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

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University of Texas – Austin

1. De La Cruz, Berenice. Use of a self-monitoring treatment package to support teachers in developing and implementing self-monitoring interventions for children with developmental disabilities.

Degree: Special Education, 2009, University of Texas – Austin

 Several empirical studies have suggested that self-monitoring is an effective strategy to increase appropriate behavior in children and adults with developmental disabilities. Results of a… (more)

Subjects/Keywords: Children with developmental disabilities behavior modification; Developmentally disabled children behavior modification; Self-monitoring treatment package; Self-monitoring; Special education teachers training; Teacher feedback; Special education

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

APA (6th Edition):

De La Cruz, B. (2009). Use of a self-monitoring treatment package to support teachers in developing and implementing self-monitoring interventions for children with developmental disabilities. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/6618

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):

De La Cruz, Berenice. “Use of a self-monitoring treatment package to support teachers in developing and implementing self-monitoring interventions for children with developmental disabilities.” 2009. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/6618.

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

MLA Handbook (7th Edition):

De La Cruz, Berenice. “Use of a self-monitoring treatment package to support teachers in developing and implementing self-monitoring interventions for children with developmental disabilities.” 2009. Web. 16 Feb 2019.

Vancouver:

De La Cruz B. Use of a self-monitoring treatment package to support teachers in developing and implementing self-monitoring interventions for children with developmental disabilities. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/6618.

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

Council of Science Editors:

De La Cruz B. Use of a self-monitoring treatment package to support teachers in developing and implementing self-monitoring interventions for children with developmental disabilities. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/6618

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


University of Texas – Austin

2. Kraft, Guliz. Impact of social skills instruction on problem solving skills of students with learning disabilities.

Degree: Special Education, 2009, University of Texas – Austin

 The study analyzed the impact of a social skills intervention pogram with adolescent students with learning disabilities attending a school for dyslexia in central Texas.… (more)

Subjects/Keywords: Dyslexia; Social skills intervention program; Adolescent students; Social problem solving

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APA (6th Edition):

Kraft, G. (2009). Impact of social skills instruction on problem solving skills of students with learning disabilities. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/10662

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):

Kraft, Guliz. “Impact of social skills instruction on problem solving skills of students with learning disabilities.” 2009. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/10662.

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

MLA Handbook (7th Edition):

Kraft, Guliz. “Impact of social skills instruction on problem solving skills of students with learning disabilities.” 2009. Web. 16 Feb 2019.

Vancouver:

Kraft G. Impact of social skills instruction on problem solving skills of students with learning disabilities. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/10662.

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

Council of Science Editors:

Kraft G. Impact of social skills instruction on problem solving skills of students with learning disabilities. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/10662

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


University of Texas – Austin

3. Reed, Deborah Kay. The contribution of retell to the identification of struggling adolescent readers.

Degree: Special Education, 2010, University of Texas – Austin

 This measurement study examined the construct validity of the retell component of the Texas Middle School Fluency Assessment (Texas Education Agency, University of Houston, &… (more)

Subjects/Keywords: Confirmatory factor analysis; Reading comprehension; Adolescents; Reading assessment

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APA (6th Edition):

Reed, D. K. (2010). The contribution of retell to the identification of struggling adolescent readers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-736

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):

Reed, Deborah Kay. “The contribution of retell to the identification of struggling adolescent readers.” 2010. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-736.

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

MLA Handbook (7th Edition):

Reed, Deborah Kay. “The contribution of retell to the identification of struggling adolescent readers.” 2010. Web. 16 Feb 2019.

Vancouver:

Reed DK. The contribution of retell to the identification of struggling adolescent readers. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-736.

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

Council of Science Editors:

Reed DK. The contribution of retell to the identification of struggling adolescent readers. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-736

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


University of Texas – Austin

4. Langford, Lyndon Limuel. The development and testing of an evaluation model for special education.

Degree: Special Education, 2010, University of Texas – Austin

 The purpose of this study was to develop and test a model which addresses special education program evaluation needs. As such, the focus was on… (more)

Subjects/Keywords: Special education evaluation model; Evaluation model; Special education; Theories of action; Espoused theories of action in use; Evaluating special programs

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APA (6th Edition):

Langford, L. L. (2010). The development and testing of an evaluation model for special education. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-871

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):

Langford, Lyndon Limuel. “The development and testing of an evaluation model for special education.” 2010. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-871.

