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You searched for +publisher:"University of Texas – Austin" +contributor:("Pazey, Barbara"). Showing records 1 – 21 of 21 total matches.

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University of Texas – Austin

1. Bineham, Susan Cadle. Knowledge and skills essential for secondary campus-based administrators to appropriately serve students with special needs.

Degree: Special Education, 2014, University of Texas – Austin

 To explore the reported knowledge and skills held by secondary campus-based administrators pertaining to the instructional and programmatic needs of students with disabilities, a mixed-methods… (more)

Subjects/Keywords: Secondary campus-based administrators; Knowledge and skills; Special education; Preparation; Certification; Standards; Critical pedagogy

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

APA (6th Edition):

Bineham, S. C. (2014). Knowledge and skills essential for secondary campus-based administrators to appropriately serve students with special needs. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26056

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):

Bineham, Susan Cadle. “Knowledge and skills essential for secondary campus-based administrators to appropriately serve students with special needs.” 2014. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/26056.

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

MLA Handbook (7th Edition):

Bineham, Susan Cadle. “Knowledge and skills essential for secondary campus-based administrators to appropriately serve students with special needs.” 2014. Web. 19 Feb 2019.

Vancouver:

Bineham SC. Knowledge and skills essential for secondary campus-based administrators to appropriately serve students with special needs. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/26056.

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

Council of Science Editors:

Bineham SC. Knowledge and skills essential for secondary campus-based administrators to appropriately serve students with special needs. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26056

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


University of Texas – Austin

2. -2154-3018. Barriers present in the culture of special education and their influence on family determination development.

Degree: Special Education, 2015, University of Texas – Austin

 Thirteen qualitative studies that included direct quotes of participants were reviewed and analyzed to determine the barriers present in special education culture and how the… (more)

Subjects/Keywords: Individualized education plan; Individualized transition plan; Self-determination; Transition; Barriers; Culturally and linguistically diverse; Family determination

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APA (6th Edition):

-2154-3018. (2015). Barriers present in the culture of special education and their influence on family determination development. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32478

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

Chicago Manual of Style (16th Edition):

-2154-3018. “Barriers present in the culture of special education and their influence on family determination development.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/32478.

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

MLA Handbook (7th Edition):

-2154-3018. “Barriers present in the culture of special education and their influence on family determination development.” 2015. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2154-3018. Barriers present in the culture of special education and their influence on family determination development. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/32478.

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

Council of Science Editors:

-2154-3018. Barriers present in the culture of special education and their influence on family determination development. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32478

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


University of Texas – Austin

3. Roundhill, Marie Colleen. Maintenance effects of strategy instruction for algebra skills with students with challenging behavior.

Degree: Special Education, 2011, University of Texas – Austin

 This thesis consists of a single subject multiple baseline study of a math intervention for students with behavioral challenges. Students with behavioral challenges were given… (more)

Subjects/Keywords: Behavior disorders; Behavioral challenges; EBD; ED; Math interventions; Algebra; CRA; Academic interventions; Special education; Behavior

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

APA (6th Edition):

Roundhill, M. C. (2011). Maintenance effects of strategy instruction for algebra skills with students with challenging behavior. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4591

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):

Roundhill, Marie Colleen. “Maintenance effects of strategy instruction for algebra skills with students with challenging behavior.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-12-4591.

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

MLA Handbook (7th Edition):

Roundhill, Marie Colleen. “Maintenance effects of strategy instruction for algebra skills with students with challenging behavior.” 2011. Web. 19 Feb 2019.

Vancouver:

Roundhill MC. Maintenance effects of strategy instruction for algebra skills with students with challenging behavior. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4591.

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

Council of Science Editors:

Roundhill MC. Maintenance effects of strategy instruction for algebra skills with students with challenging behavior. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4591

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


University of Texas – Austin

4. -3504-6610. School district operational relationships : a qualitative exploration of how system linkages support organizational learning.

