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You searched for +publisher:"University of Texas – Austin" +contributor:("Yates, James R."). Showing records 1 – 12 of 12 total matches.

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University of Texas – Austin

1. Cusson, Megan Melanie. Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs.

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

 The passage of the Education for All Handicapped Children Act in 1975 gave the public schools a clear responsibility to appropriately educate students with disabilities.… (more)

Subjects/Keywords: UCEA; Administrator preparation; Special education; General education; Administration

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APA (6th Edition):

Cusson, M. M. (2010). Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25921

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):

Cusson, Megan Melanie. “Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs.” 2010. Thesis, University of Texas – Austin. Accessed February 23, 2019. http://hdl.handle.net/2152/25921.

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

MLA Handbook (7th Edition):

Cusson, Megan Melanie. “Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs.” 2010. Web. 23 Feb 2019.

Vancouver:

Cusson MM. Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2152/25921.

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

Council of Science Editors:

Cusson MM. Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/25921

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


University of Texas – Austin

2. 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 23, 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. 23 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 23]. 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

3. Locson, Lynn Grace Morales, 1975-. Accountability-driven school reform model for special education : a Delphi study.

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

 Current accountability mechanisms create organizational opportunities and challenges for special education. This study was designed to conceptually validate an accountability-driven model for school reform that… (more)

Subjects/Keywords: Educational accountability – United States; School improvement programs – United States; Special education – United States; Delphi method; Technological forecasting

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APA (6th Edition):

Locson, Lynn Grace Morales, 1. (2009). Accountability-driven school reform model for special education : a Delphi study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/18443

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):

Locson, Lynn Grace Morales, 1975-. “Accountability-driven school reform model for special education : a Delphi study.” 2009. Thesis, University of Texas – Austin. Accessed February 23, 2019. http://hdl.handle.net/2152/18443.

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

MLA Handbook (7th Edition):

Locson, Lynn Grace Morales, 1975-. “Accountability-driven school reform model for special education : a Delphi study.” 2009. Web. 23 Feb 2019.

Vancouver:

Locson, Lynn Grace Morales 1. Accountability-driven school reform model for special education : a Delphi study. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2152/18443.

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

Council of Science Editors:

Locson, Lynn Grace Morales 1. Accountability-driven school reform model for special education : a Delphi study. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/18443

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

4. Judson, Cynthia Jeanne, 1958-. The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals.

Degree: Educational Administration, 2007, University of Texas – Austin

 The purpose of this study was to examine whether or not students who have participated in an Even Start early childhood program had higher academic… (more)

Subjects/Keywords: Even Start Program (U.S.) – Evaluation; Academic achievement

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APA (6th Edition):

Judson, Cynthia Jeanne, 1. (2007). The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/13294

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):

Judson, Cynthia Jeanne, 1958-. “The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals.” 2007. Thesis, University of Texas – Austin. Accessed February 23, 2019. http://hdl.handle.net/2152/13294.

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

MLA Handbook (7th Edition):

Judson, Cynthia Jeanne, 1958-. “The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals.” 2007. Web. 23 Feb 2019.

Vancouver:

Judson, Cynthia Jeanne 1. The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals. [Internet] [Thesis]. University of Texas – Austin; 2007. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2152/13294.

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

Council of Science Editors:

Judson, Cynthia Jeanne 1. The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals. [Thesis]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/13294

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

5. Davis, Leroy, 1968-. Self-determination in context : an examination of factors that influence school performance among African American males in high school.

Degree: Educational Administration, 2008, University of Texas – Austin

 The purpose of this study was to examine self-determination and achievement motivation as predictors of successful school performance for high school African American males enrolled… (more)

Subjects/Keywords: Academic achievement; African American males; High school students; Urban Texas; Texas state achievement test; Achievement motivation; Self-determination

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APA (6th Edition):

Davis, Leroy, 1. (2008). Self-determination in context : an examination of factors that influence school performance among African American males in high school. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/13340

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):

Davis, Leroy, 1968-. “Self-determination in context : an examination of factors that influence school performance among African American males in high school.” 2008. Thesis, University of Texas – Austin. Accessed February 23, 2019. http://hdl.handle.net/2152/13340.

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

MLA Handbook (7th Edition):

Davis, Leroy, 1968-. “Self-determination in context : an examination of factors that influence school performance among African American males in high school.” 2008. Web. 23 Feb 2019.