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

MLA Handbook (7th Edition):

Langford, Lyndon Limuel. “The development and testing of an evaluation model for special education.” 2010. Web. 16 Feb 2019.

Vancouver:

Langford LL. The development and testing of an evaluation model for special education. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-871.

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

Council of Science Editors:

Langford LL. The development and testing of an evaluation model for special education. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-871

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


University of Texas – Austin

5. Kim, Hyung Mee. Functional communication training for Korean immigrant children with developmental disabilities.

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

 This study was undertaken to determine whether functional communication training (FCT) could be used effectively with Korean immigrant children who have developmental disabilities in order… (more)

Subjects/Keywords: FCT; Korean immigrant children; Challenging behavior; Functional analysis

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APA (6th Edition):

Kim, H. M. (2012). Functional communication training for Korean immigrant children with developmental disabilities. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46067

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):

Kim, Hyung Mee. “Functional communication training for Korean immigrant children with developmental disabilities.” 2012. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/46067.

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

MLA Handbook (7th Edition):

Kim, Hyung Mee. “Functional communication training for Korean immigrant children with developmental disabilities.” 2012. Web. 16 Feb 2019.

Vancouver:

Kim HM. Functional communication training for Korean immigrant children with developmental disabilities. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/46067.

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

Council of Science Editors:

Kim HM. Functional communication training for Korean immigrant children with developmental disabilities. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/46067

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


University of Texas – Austin

6. Kelly, John R., 1950-. The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders.

Degree: Special Education, 2010, University of Texas – Austin

 Historically, youth with emotional and behavioral disorders (EBD) have experienced higher rates of absenteeism, lower grade point averages, and higher course failure than their non-disabled… (more)

Subjects/Keywords: Self-determination; Self-regulation; Self-instruction; Problem solving; Choice making; Behavior; Emotional and behavioral disorder; Emotional disturbance; Adolescence; Special education

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

APA (6th Edition):

Kelly, John R., 1. (2010). The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1666

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):

Kelly, John R., 1950-. “The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders.” 2010. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1666.

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

MLA Handbook (7th Edition):

Kelly, John R., 1950-. “The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders.” 2010. Web. 16 Feb 2019.

Vancouver:

Kelly, John R. 1. The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1666.

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

Council of Science Editors:

Kelly, John R. 1. The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1666

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

7. Thomas, Cathy Newman, 1957-. A comparison of three instructional methods – teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction – on the knowledge, beliefs, and skills of preservice teachers.

Degree: Special Education, 2008, University of Texas – Austin

 The purpose of this quasi-experimental study was to examine the comparative effects of multimedia anchored instruction (MAI) to analog video instruction (AVI) and to teacher-directed,… (more)

Subjects/Keywords: Effective teaching; Computer-assisted instruction; Teachers – Training of; Student teachers

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APA (6th Edition):

Thomas, Cathy Newman, 1. (2008). A comparison of three instructional methods – teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction – on the knowledge, beliefs, and skills of preservice teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/18356

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):

Thomas, Cathy Newman, 1957-. “A comparison of three instructional methods – teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction – on the knowledge, beliefs, and skills of preservice teachers.” 2008. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/18356.

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

MLA Handbook (7th Edition):

Thomas, Cathy Newman, 1957-. “A comparison of three instructional methods – teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction – on the knowledge, beliefs, and skills of preservice teachers.” 2008. Web. 16 Feb 2019.

Vancouver:

Thomas, Cathy Newman 1. A comparison of three instructional methods – teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction – on the knowledge, beliefs, and skills of preservice teachers. [Internet] [Thesis]. University of Texas – Austin; 2008. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/18356.

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

Council of Science Editors:

Thomas, Cathy Newman 1. A comparison of three instructional methods – teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction – on the knowledge, beliefs, and skills of preservice teachers. [Thesis]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/18356

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

8. Kim, Jiyoung. The effect of situated learning on knowledge transfer of students with and without disabilities in inclusive classrooms : a meta-analysis.