Degree: Educational Administration, 2017, University of Texas – Austin

 As federal and state policies continue to increase the demands for student academic achievement, school districts across the nation must function less as bureaucratic organizations… (more)

Subjects/Keywords: Operational relationships; Organizational learning

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APA (6th Edition):

-3504-6610. (2017). School district operational relationships : a qualitative exploration of how system linkages support organizational learning. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63068

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

Chicago Manual of Style (16th Edition):

-3504-6610. “School district operational relationships : a qualitative exploration of how system linkages support organizational learning.” 2017. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/63068.

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

MLA Handbook (7th Edition):

-3504-6610. “School district operational relationships : a qualitative exploration of how system linkages support organizational learning.” 2017. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3504-6610. School district operational relationships : a qualitative exploration of how system linkages support organizational learning. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/63068.

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

Council of Science Editors:

-3504-6610. School district operational relationships : a qualitative exploration of how system linkages support organizational learning. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63068

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


University of Texas – Austin

5. -8510-2799. Perceptions of urban public school administrators and general and special education teachers about the overrepresentation of African American males in special education.

Degree: Special Education, 2015, University of Texas – Austin

 The overrepresentation of African American (AA) males in special education is not a new problem. In 1968, Lloyd Dunn recognized that economically disadvantaged students and… (more)

Subjects/Keywords: Overrepresentation; Special education; African American

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

APA (6th Edition):

-8510-2799. (2015). Perceptions of urban public school administrators and general and special education teachers about the overrepresentation of African American males in special education. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32429

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

Chicago Manual of Style (16th Edition):

-8510-2799. “Perceptions of urban public school administrators and general and special education teachers about the overrepresentation of African American males in special education.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/32429.

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

MLA Handbook (7th Edition):

-8510-2799. “Perceptions of urban public school administrators and general and special education teachers about the overrepresentation of African American males in special education.” 2015. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8510-2799. Perceptions of urban public school administrators and general and special education teachers about the overrepresentation of African American males in special education. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/32429.

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

Council of Science Editors:

-8510-2799. Perceptions of urban public school administrators and general and special education teachers about the overrepresentation of African American males in special education. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32429

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


University of Texas – Austin

6. Rodriguez-Davila, Xochitl Melva. Teacher performance pay : perceptions of practicing administrators and teachers.

Degree: Educational Administration, 2011, University of Texas – Austin

 This study considered the role of the principal plays in the implementation of performance-based pay. A qualitative research approach was taken and a multiple case… (more)

Subjects/Keywords: Performance based pay; Teachers; Administrators

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

APA (6th Edition):

Rodriguez-Davila, X. M. (2011). Teacher performance pay : perceptions of practicing administrators and teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32816

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):

Rodriguez-Davila, Xochitl Melva. “Teacher performance pay : perceptions of practicing administrators and teachers.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/32816.

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

MLA Handbook (7th Edition):

Rodriguez-Davila, Xochitl Melva. “Teacher performance pay : perceptions of practicing administrators and teachers.” 2011. Web. 19 Feb 2019.

Vancouver:

Rodriguez-Davila XM. Teacher performance pay : perceptions of practicing administrators and teachers. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/32816.

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

Council of Science Editors:

Rodriguez-Davila XM. Teacher performance pay : perceptions of practicing administrators and teachers. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/32816

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


University of Texas – Austin

7. -8578-9642. Case study exploring the influence of leadership on a new teacher evaluation framework.

Degree: Educational Administration, 2016, University of Texas – Austin

 There is a need to identify how leadership influences school reform frameworks enhancing teacher resolve needed to address underperforming students (Goddard, LoGerfo, & Hoy, 2004).… (more)

Subjects/Keywords: Teacher evaluation; Leadership; Evaluative consciousness

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

APA (6th Edition):

-8578-9642. (2016). Case study exploring the influence of leadership on a new teacher evaluation framework. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41298

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

Chicago Manual of Style (16th Edition):

-8578-9642. “Case study exploring the influence of leadership on a new teacher evaluation framework.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/41298.

