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You searched for +publisher:"Virginia Tech" +contributor:("Gillespie, Diane Newkirk"). Showing records 1 – 17 of 17 total matches.

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Virginia Tech

1. Margheim, Dale E. Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2001, Virginia Tech

  The relationships between teacher opinions about Virginia's Standards of Learning testing program and five variables related to teachers' backgrounds and present working conditions were… (more)

Subjects/Keywords: teacher satisfaction; teacher autonomy; Virginia; standardized testing; student achievement; testing; teacher beliefs; state testing programs; systemic change

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APA (6th Edition):

Margheim, D. E. (2001). Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29934

Chicago Manual of Style (16th Edition):

Margheim, Dale E. “Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/29934.

MLA Handbook (7th Edition):

Margheim, Dale E. “Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools.” 2001. Web. 15 Jun 2019.

Vancouver:

Margheim DE. Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/29934.

Council of Science Editors:

Margheim DE. Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29934


Virginia Tech

2. Atkinson, Cheryl L. H. An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

 The purpose of this quantitative/qualitative evaluation study was to analyze the impact of the Success for All (SFA) program on reading achievement, attendance, and academic… (more)

Subjects/Keywords: Reading; Title I; Efficacy; At-risk

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APA (6th Edition):

Atkinson, C. L. H. (1998). An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30410

Chicago Manual of Style (16th Edition):

Atkinson, Cheryl L H. “An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/30410.

MLA Handbook (7th Edition):

Atkinson, Cheryl L H. “An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School.” 1998. Web. 15 Jun 2019.

Vancouver:

Atkinson CLH. An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/30410.

Council of Science Editors:

Atkinson CLH. An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30410


Virginia Tech

3. Brown, Launcelot Irving. A Meta-analysis of Research on the Influence of Leadership on Student Outcomes.

Degree: PhD, Educational Leadership and Policy Studies, 2001, Virginia Tech

 A Meta-analysis of Research on the Influence of Leadership on Student Outcomes by Launcelot I. Brown Jimmie C. Fortune, Chair Educational Research and Evaluation (ABSTRACT)… (more)

Subjects/Keywords: schoo leadership school effectiveness effective sc

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APA (6th Edition):

Brown, L. I. (2001). A Meta-analysis of Research on the Influence of Leadership on Student Outcomes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28498

Chicago Manual of Style (16th Edition):

Brown, Launcelot Irving. “A Meta-analysis of Research on the Influence of Leadership on Student Outcomes.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/28498.

MLA Handbook (7th Edition):

Brown, Launcelot Irving. “A Meta-analysis of Research on the Influence of Leadership on Student Outcomes.” 2001. Web. 15 Jun 2019.

Vancouver:

Brown LI. A Meta-analysis of Research on the Influence of Leadership on Student Outcomes. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/28498.

Council of Science Editors:

Brown LI. A Meta-analysis of Research on the Influence of Leadership on Student Outcomes. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/28498


Virginia Tech

4. Conrad, Dennis A. Educational Leadership and the Ethic of Care: The Experiences of Four Women Educators of Trinidad and Tobago.

Degree: PhD, Educational Leadership and Policy Studies, 1999, Virginia Tech

  As policy makers and educators from varying philosophical platforms develop strategies for facilitating inclusive education, there is a subsequent realization that this involves inclusive… (more)

Subjects/Keywords: special education leadership; oral history; Trinidad; care; Caribbean; women

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APA (6th Edition):

Conrad, D. A. (1999). Educational Leadership and the Ethic of Care: The Experiences of Four Women Educators of Trinidad and Tobago. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29666

Chicago Manual of Style (16th Edition):

Conrad, Dennis A. “Educational Leadership and the Ethic of Care: The Experiences of Four Women Educators of Trinidad and Tobago.” 1999. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/29666.

MLA Handbook (7th Edition):

Conrad, Dennis A. “Educational Leadership and the Ethic of Care: The Experiences of Four Women Educators of Trinidad and Tobago.” 1999. Web. 15 Jun 2019.