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

 The purpose of this meta-analysis was to examine the effect of situated learning on the academic performance of students with and without disabilities in inclusive… (more)

Subjects/Keywords: Situated learning; Knowledge transfer; Context; Real-world; Problem solving; Inclusive; Classroom; Disabilities; Meta-analysis

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APA (6th Edition):

Kim, J. (2012). The effect of situated learning on knowledge transfer of students with and without disabilities in inclusive classrooms : a meta-analysis. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/16763

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):

Kim, Jiyoung. “The effect of situated learning on knowledge transfer of students with and without disabilities in inclusive classrooms : a meta-analysis.” 2012. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/16763.

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

MLA Handbook (7th Edition):

Kim, Jiyoung. “The effect of situated learning on knowledge transfer of students with and without disabilities in inclusive classrooms : a meta-analysis.” 2012. Web. 16 Feb 2019.

Vancouver:

Kim J. The effect of situated learning on knowledge transfer of students with and without disabilities in inclusive classrooms : a meta-analysis. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/16763.

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

Council of Science Editors:

Kim J. The effect of situated learning on knowledge transfer of students with and without disabilities in inclusive classrooms : a meta-analysis. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/16763

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


University of Texas – Austin

9. Heo, Yusung, 1972-. The impact of multimedia anchored instruction on the motivation to learn of students with and without learning disabilities placed in inclusive middle school language arts classes.

Degree: Special Education, 2007, University of Texas – Austin

 The purpose of this study was to investigate the impact of multimedia anchored instruction in language arts on the motivation to learn and academic achievement… (more)

Subjects/Keywords: Computer-assisted instruction; Language arts (Middle school); Learning disabled children – Education

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APA (6th Edition):

Heo, Yusung, 1. (2007). The impact of multimedia anchored instruction on the motivation to learn of students with and without learning disabilities placed in inclusive middle school language arts classes. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/3592

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):

Heo, Yusung, 1972-. “The impact of multimedia anchored instruction on the motivation to learn of students with and without learning disabilities placed in inclusive middle school language arts classes.” 2007. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/3592.

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

MLA Handbook (7th Edition):

Heo, Yusung, 1972-. “The impact of multimedia anchored instruction on the motivation to learn of students with and without learning disabilities placed in inclusive middle school language arts classes.” 2007. Web. 16 Feb 2019.

Vancouver:

Heo, Yusung 1. The impact of multimedia anchored instruction on the motivation to learn of students with and without learning disabilities placed in inclusive middle school language arts classes. [Internet] [Thesis]. University of Texas – Austin; 2007. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/3592.

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

Council of Science Editors:

Heo, Yusung 1. The impact of multimedia anchored instruction on the motivation to learn of students with and without learning disabilities placed in inclusive middle school language arts classes. [Thesis]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/3592

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


University of Texas – Austin

10. Dix, Jennifer Anne, 1971-. The effects of computer-assisted contextualized instruction on mathematical word-problem solving for students with learning disabilities.

Degree: Special Education, 2007, University of Texas – Austin

 The purpose of this research is to examine the effects of a computer simulation program on the ability of students with LD to: a) communicate… (more)

Subjects/Keywords: Computer simulation program; Learning disabilities; Contextualized problem solving; Computer systems for learning disabilities; Learning disabilities education

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APA (6th Edition):

Dix, Jennifer Anne, 1. (2007). The effects of computer-assisted contextualized instruction on mathematical word-problem solving for students with learning disabilities. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/29588

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):

Dix, Jennifer Anne, 1971-. “The effects of computer-assisted contextualized instruction on mathematical word-problem solving for students with learning disabilities.” 2007. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/29588.

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

MLA Handbook (7th Edition):

Dix, Jennifer Anne, 1971-. “The effects of computer-assisted contextualized instruction on mathematical word-problem solving for students with learning disabilities.” 2007. Web. 16 Feb 2019.

Vancouver:

Dix, Jennifer Anne 1. The effects of computer-assisted contextualized instruction on mathematical word-problem solving for students with learning disabilities. [Internet] [Thesis]. University of Texas – Austin; 2007. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/29588.