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

MLA Handbook (7th Edition):

-8578-9642. “Case study exploring the influence of leadership on a new teacher evaluation framework.” 2016. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8578-9642. Case study exploring the influence of leadership on a new teacher evaluation framework. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/41298.

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

Council of Science Editors:

-8578-9642. Case study exploring the influence of leadership on a new teacher evaluation framework. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41298

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


University of Texas – Austin

8. -1789-0084. Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field.

Degree: Educational Administration, 2016, University of Texas – Austin

 School district leaders who have been well-prepared can positively impact student achievement in their school districts. In the area of special education, however, some superintendents… (more)

Subjects/Keywords: Superintendent; Special education; Educational administration

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

APA (6th Edition):

-1789-0084. (2016). Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41299

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

Chicago Manual of Style (16th Edition):

-1789-0084. “Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/41299.

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

MLA Handbook (7th Edition):

-1789-0084. “Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field.” 2016. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1789-0084. Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/41299.

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

Council of Science Editors:

-1789-0084. Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41299

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


University of Texas – Austin

9. Miranda, Angie. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.

Degree: Educational Administration, 2011, University of Texas – Austin

 This study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups.… (more)

Subjects/Keywords: Elementary schools; Elementary education; School principals; School leadership; School administrators; High-performing schools; Urban schools

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

APA (6th Edition):

Miranda, A. (2011). Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2915

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):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

MLA Handbook (7th Edition):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Web. 19 Feb 2019.

Vancouver:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

Council of Science Editors:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915

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


University of Texas – Austin

10. Whitaker, Jarrett Reid. Transitioning from textbooks to online instructional materials : a study of perceived urban principal leadership styles that impact teacher concern in using a standards-based online curriculum management program for teaching science.

Degree: Educational Administration, 2012, University of Texas – Austin

 A number of technologies have been in use in the science classroom; however, their effects on teacher instruction and student achievement also remain under researched… (more)

Subjects/Keywords: Textbooks; Online instructional materials; Leadership styles

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

APA (6th Edition):

Whitaker, J. R. (2012). Transitioning from textbooks to online instructional materials : a study of perceived urban principal leadership styles that impact teacher concern in using a standards-based online curriculum management program for teaching science. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5027

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):

Whitaker, Jarrett Reid. “Transitioning from textbooks to online instructional materials : a study of perceived urban principal leadership styles that impact teacher concern in using a standards-based online curriculum management program for teaching science.” 2012. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5027.

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

MLA Handbook (7th Edition):

Whitaker, Jarrett Reid. “Transitioning from textbooks to online instructional materials : a study of perceived urban principal leadership styles that impact teacher concern in using a standards-based online curriculum management program for teaching science.” 2012. Web. 19 Feb 2019.

Vancouver:

Whitaker JR. Transitioning from textbooks to online instructional materials : a study of perceived urban principal leadership styles that impact teacher concern in using a standards-based online curriculum management program for teaching science. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5027.

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

Council of Science Editors:

Whitaker JR. Transitioning from textbooks to online instructional materials : a study of perceived urban principal leadership styles that impact teacher concern in using a standards-based online curriculum management program for teaching science. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5027

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


University of Texas – Austin

11. -2898-4200. The effects of race/ethnicity, comorbid disabilities, and vocational rehabilitation services on employment outcomes of individuals with traumatic brain injury.

Degree: Special Education, 2015, University of Texas – Austin

 Individuals with TBI are among the fastest growing population served in the state – federal vocational rehabilitation programs. The increasing rates of individuals with TBI… (more)

Subjects/Keywords: Vocational rehabilitation; Race/ethnicity; Brain injury; Employment; Employment outcomes; TBI; Traumatic brain injury

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

APA (6th Edition):

-2898-4200. (2015). The effects of race/ethnicity, comorbid disabilities, and vocational rehabilitation services on employment outcomes of individuals with traumatic brain injury. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63892

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

Chicago Manual of Style (16th Edition):

-2898-4200. “The effects of race/ethnicity, comorbid disabilities, and vocational rehabilitation services on employment outcomes of individuals with traumatic brain injury.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/63892.