Vancouver:

Conrad DA. Educational Leadership and the Ethic of Care: The Experiences of Four Women Educators of Trinidad and Tobago. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/29666.

Council of Science Editors:

Conrad DA. Educational Leadership and the Ethic of Care: The Experiences of Four Women Educators of Trinidad and Tobago. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/29666


Virginia Tech

5. Burdette, Paula Jeanne. Administrative Supports of Teachng Partnerships Between General and Special Educators.

Degree: PhD, Educational Leadership and Policy Studies, 1999, Virginia Tech

 As educators are held accountable for student outcomes more frequently, more stringently, and more fully throughout the school organization, service delivery systems have become a… (more)

Subjects/Keywords: collaboration; special education; consultation; teaching partnerships; cooperation

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APA (6th Edition):

Burdette, P. J. (1999). Administrative Supports of Teachng Partnerships Between General and Special Educators. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28306

Chicago Manual of Style (16th Edition):

Burdette, Paula Jeanne. “Administrative Supports of Teachng Partnerships Between General and Special Educators.” 1999. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/28306.

MLA Handbook (7th Edition):

Burdette, Paula Jeanne. “Administrative Supports of Teachng Partnerships Between General and Special Educators.” 1999. Web. 15 Jun 2019.

Vancouver:

Burdette PJ. Administrative Supports of Teachng Partnerships Between General and Special Educators. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/28306.

Council of Science Editors:

Burdette PJ. Administrative Supports of Teachng Partnerships Between General and Special Educators. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/28306


Virginia Tech

6. Seibert, Horace Alan. Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

 Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency By Horace Alan Seibert Committee Chair: Diane Newkirk(more)

Subjects/Keywords: IDEA; evaluation; appropriate evaluation; functional assessment; intervention; at-risk students; assessment

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APA (6th Edition):

Seibert, H. A. (2000). Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26787

Chicago Manual of Style (16th Edition):

Seibert, Horace Alan. “Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/26787.

MLA Handbook (7th Edition):

Seibert, Horace Alan. “Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency.” 2000. Web. 15 Jun 2019.

Vancouver:

Seibert HA. Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/26787.

Council of Science Editors:

Seibert HA. Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/26787


Virginia Tech

7. Drummond, Derek Michael. A critical examination of identification practices in special education.

Degree: EdD, Educational Administration, 1997, Virginia Tech

see document Advisors/Committee Members: Cline, Marvin Gerald (committee member), Earthman, Glen I. (committee member), Gillespie, Diane Newkirk (committee member), Curcio, Joan L. (committeecochair), Garrison, James W. (committeecochair).

Subjects/Keywords: special education; philosophy; ethics; LD5655.V856 1997.D786

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APA (6th Edition):

Drummond, D. M. (1997). A critical examination of identification practices in special education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39666

Chicago Manual of Style (16th Edition):

Drummond, Derek Michael. “A critical examination of identification practices in special education.” 1997. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/39666.

MLA Handbook (7th Edition):

Drummond, Derek Michael. “A critical examination of identification practices in special education.” 1997. Web. 15 Jun 2019.

Vancouver:

Drummond DM. A critical examination of identification practices in special education. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/39666.

Council of Science Editors:

Drummond DM. A critical examination of identification practices in special education. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/39666


Virginia Tech

8. Green, Ravonne A. Assistive Technologies for Individuals with Print Disabilities in Academic Libraries.

Degree: PhD, Educational Leadership and Policy Studies, 1999, Virginia Tech

 ASSISTIVE TECHNOLOGIES FOR INDIVIDUALS WITH PRINT DISABILITIES IN ACADEMIC LIBRARIES (Abstract) This study identifies substantive issues and suggests guidelines for using assistive technology (AT) in… (more)

Subjects/Keywords: disabilities; libraries; technologies; postsecondary

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APA (6th Edition):

Green, R. A. (1999). Assistive Technologies for Individuals with Print Disabilities in Academic Libraries. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40357

Chicago Manual of Style (16th Edition):

Green, Ravonne A. “Assistive Technologies for Individuals with Print Disabilities in Academic Libraries.” 1999. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/40357.