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

Council of Science Editors:

Dix, Jennifer Anne 1. The effects of computer-assisted contextualized instruction on mathematical word-problem solving for students with learning disabilities. [Thesis]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/29588

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


University of Texas – Austin

11. Hur, Suhng-june. Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilities.

Degree: Special Education, 2001, University of Texas – Austin

Subjects/Keywords: Mainstreaming in education – United States; Children with disabilities – Education – United States; Individualized education programs – United States; Individualized instruction – United States; Curriculum planning – United States

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

APA (6th Edition):

Hur, S. (2001). Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilities. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/10588

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):

Hur, Suhng-june. “Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilities.” 2001. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/10588.

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

MLA Handbook (7th Edition):

Hur, Suhng-june. “Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilities.” 2001. Web. 16 Feb 2019.

Vancouver:

Hur S. Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilities. [Internet] [Thesis]. University of Texas – Austin; 2001. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/10588.

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

Council of Science Editors:

Hur S. Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilities. [Thesis]. University of Texas – Austin; 2001. Available from: http://hdl.handle.net/2152/10588

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


University of Texas – Austin

12. Baker, Luther L. Perceptions of the effects of workforce development training on vocational interests of adjudicated African American youth with disabilities.

Degree: Special Education, 2004, University of Texas – Austin

 This phenomenological study was undertaken in an attempt to understand the meaning of the experience of being in workforce development training. African American male youth… (more)

Subjects/Keywords: Youth with disabilities; Occupational training; African American youth

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APA (6th Edition):

Baker, L. L. (2004). Perceptions of the effects of workforce development training on vocational interests of adjudicated African American youth with disabilities. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/1476

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):

Baker, Luther L. “Perceptions of the effects of workforce development training on vocational interests of adjudicated African American youth with disabilities.” 2004. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/1476.

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

MLA Handbook (7th Edition):

Baker, Luther L. “Perceptions of the effects of workforce development training on vocational interests of adjudicated African American youth with disabilities.” 2004. Web. 16 Feb 2019.

Vancouver:

Baker LL. Perceptions of the effects of workforce development training on vocational interests of adjudicated African American youth with disabilities. [Internet] [Thesis]. University of Texas – Austin; 2004. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/1476.

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

Council of Science Editors:

Baker LL. Perceptions of the effects of workforce development training on vocational interests of adjudicated African American youth with disabilities. [Thesis]. University of Texas – Austin; 2004. Available from: http://hdl.handle.net/2152/1476

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

13. Solis, Michael R. The effects of a multicomponent reading intervention and a no treatment comparison on the reading comprehension of adolescent students who are adequate word readers and low in reading comprehension.

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

 This experimental study was conducted to examine the effectiveness of multicomponent reading intervention and a no treatment comparison condition on the reading comprehension of adolescent… (more)

Subjects/Keywords: Reading comprehension; Intervention; Adolescents

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

APA (6th Edition):

Solis, M. R. (2012). The effects of a multicomponent reading intervention and a no treatment comparison on the reading comprehension of adolescent students who are adequate word readers and low in reading comprehension. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19583

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):

Solis, Michael R. “The effects of a multicomponent reading intervention and a no treatment comparison on the reading comprehension of adolescent students who are adequate word readers and low in reading comprehension.” 2012. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/19583.

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

MLA Handbook (7th Edition):

Solis, Michael R. “The effects of a multicomponent reading intervention and a no treatment comparison on the reading comprehension of adolescent students who are adequate word readers and low in reading comprehension.” 2012. Web. 16 Feb 2019.

Vancouver:

Solis MR. The effects of a multicomponent reading intervention and a no treatment comparison on the reading comprehension of adolescent students who are adequate word readers and low in reading comprehension. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/19583.

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

Council of Science Editors:

Solis MR. The effects of a multicomponent reading intervention and a no treatment comparison on the reading comprehension of adolescent students who are adequate word readers and low in reading comprehension. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19583

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

14. Chiang, Chia-Jung. Sleep-wake characteristics of children with pervasive developmental disorders (PDD) : a survey study.

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

 A higher prevalence of sleep problems and a few specific sleep-wake characteristics have been preliminarily found to be associated with pervasive developmental disorders (PDD). However,… (more)

Subjects/Keywords: Pervasive Developmental Disorders (PDD); Sleep; Children; Survey

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APA (6th Edition):

Chiang, C. (2012). Sleep-wake characteristics of children with pervasive developmental disorders (PDD) : a survey study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19503

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):

Chiang, Chia-Jung. “Sleep-wake characteristics of children with pervasive developmental disorders (PDD) : a survey study.” 2012. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/19503.