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

MLA Handbook (7th Edition):

-2898-4200. “The effects of race/ethnicity, comorbid disabilities, and vocational rehabilitation services on employment outcomes of individuals with traumatic brain injury.” 2015. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2898-4200. The effects of race/ethnicity, comorbid disabilities, and vocational rehabilitation services on employment outcomes of individuals with traumatic brain injury. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/63892.

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

Council of Science Editors:

-2898-4200. The effects of race/ethnicity, comorbid disabilities, and vocational rehabilitation services on employment outcomes of individuals with traumatic brain injury. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/63892

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


University of Texas – Austin

12. -6938-7472. Realizing inclusive social justice leadership : two principals narrate their transformative journeys.

Degree: Special Education, 2015, University of Texas – Austin

 This interpretive biographical case study relies on the personal narratives of two successful public school principals to explore and build upon current theory of inclusive… (more)

Subjects/Keywords: Inclusion; Social justice

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APA (6th Edition):

-6938-7472. (2015). Realizing inclusive social justice leadership : two principals narrate their transformative journeys. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31695

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

Chicago Manual of Style (16th Edition):

-6938-7472. “Realizing inclusive social justice leadership : two principals narrate their transformative journeys.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/31695.

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

MLA Handbook (7th Edition):

-6938-7472. “Realizing inclusive social justice leadership : two principals narrate their transformative journeys.” 2015. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6938-7472. Realizing inclusive social justice leadership : two principals narrate their transformative journeys. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/31695.

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

Council of Science Editors:

-6938-7472. Realizing inclusive social justice leadership : two principals narrate their transformative journeys. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31695

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


University of Texas – Austin

13. Hinojosa, Saul U. An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students.

Degree: Educational Administration, 2015, University of Texas – Austin

 Implementing a Response to Intervention (RTI) system within a public school district includes several variables, one of which is identifying the contributing factors that are… (more)

Subjects/Keywords: Response to intervention (RTI); Hispanic students; Teacher perceptions

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APA (6th Edition):

Hinojosa, S. U. (2015). An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32520

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):

Hinojosa, Saul U. “An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/32520.

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

MLA Handbook (7th Edition):

Hinojosa, Saul U. “An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students.” 2015. Web. 19 Feb 2019.

Vancouver:

Hinojosa SU. An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/32520.

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

Council of Science Editors:

Hinojosa SU. An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32520

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

14. Altobelli, Joan Marie. Educator knowledge and skills essential for accommodating students with learning disabilities in reading.

Degree: Special Education, 2013, University of Texas – Austin

 Teachers and administrators implement and supervise the implementation of the individualized education program (IEP) for children with disabilities. An understanding of teacher and administrator knowledge… (more)

Subjects/Keywords: IEP; Special education; IEP implementation; Individualized Education Plan; Special education supervision

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

APA (6th Edition):

Altobelli, J. M. (2013). Educator knowledge and skills essential for accommodating students with learning disabilities in reading. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21199

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):

Altobelli, Joan Marie. “Educator knowledge and skills essential for accommodating students with learning disabilities in reading.” 2013. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/21199.

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

MLA Handbook (7th Edition):

Altobelli, Joan Marie. “Educator knowledge and skills essential for accommodating students with learning disabilities in reading.” 2013. Web. 19 Feb 2019.

Vancouver:

Altobelli JM. Educator knowledge and skills essential for accommodating students with learning disabilities in reading. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/21199.

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

Council of Science Editors:

Altobelli JM. Educator knowledge and skills essential for accommodating students with learning disabilities in reading. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21199

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

15. Salazar, Meagan Joy. How current school leaders make sense of inclusive education policies : a qualitative exploration of graduates of a “high-quality” principal preparation program.