MLA Handbook (7th Edition):

Green, Ravonne A. “Assistive Technologies for Individuals with Print Disabilities in Academic Libraries.” 1999. Web. 15 Jun 2019.

Vancouver:

Green RA. Assistive Technologies for Individuals with Print Disabilities in Academic Libraries. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/40357.

Council of Science Editors:

Green RA. Assistive Technologies for Individuals with Print Disabilities in Academic Libraries. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/40357


Virginia Tech

9. Jackson, Shelia P. IV. Case Study of an Alternative Education Program for At-risk Students.

Degree: EdD, Educational Administration, 1998, Virginia Tech

 This was a case study analysis of the Opportunity School, an alternative public education program in Danville,Virginia that serves students who are considered academically at-risk,… (more)

Subjects/Keywords: At-Risk Student; Alternative Education; Dropout Student

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APA (6th Edition):

Jackson, S. P. I. (1998). Case Study of an Alternative Education Program for At-risk Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40528

Chicago Manual of Style (16th Edition):

Jackson, Shelia P IV. “Case Study of an Alternative Education Program for At-risk Students.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/40528.

MLA Handbook (7th Edition):

Jackson, Shelia P IV. “Case Study of an Alternative Education Program for At-risk Students.” 1998. Web. 15 Jun 2019.

Vancouver:

Jackson SPI. Case Study of an Alternative Education Program for At-risk Students. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/40528.

Council of Science Editors:

Jackson SPI. Case Study of an Alternative Education Program for At-risk Students. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/40528


Virginia Tech

10. Vartenisian, John Paul. An Elementary School Speaks Out: Their Decision To Initiate An Innovation.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

 (ABSTRACT) This study is a retrospective examination of elements that influenced one elementary school staff to initiate and implement a school-wide innovation in their reading… (more)

Subjects/Keywords: School change; innovation change; empowerment; collaboration

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APA (6th Edition):

Vartenisian, J. P. (1998). An Elementary School Speaks Out: Their Decision To Initiate An Innovation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26071

Chicago Manual of Style (16th Edition):

Vartenisian, John Paul. “An Elementary School Speaks Out: Their Decision To Initiate An Innovation.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/26071.

MLA Handbook (7th Edition):

Vartenisian, John Paul. “An Elementary School Speaks Out: Their Decision To Initiate An Innovation.” 1998. Web. 15 Jun 2019.

Vancouver:

Vartenisian JP. An Elementary School Speaks Out: Their Decision To Initiate An Innovation. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/26071.

Council of Science Editors:

Vartenisian JP. An Elementary School Speaks Out: Their Decision To Initiate An Innovation. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/26071


Virginia Tech

11. Luseno, Florah Kavulani. An Assessment of the Perceptions of Secondary Special and General Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia.

Degree: EdD, Administration and Supervision of Special Education, 2001, Virginia Tech

 AN ASSESSMENT OF THE PERCEPTIONS OF SECONDARY SPECIAL AND GENERAL EDUCATION TEACHERS WORKING IN INCLUSIVE SETTINGS IN THE COMMONWEALTH OF VIRGINIA by FLORAH KAVULANI LUSENO… (more)

Subjects/Keywords: Attitude; Teachers; Secondary school; Inclusion

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APA (6th Edition):

Luseno, F. K. (2001). An Assessment of the Perceptions of Secondary Special and General Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26181

Chicago Manual of Style (16th Edition):

Luseno, Florah Kavulani. “An Assessment of the Perceptions of Secondary Special and General Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/26181.

MLA Handbook (7th Edition):

Luseno, Florah Kavulani. “An Assessment of the Perceptions of Secondary Special and General Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia.” 2001. Web. 15 Jun 2019.

Vancouver:

Luseno FK. An Assessment of the Perceptions of Secondary Special and General Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/26181.

