behavioral Disorders. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/318525


University of Oklahoma

9. Little, Karen Sopina. The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis.

Degree: PhD, 2012, University of Oklahoma

 Self-reported data and the selective group of participants limit the generalization of the results, but provide an initial understanding of the recommended transition practices implemented… (more)

Subjects/Keywords: Teenagers with disabilities – Education – Oklahoma – Public opinion; Teenagers with disabilities – Vocational guidance – Oklahoma – Public opinion; Vocational evaluation – Oklahoma – Public opinion; High school teachers – Oklahoma – Attitudes; Public opinion – Oklah

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APA (6th Edition):

Little, K. S. (2012). The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319321

Chicago Manual of Style (16th Edition):

Little, Karen Sopina. “The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/319321.

MLA Handbook (7th Edition):

Little, Karen Sopina. “The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis.” 2012. Web. 19 Aug 2019.

Vancouver:

Little KS. The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/319321.

Council of Science Editors:

Little KS. The Use of Recommended Transition Education Practices and Perceptions of Administrative Support: A Quantitative and Qualitative Analysis. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319321


University of Oklahoma

10. Martin, Jodie Diane. EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION.

Degree: PhD, 2013, University of Oklahoma

 Federal law mandates that educators use transition assessment data when they develop their students with disabilities’ IEP transition plans. Transition assessments typically provide scores for… (more)

Subjects/Keywords: Education; Tests and Measurements.

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APA (6th Edition):

Martin, J. D. (2013). EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7901

Chicago Manual of Style (16th Edition):

Martin, Jodie Diane. “EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/7901.

MLA Handbook (7th Edition):

Martin, Jodie Diane. “EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION.” 2013. Web. 19 Aug 2019.

Vancouver:

Martin JD. EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/7901.

Council of Science Editors:

Martin JD. EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7901


University of Oklahoma

11. Burnes, Jennifer J. ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES.

Degree: PhD, 2015, University of Oklahoma

 The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) mandates students with disabilities have a transition plan in place beginning with their first Individualized… (more)

Subjects/Keywords: Secondary students with mild disabilities; Secondary transition; Predictive validity; Postsecondary outcomes; Nonacademic student behaviors; Transition assessment

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APA (6th Edition):

Burnes, J. J. (2015). ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15531

Chicago Manual of Style (16th Edition):

Burnes, Jennifer J. “ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/15531.

MLA Handbook (7th Edition):

Burnes, Jennifer J. “ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES.” 2015. Web. 19 Aug 2019.

Vancouver:

Burnes JJ. ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/15531.

Council of Science Editors:

Burnes JJ. ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15531


University of Oklahoma

12. Peterson, Lori Y. College students with disabilities: Building self-determination and self-efficacy.

Degree: PhD, Department of Educational Psychology, 2004, University of Oklahoma

 Inconsistencies in student participation resulted in a need for additional inquiry to determine the factors impacting student participation, perceptions of project benefits, and suggestions for… (more)

Subjects/Keywords: Education, Higher.; Autonomy (Psychology) Case studies.; Self-efficacy Case studies.; College students with disabilities Services for Case studies.; Education, Special.; Self-culture Case studies.

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APA (6th Edition):

Peterson, L. Y. (2004). College students with disabilities: Building self-determination and self-efficacy. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/765

Chicago Manual of Style (16th Edition):

Peterson, Lori Y. “College students with disabilities: Building self-determination and self-efficacy.” 2004. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/765.

MLA Handbook (7th Edition):

Peterson, Lori Y. “College students with disabilities: Building self-determination and self-efficacy.” 2004. Web. 19 Aug 2019.

Vancouver:

Peterson LY. College students with disabilities: Building self-determination and self-efficacy. [Internet] [Doctoral dissertation]. University of Oklahoma; 2004. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/765.