Degree: Special Education, 2013, University of Texas – Austin

 With increasing demand for school accountability following the NCLB Act of 2001, school leaders have a greater responsibility to students with disabilities than ever tinclude… (more)

Subjects/Keywords: Special education leadership; Exemplary leadership programs; Sense making; Preparation programs; Policy

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

APA (6th Edition):

Salazar, M. J. (2013). How current school leaders make sense of inclusive education policies : a qualitative exploration of graduates of a “high-quality” principal preparation program. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28740

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):

Salazar, Meagan Joy. “How current school leaders make sense of inclusive education policies : a qualitative exploration of graduates of a “high-quality” principal preparation program.” 2013. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/28740.

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

MLA Handbook (7th Edition):

Salazar, Meagan Joy. “How current school leaders make sense of inclusive education policies : a qualitative exploration of graduates of a “high-quality” principal preparation program.” 2013. Web. 19 Feb 2019.

Vancouver:

Salazar MJ. How current school leaders make sense of inclusive education policies : a qualitative exploration of graduates of a “high-quality” principal preparation program. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/28740.

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

Council of Science Editors:

Salazar MJ. How current school leaders make sense of inclusive education policies : a qualitative exploration of graduates of a “high-quality” principal preparation program. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/28740

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

16. Williams, Jacob Levi. Administrator perception of threat from students with disabilities and disciplinary decisions.

Degree: Special Education, 2013, University of Texas – Austin

 The disproportionate exposure to exclusionary discipline for students with disabilities is an acknowledged phenomenon. However, a theoretical understanding for this phenomenon is unknown. Recent claims… (more)

Subjects/Keywords: Disability; Discipline; Educational administrators; Exclusion; Suspension

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APA (6th Edition):

Williams, J. L. (2013). Administrator perception of threat from students with disabilities and disciplinary decisions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21215

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, Jacob Levi. “Administrator perception of threat from students with disabilities and disciplinary decisions.” 2013. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/21215.

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

MLA Handbook (7th Edition):

Williams, Jacob Levi. “Administrator perception of threat from students with disabilities and disciplinary decisions.” 2013. Web. 19 Feb 2019.

Vancouver:

Williams JL. Administrator perception of threat from students with disabilities and disciplinary decisions. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/21215.

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

Council of Science Editors:

Williams JL. Administrator perception of threat from students with disabilities and disciplinary decisions. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21215

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

17. Brummet, Brent McKendree. The "Autism epidemic" and Texas public schools : economic, educational, and ethical considerations for public school superintendents.

Degree: Educational Administration, 2015, University of Texas – Austin

 The purported existence of an “autism epidemic" has been vociferously debated both in the popular media and in academic research. One oft-cited study suggests that… (more)

Subjects/Keywords: Autism; Identification

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APA (6th Edition):

Brummet, B. M. (2015). The "Autism epidemic" and Texas public schools : economic, educational, and ethical considerations for public school superintendents. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32519

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):

Brummet, Brent McKendree. “The "Autism epidemic" and Texas public schools : economic, educational, and ethical considerations for public school superintendents.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/32519.

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

MLA Handbook (7th Edition):

Brummet, Brent McKendree. “The "Autism epidemic" and Texas public schools : economic, educational, and ethical considerations for public school superintendents.” 2015. Web. 19 Feb 2019.

Vancouver:

Brummet BM. The "Autism epidemic" and Texas public schools : economic, educational, and ethical considerations for public school superintendents. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/32519.

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

Council of Science Editors:

Brummet BM. The "Autism epidemic" and Texas public schools : economic, educational, and ethical considerations for public school superintendents. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32519

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

18. -1011-2615. How academic deans support data-driven decision making in high schools: a case study to examine perceptions from district leaders, principals, academic deans, and teachers.

Degree: Educational Administration, 2015, University of Texas – Austin

 There continues to be a growing body of literature regarding data-driven decision making practices in elementary and middle schools; however, there is limited literature regarding… (more)

Subjects/Keywords: Academic dean; Data-driven decision making; High school

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

APA (6th Edition):

-1011-2615. (2015). How academic deans support data-driven decision making in high schools: a case study to examine perceptions from district leaders, principals, academic deans, and teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32847

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

Chicago Manual of Style (16th Edition):

-1011-2615. “How academic deans support data-driven decision making in high schools: a case study to examine perceptions from district leaders, principals, academic deans, and teachers.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/32847.