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

MLA Handbook (7th Edition):

Chiang, Chia-Jung. “Sleep-wake characteristics of children with pervasive developmental disorders (PDD) : a survey study.” 2012. Web. 16 Feb 2019.

Vancouver:

Chiang C. Sleep-wake characteristics of children with pervasive developmental disorders (PDD) : a survey study. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/19503.

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

Council of Science Editors:

Chiang C. Sleep-wake characteristics of children with pervasive developmental disorders (PDD) : a survey study. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19503

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

15. Coleman, Meghan Aileen. Field-based experiences for culturally responsive special education teacher preparation.

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

 Focusing on increasing student diversity, special education teacher preparation programs must work towards developing preservice special education teachers’ ability to address culture, language, and disability… (more)

Subjects/Keywords: Multicultural special education; Teacher preparation; Field-based experiences

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

APA (6th Edition):

Coleman, M. A. (2012). Field-based experiences for culturally responsive special education teacher preparation. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-08-6304

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):

Coleman, Meghan Aileen. “Field-based experiences for culturally responsive special education teacher preparation.” 2012. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/ETD-UT-2012-08-6304.

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

MLA Handbook (7th Edition):

Coleman, Meghan Aileen. “Field-based experiences for culturally responsive special education teacher preparation.” 2012. Web. 16 Feb 2019.

Vancouver:

Coleman MA. Field-based experiences for culturally responsive special education teacher preparation. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-6304.

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

Council of Science Editors:

Coleman MA. Field-based experiences for culturally responsive special education teacher preparation. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-6304

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

16. Choate, Jill Noelle. A case study analysis of a mathematical problem-solving program.

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

 Students must be good problem solvers in order to compete in today’s global economy. However, many students, including students with disabilities, do not have adequate… (more)

Subjects/Keywords: Mathematic problem-solving; Students with disabilities

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APA (6th Edition):

Choate, J. N. (2012). A case study analysis of a mathematical problem-solving program. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-12-6608

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):

Choate, Jill Noelle. “A case study analysis of a mathematical problem-solving program.” 2012. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/ETD-UT-2012-12-6608.

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

MLA Handbook (7th Edition):

Choate, Jill Noelle. “A case study analysis of a mathematical problem-solving program.” 2012. Web. 16 Feb 2019.

Vancouver:

Choate JN. A case study analysis of a mathematical problem-solving program. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-12-6608.

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

Council of Science Editors:

Choate JN. A case study analysis of a mathematical problem-solving program. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-12-6608

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

17. Kim, Woori. Effects of self-regulation on science vocabulary acquisition of third grade English language learners.

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

 The purpose of this study was to investigate the effects of self-regulation on the acquisition of academic vocabulary of ELLs with learning difficulties. Participants were… (more)

Subjects/Keywords: Self-regulation; Vocabulary; English language learner

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

APA (6th Edition):

Kim, W. (2011). Effects of self-regulation on science vocabulary acquisition of third grade English language learners. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4672

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):

Kim, Woori. “Effects of self-regulation on science vocabulary acquisition of third grade English language learners.” 2011. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/ETD-UT-2011-12-4672.

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

MLA Handbook (7th Edition):

Kim, Woori. “Effects of self-regulation on science vocabulary acquisition of third grade English language learners.” 2011. Web. 16 Feb 2019.

Vancouver:

Kim W. Effects of self-regulation on science vocabulary acquisition of third grade English language learners. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4672.

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

Council of Science Editors:

Kim W. Effects of self-regulation on science vocabulary acquisition of third grade English language learners. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4672

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

18. Narcisse, Ghislaine-Ducis Louise. Behavior intervention : positive behavior support practices for educators of young children.

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

 Current public health reports show that early childhood behavior problems have increased in magnitude and prevalence in educational settings in recent years (Brauner & Stephens,… (more)

Subjects/Keywords: Behavior disorders in children; Positive behavior supports; Early childhood education; Social validity; Behavior intervention; Behavior therapy for children

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

APA (6th Edition):

Narcisse, G. L. (2011). Behavior intervention : positive behavior support practices for educators of young children. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2917

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):

Narcisse, Ghislaine-Ducis Louise. “Behavior intervention : positive behavior support practices for educators of young children.” 2011. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2917.