Council of Science Editors:

Luseno FK. An Assessment of the Perceptions of Secondary Special and General Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/26181


Virginia Tech

12. Petrie, Linda Lou Harrison. In Their Own Words: Individuals with Learning Disabilities, Dropping Out and Graduating From A Rural High School.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

 Abstract This post hoc study examines the reasons attributed to graduating from or dropping out of a rural high school in southwestern Virginia by four… (more)

Subjects/Keywords: high school; dropout; rural; learning disabilities

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APA (6th Edition):

Petrie, L. L. H. (1998). In Their Own Words: Individuals with Learning Disabilities, Dropping Out and Graduating From A Rural High School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27023

Chicago Manual of Style (16th Edition):

Petrie, Linda Lou Harrison. “In Their Own Words: Individuals with Learning Disabilities, Dropping Out and Graduating From A Rural High School.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/27023.

MLA Handbook (7th Edition):

Petrie, Linda Lou Harrison. “In Their Own Words: Individuals with Learning Disabilities, Dropping Out and Graduating From A Rural High School.” 1998. Web. 15 Jun 2019.

Vancouver:

Petrie LLH. In Their Own Words: Individuals with Learning Disabilities, Dropping Out and Graduating From A Rural High School. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/27023.

Council of Science Editors:

Petrie LLH. In Their Own Words: Individuals with Learning Disabilities, Dropping Out and Graduating From A Rural High School. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/27023


Virginia Tech

13. Bays, Debora Ann. Supervision of Special Education Instruction in Rural Public School Districts: A Grounded Theory.

Degree: PhD, Educational Leadership and Policy Studies, 2001, Virginia Tech

  The grounded theory presented in this study describes how the supervision of special education instruction occurs in public elementary schools in rural settings. Grounded… (more)

Subjects/Keywords: grounded theory; special education; instructional supervision; public schools; principal; elementary schools; disabilities; director of special education

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APA (6th Edition):

Bays, D. A. (2001). Supervision of Special Education Instruction in Rural Public School Districts: A Grounded Theory. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27189

Chicago Manual of Style (16th Edition):

Bays, Debora Ann. “Supervision of Special Education Instruction in Rural Public School Districts: A Grounded Theory.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/27189.

MLA Handbook (7th Edition):

Bays, Debora Ann. “Supervision of Special Education Instruction in Rural Public School Districts: A Grounded Theory.” 2001. Web. 15 Jun 2019.

Vancouver:

Bays DA. Supervision of Special Education Instruction in Rural Public School Districts: A Grounded Theory. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/27189.

Council of Science Editors:

Bays DA. Supervision of Special Education Instruction in Rural Public School Districts: A Grounded Theory. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/27189


Virginia Tech

14. Hoover, Paula J. Mothers' Perceptions of the Transition Process From Early Intervention to Early Childhood Special Education: Related Stressors, Supports, and Coping Skills.

Degree: EdD, Administration and Supervision of Special Education, 2001, Virginia Tech

  This study investigated 10 mothers' perceptions on the transition process, for their children with disabilities, from early intervention to early childhood special education. The… (more)

Subjects/Keywords: early intervention; transition; children with disabilities; parents' perceptions

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APA (6th Edition):

Hoover, P. J. (2001). Mothers' Perceptions of the Transition Process From Early Intervention to Early Childhood Special Education: Related Stressors, Supports, and Coping Skills. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27190

Chicago Manual of Style (16th Edition):

Hoover, Paula J. “Mothers' Perceptions of the Transition Process From Early Intervention to Early Childhood Special Education: Related Stressors, Supports, and Coping Skills.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/27190.

MLA Handbook (7th Edition):

Hoover, Paula J. “Mothers' Perceptions of the Transition Process From Early Intervention to Early Childhood Special Education: Related Stressors, Supports, and Coping Skills.” 2001. Web. 15 Jun 2019.

Vancouver:

Hoover PJ. Mothers' Perceptions of the Transition Process From Early Intervention to Early Childhood Special Education: Related Stressors, Supports, and Coping Skills. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/27190.