Council of Science Editors:

Peterson LY. College students with disabilities: Building self-determination and self-efficacy. [Doctoral Dissertation]. University of Oklahoma; 2004. Available from: http://hdl.handle.net/11244/765


University of Oklahoma

13. Van Dycke, Jamie L. Determining the impact of self-directed IEP instruction on secondary IEP documents.

Degree: PhD, Department of Educational Psychology, 2005, University of Oklahoma

 Study results indicate that the Self-Directed IEP had a moderate impact on the complexity of the vision statements, with vision statements in the intervention group… (more)

Subjects/Keywords: Self-management (Psychology) for teenagers Study and teaching Activity programs.; Decision making Study and teaching (Secondary) Activity programs.; Vocational guidance Study and teaching (Secondary) Activity programs.; Student aspirations Study and teaching (Secondary) Activity programs.; Education, Special.; Self-directed IEP.

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APA (6th Edition):

Van Dycke, J. L. (2005). Determining the impact of self-directed IEP instruction on secondary IEP documents. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/829

Chicago Manual of Style (16th Edition):

Van Dycke, Jamie L. “Determining the impact of self-directed IEP instruction on secondary IEP documents.” 2005. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/829.

MLA Handbook (7th Edition):

Van Dycke, Jamie L. “Determining the impact of self-directed IEP instruction on secondary IEP documents.” 2005. Web. 19 Aug 2019.

Vancouver:

Van Dycke JL. Determining the impact of self-directed IEP instruction on secondary IEP documents. [Internet] [Doctoral dissertation]. University of Oklahoma; 2005. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/829.

Council of Science Editors:

Van Dycke JL. Determining the impact of self-directed IEP instruction on secondary IEP documents. [Doctoral Dissertation]. University of Oklahoma; 2005. Available from: http://hdl.handle.net/11244/829


University of Oklahoma

14. Juan, Chen-ya. The Transition Success Assessment: Determining Social Validity and Reliability.

Degree: PhD, 2008, University of Oklahoma

 Improving postschool outcomes for students with disabilities has always been a concern for educators, researchers, service providers, and parents. IDEA 2004 requires transition assessments to… (more)

Subjects/Keywords: Vocational evaluation; School-to-work transition – Evaluation; Youth with disabilities – Vocational education – Evaluation

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APA (6th Edition):

Juan, C. (2008). The Transition Success Assessment: Determining Social Validity and Reliability. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318490

Chicago Manual of Style (16th Edition):

Juan, Chen-ya. “The Transition Success Assessment: Determining Social Validity and Reliability.” 2008. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/318490.

MLA Handbook (7th Edition):

Juan, Chen-ya. “The Transition Success Assessment: Determining Social Validity and Reliability.” 2008. Web. 19 Aug 2019.

Vancouver:

Juan C. The Transition Success Assessment: Determining Social Validity and Reliability. [Internet] [Doctoral dissertation]. University of Oklahoma; 2008. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/318490.

Council of Science Editors:

Juan C. The Transition Success Assessment: Determining Social Validity and Reliability. [Doctoral Dissertation]. University of Oklahoma; 2008. Available from: http://hdl.handle.net/11244/318490


University of Oklahoma

15. Juan, Chen-ya. The Transition Success Assessment: Determining Social Validity and Reliability.

Degree: PhD, 2008, University of Oklahoma

 Improving postschool outcomes for students with disabilities has always been a concern for educators, researchers, service providers, and parents. IDEA 2004 requires transition assessments to… (more)

Subjects/Keywords: Vocational evaluation; School-to-work transition – Evaluation; Youth with disabilities – Vocational education – Evaluation

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

APA (6th Edition):

Juan, C. (2008). The Transition Success Assessment: Determining Social Validity and Reliability. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319439

Chicago Manual of Style (16th Edition):

Juan, Chen-ya. “The Transition Success Assessment: Determining Social Validity and Reliability.” 2008. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/319439.

MLA Handbook (7th Edition):

Juan, Chen-ya. “The Transition Success Assessment: Determining Social Validity and Reliability.” 2008. Web. 19 Aug 2019.

Vancouver:

Juan C. The Transition Success Assessment: Determining Social Validity and Reliability. [Internet] [Doctoral dissertation]. University of Oklahoma; 2008. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/319439.

Council of Science Editors:

Juan C. The Transition Success Assessment: Determining Social Validity and Reliability. [Doctoral Dissertation]. University of Oklahoma; 2008. Available from: http://hdl.handle.net/11244/319439

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