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

MLA Handbook (7th Edition):

-1011-2615. “How academic deans support data-driven decision making in high schools: a case study to examine perceptions from district leaders, principals, academic deans, and teachers.” 2015. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1011-2615. How academic deans support data-driven decision making in high schools: a case study to examine perceptions from district leaders, principals, academic deans, and teachers. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/32847.

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

Council of Science Editors:

-1011-2615. How academic deans support data-driven decision making in high schools: a case study to examine perceptions from district leaders, principals, academic deans, and teachers. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32847

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

19. Fugate, Margrette Katherine. Response to intervention viewed through the lens of adoption of innovation.

Degree: Special Education, 2012, University of Texas – Austin

 The reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004 states that a local education agency (LEA) may use a process that… (more)

Subjects/Keywords: Response to intervention; Adoption of innovation

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APA (6th Edition):

Fugate, M. K. (2012). Response to intervention viewed through the lens of adoption of innovation. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19570

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):

Fugate, Margrette Katherine. “Response to intervention viewed through the lens of adoption of innovation.” 2012. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/19570.

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

MLA Handbook (7th Edition):

Fugate, Margrette Katherine. “Response to intervention viewed through the lens of adoption of innovation.” 2012. Web. 19 Feb 2019.

Vancouver:

Fugate MK. Response to intervention viewed through the lens of adoption of innovation. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/19570.

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

Council of Science Editors:

Fugate MK. Response to intervention viewed through the lens of adoption of innovation. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19570

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

20. Dorow, Roberta Rusch. Transition planning for postsecondary students with disabilities : exposed versus actual transition planning.

Degree: Educational Administration, 2010, University of Texas – Austin

 The Individuals with Disabilities Education Act (IDEA) of 2004 mandated transition planning services for students with disabilities who are exiting high school and entering the… (more)

Subjects/Keywords: Transition lanning; Higher education; Students with disabilities; Community colleges; Texas; Untied States

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APA (6th Edition):

Dorow, R. R. (2010). Transition planning for postsecondary students with disabilities : exposed versus actual transition planning. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2369

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):

Dorow, Roberta Rusch. “Transition planning for postsecondary students with disabilities : exposed versus actual transition planning.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2369.

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

MLA Handbook (7th Edition):

Dorow, Roberta Rusch. “Transition planning for postsecondary students with disabilities : exposed versus actual transition planning.” 2010. Web. 19 Feb 2019.

Vancouver:

Dorow RR. Transition planning for postsecondary students with disabilities : exposed versus actual transition planning. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2369.

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

Council of Science Editors:

Dorow RR. Transition planning for postsecondary students with disabilities : exposed versus actual transition planning. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2369

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

21. Cavazos, Arturo Jude. Important competencies for the selection of effective school leaders : principals' perceptions.

Degree: Educational Administration, 2012, University of Texas – Austin

 This study focused on competencies considered important in the selection of principals from the perspectives of effective principals on the Texas–Mexico border. The competencies of… (more)

Subjects/Keywords: Effective; School leaders; Principals' perceptions; Competencies

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APA (6th Edition):

Cavazos, A. J. (2012). Important competencies for the selection of effective school leaders : principals' perceptions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5105

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):

Cavazos, Arturo Jude. “Important competencies for the selection of effective school leaders : principals' perceptions.” 2012. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5105.

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

MLA Handbook (7th Edition):

Cavazos, Arturo Jude. “Important competencies for the selection of effective school leaders : principals' perceptions.” 2012. Web. 19 Feb 2019.

Vancouver:

Cavazos AJ. Important competencies for the selection of effective school leaders : principals' perceptions. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5105.

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

Council of Science Editors:

Cavazos AJ. Important competencies for the selection of effective school leaders : principals' perceptions. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5105

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

.