Council of Science Editors:

Hoover PJ. Mothers' Perceptions of the Transition Process From Early Intervention to Early Childhood Special Education: Related Stressors, Supports, and Coping Skills. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/27190


Virginia Tech

15. Katherman, Harolyn Joy. Factors Which Influence School Administrators' Knowledge of Special Education Law.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

 The purpose of this study was to examine the relationship between professional characteristics and training of building level school administrators in Virginia and their knowledge… (more)

Subjects/Keywords: School Administrators; Individuals With Disabilities Education Act; Special Education

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APA (6th Edition):

Katherman, H. J. (1998). Factors Which Influence School Administrators' Knowledge of Special Education Law. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26951

Chicago Manual of Style (16th Edition):

Katherman, Harolyn Joy. “Factors Which Influence School Administrators' Knowledge of Special Education Law.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/26951.

MLA Handbook (7th Edition):

Katherman, Harolyn Joy. “Factors Which Influence School Administrators' Knowledge of Special Education Law.” 1998. Web. 15 Jun 2019.

Vancouver:

Katherman HJ. Factors Which Influence School Administrators' Knowledge of Special Education Law. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/26951.

Council of Science Editors:

Katherman HJ. Factors Which Influence School Administrators' Knowledge of Special Education Law. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/26951


Virginia Tech

16. Opuda, Michael John. A Comparison of Parents Who Initiated Due Process Hearings and Complaints in Maine.

Degree: PhD, Educational Leadership and Policy Studies, 1997, Virginia Tech

 Parents have the authority to challenge school decisions regarding the identification, evaluation, placement and provision of a free appropriate public education to their child with… (more)

Subjects/Keywords: special education; complaint; parent and school conflict; due process hearing

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APA (6th Edition):

Opuda, M. J. (1997). A Comparison of Parents Who Initiated Due Process Hearings and Complaints in Maine. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26952

Chicago Manual of Style (16th Edition):

Opuda, Michael John. “A Comparison of Parents Who Initiated Due Process Hearings and Complaints in Maine.” 1997. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/26952.

MLA Handbook (7th Edition):

Opuda, Michael John. “A Comparison of Parents Who Initiated Due Process Hearings and Complaints in Maine.” 1997. Web. 15 Jun 2019.

Vancouver:

Opuda MJ. A Comparison of Parents Who Initiated Due Process Hearings and Complaints in Maine. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/26952.

Council of Science Editors:

Opuda MJ. A Comparison of Parents Who Initiated Due Process Hearings and Complaints in Maine. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/26952


Virginia Tech

17. Whitt, Teresa Jr. Personal, Family, and Curriculum Variables Among High School Dropouts with Mild Disabilities.

Degree: PhD, Administration and Supervision of Special Education, 1998, Virginia Tech

 The purpose of this study was to examine personal, family, and curriculum variables among high school dropouts with mild disabilities. The review of research literature… (more)

Subjects/Keywords: Dropouts; NLTS; Disabilities; Curriculum; Age; Gender; Ethnicity; Absenteeism; SES; Educational level; One versus two-parent households

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APA (6th Edition):

Whitt, T. J. (1998). Personal, Family, and Curriculum Variables Among High School Dropouts with Mild Disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30665

Chicago Manual of Style (16th Edition):

Whitt, Teresa Jr. “Personal, Family, and Curriculum Variables Among High School Dropouts with Mild Disabilities.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/30665.

MLA Handbook (7th Edition):

Whitt, Teresa Jr. “Personal, Family, and Curriculum Variables Among High School Dropouts with Mild Disabilities.” 1998. Web. 15 Jun 2019.

Vancouver:

Whitt TJ. Personal, Family, and Curriculum Variables Among High School Dropouts with Mild Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/30665.

Council of Science Editors:

Whitt TJ. Personal, Family, and Curriculum Variables Among High School Dropouts with Mild Disabilities. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30665

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