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

MLA Handbook (7th Edition):

Narcisse, Ghislaine-Ducis Louise. “Behavior intervention : positive behavior support practices for educators of young children.” 2011. Web. 16 Feb 2019.

Vancouver:

Narcisse GL. Behavior intervention : positive behavior support practices for educators of young children. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2917.

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

Council of Science Editors:

Narcisse GL. Behavior intervention : positive behavior support practices for educators of young children. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2917

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

19. Misquitta, Radhika Maria Peter. Teaching fractions to middle-school students struggling in mathematics : an exploratory study.

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

 Fractions are an essential skill for students to master, and one students struggling in mathematics face particular difficulty with (National Mathematics Advisory Panel, 2008; Mazzocco… (more)

Subjects/Keywords: Learning disabilities; Mathematics education; Struggling learners; Multiple baseline; Single-subject design; Fractions; Rational numbers; Middle school students; Middle schools

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APA (6th Edition):

Misquitta, R. M. P. (2011). Teaching fractions to middle-school students struggling in mathematics : an exploratory study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3343

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):

Misquitta, Radhika Maria Peter. “Teaching fractions to middle-school students struggling in mathematics : an exploratory study.” 2011. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3343.

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

MLA Handbook (7th Edition):

Misquitta, Radhika Maria Peter. “Teaching fractions to middle-school students struggling in mathematics : an exploratory study.” 2011. Web. 16 Feb 2019.

Vancouver:

Misquitta RMP. Teaching fractions to middle-school students struggling in mathematics : an exploratory study. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3343.

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

Council of Science Editors:

Misquitta RMP. Teaching fractions to middle-school students struggling in mathematics : an exploratory study. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3343

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

20. Pfannenstiel, Kathleen Lynn. Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction.

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

 Students need to develop computational proficiency with basic facts (i.e., addition, subtraction, multiplication and division) to be successful in more advanced mathematics such as instruction… (more)

Subjects/Keywords: Mathematics; Multiplication facts; Division facts; Self-regulation; Systematic instruction

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APA (6th Edition):

Pfannenstiel, K. L. (2011). Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4115

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):

Pfannenstiel, Kathleen Lynn. “Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction.” 2011. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-4115.

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

MLA Handbook (7th Edition):

Pfannenstiel, Kathleen Lynn. “Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction.” 2011. Web. 16 Feb 2019.

Vancouver:

Pfannenstiel KL. Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4115.

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

Council of Science Editors:

Pfannenstiel KL. Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4115

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

21. Porterfield, Jennifer Allison. Curriculum-based measurement in writing : predicting success and estimating writing growth for English language learners and Non-English language learners: Predicting success and estimating writing growth for English language learners and Non-English language learners.

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

 Curriculum-based measurement in writing (CBM-W) has been proposed as a means of screening general education and special education students for writing difficulties and as a… (more)

Subjects/Keywords: Curriculum-based measurement; Writing; English language learners; ELL; CBM; CBM-W

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APA (6th Edition):

Porterfield, J. A. (2011). Curriculum-based measurement in writing : predicting success and estimating writing growth for English language learners and Non-English language learners: Predicting success and estimating writing growth for English language learners and Non-English language learners. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4812

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):

Porterfield, Jennifer Allison. “Curriculum-based measurement in writing : predicting success and estimating writing growth for English language learners and Non-English language learners: Predicting success and estimating writing growth for English language learners and Non-English language learners.” 2011. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/ETD-UT-2011-12-4812.

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

MLA Handbook (7th Edition):

Porterfield, Jennifer Allison. “Curriculum-based measurement in writing : predicting success and estimating writing growth for English language learners and Non-English language learners: Predicting success and estimating writing growth for English language learners and Non-English language learners.” 2011. Web. 16 Feb 2019.

Vancouver:

Porterfield JA. Curriculum-based measurement in writing : predicting success and estimating writing growth for English language learners and Non-English language learners: Predicting success and estimating writing growth for English language learners and Non-English language learners. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4812.

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

Council of Science Editors:

Porterfield JA. Curriculum-based measurement in writing : predicting success and estimating writing growth for English language learners and Non-English language learners: Predicting success and estimating writing growth for English language learners and Non-English language learners. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4812

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

.