Vancouver:

Davis, Leroy 1. Self-determination in context : an examination of factors that influence school performance among African American males in high school. [Internet] [Thesis]. University of Texas – Austin; 2008. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2152/13340.

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

Council of Science Editors:

Davis, Leroy 1. Self-determination in context : an examination of factors that influence school performance among African American males in high school. [Thesis]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/13340

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

6. Shelby, Elizabeth. Factors in admission of children to state-administered facilities for people with intellectual disabilities.

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

Texas houses the largest number of school-aged individuals with intellectual disabilities in state-administered institutions than any other state in the nation. Despite current conditions of… (more)

Subjects/Keywords: Children with intellectual disabilities; Out of home placement; Institutions; History of treatment; Texas institutions; Reasons for placement of children with intellectual disabilities; Effect of institutionalization on children with intellectual disabilities; Intellectual disabilities; Mental retardation; Parents of children with intellectual disabilities; Statewide system

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APA (6th Edition):

Shelby, E. (2013). Factors in admission of children to state-administered facilities for people with intellectual disabilities. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21229

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):

Shelby, Elizabeth. “Factors in admission of children to state-administered facilities for people with intellectual disabilities.” 2013. Thesis, University of Texas – Austin. Accessed February 23, 2019. http://hdl.handle.net/2152/21229.

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

MLA Handbook (7th Edition):

Shelby, Elizabeth. “Factors in admission of children to state-administered facilities for people with intellectual disabilities.” 2013. Web. 23 Feb 2019.

Vancouver:

Shelby E. Factors in admission of children to state-administered facilities for people with intellectual disabilities. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2152/21229.

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

Council of Science Editors:

Shelby E. Factors in admission of children to state-administered facilities for people with intellectual disabilities. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21229

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

7. 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 23, 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. 23 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 23]. 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


University of Texas – Austin

8. Osborn, Anthony. Public school teacher attrition and organizational health: a comparative study.

Degree: Special Education, 2006, University of Texas – Austin

 The country will need to hire over 2 million additional teachers over the next decade. One major cause of the current teacher shortage seems to… (more)

Subjects/Keywords: Teacher turnover – Texas; Employee attitude surveys – Texas; Public schools – Texas

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APA (6th Edition):

Osborn, A. (2006). Public school teacher attrition and organizational health: a comparative study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/2597

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):

Osborn, Anthony. “Public school teacher attrition and organizational health: a comparative study.” 2006. Thesis, University of Texas – Austin. Accessed February 23, 2019. http://hdl.handle.net/2152/2597.

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

MLA Handbook (7th Edition):

Osborn, Anthony. “Public school teacher attrition and organizational health: a comparative study.” 2006. Web. 23 Feb 2019.

Vancouver:

Osborn A. Public school teacher attrition and organizational health: a comparative study. [Internet] [Thesis]. University of Texas – Austin; 2006. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2152/2597.

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

Council of Science Editors:

Osborn A. Public school teacher attrition and organizational health: a comparative study. [Thesis]. University of Texas – Austin; 2006. Available from: http://hdl.handle.net/2152/2597

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


University of Texas – Austin

9. Judson, Cynthia Jeanne. The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals.

Degree: Educational Administration, 2007, University of Texas – Austin

 The purpose of this study was to examine whether or not students who have participated in an Even Start early childhood program had higher academic… (more)

Subjects/Keywords: Even Start Program (U.S.) – Evaluation; Academic achievement

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

APA (6th Edition):

Judson, C. J. (2007). The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/3109

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):

Judson, Cynthia Jeanne. “The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals.” 2007. Thesis, University of Texas – Austin. Accessed February 23, 2019. http://hdl.handle.net/2152/3109.

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

MLA Handbook (7th Edition):

Judson, Cynthia Jeanne. “The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals.” 2007. Web. 23 Feb 2019.

Vancouver:

Judson CJ. The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals. [Internet] [Thesis]. University of Texas – Austin; 2007. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/2152/3109.

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

Council of Science Editors:

Judson CJ. The effect of the even start early childhood program upon elementary school student achievement, attendance, grade progression, special education placement and disciplinary referrals. [Thesis]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/3109

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

10. 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 23, 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. 23 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 23]. 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

11. 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 23, 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. 23 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 23]. 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

12. 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 23, 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. 23 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 23]. 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

.