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You searched for +publisher:"Virginia Tech" +contributor:("McGrady, Harold J."). Showing records 1 – 24 of 24 total matches.

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Virginia Tech

1. Cramer, Margaret M. Jr. Factors Influencing The Tasks Performed By Paraprofessionals In Elementary Inclusive Classrooms.

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

 Although there has been a phenomenal growth in the utilization of paraprofessionals in inclusive classrooms in recent years, few researchers have addressed key issues surrounding… (more)

Subjects/Keywords: Paraprofessionals; Inclusion; Tasks; Training Implications

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APA (6th Edition):

Cramer, M. M. J. (1997). Factors Influencing The Tasks Performed By Paraprofessionals In Elementary Inclusive Classrooms. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40524

Chicago Manual of Style (16th Edition):

Cramer, Margaret M Jr. “Factors Influencing The Tasks Performed By Paraprofessionals In Elementary Inclusive Classrooms.” 1997. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/40524.

MLA Handbook (7th Edition):

Cramer, Margaret M Jr. “Factors Influencing The Tasks Performed By Paraprofessionals In Elementary Inclusive Classrooms.” 1997. Web. 26 Jan 2021.

Vancouver:

Cramer MMJ. Factors Influencing The Tasks Performed By Paraprofessionals In Elementary Inclusive Classrooms. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/40524.

Council of Science Editors:

Cramer MMJ. Factors Influencing The Tasks Performed By Paraprofessionals In Elementary Inclusive Classrooms. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/40524


Virginia Tech

2. Bassette, Lorraine Pratt. An Assessment of the Attitudes and Outcomes of Students Enrolled in Developmental Basic Mathematics Classes at Prince George's Community College.

Degree: EdD, Educational Leadership and Policy Studies, 2004, Virginia Tech

 The purposes of this study were to assess the effect of the initial and exiting attitudes toward mathematics and academic outcomes of students placed in… (more)

Subjects/Keywords: Basic Mathematics; Attitude Towards Math; Community College

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APA (6th Edition):

Bassette, L. P. (2004). An Assessment of the Attitudes and Outcomes of Students Enrolled in Developmental Basic Mathematics Classes at Prince George's Community College. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/25961

Chicago Manual of Style (16th Edition):

Bassette, Lorraine Pratt. “An Assessment of the Attitudes and Outcomes of Students Enrolled in Developmental Basic Mathematics Classes at Prince George's Community College.” 2004. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/25961.

MLA Handbook (7th Edition):

Bassette, Lorraine Pratt. “An Assessment of the Attitudes and Outcomes of Students Enrolled in Developmental Basic Mathematics Classes at Prince George's Community College.” 2004. Web. 26 Jan 2021.

Vancouver:

Bassette LP. An Assessment of the Attitudes and Outcomes of Students Enrolled in Developmental Basic Mathematics Classes at Prince George's Community College. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/25961.

Council of Science Editors:

Bassette LP. An Assessment of the Attitudes and Outcomes of Students Enrolled in Developmental Basic Mathematics Classes at Prince George's Community College. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/25961


Virginia Tech

3. Caballero, Patrick Michael. Development of a manual on transitional education models.

Degree: EdD, Administration and Supervision of Special Education, 1995, Virginia Tech

 The transition of students with disabilities into adult life is an area of education which is receiving increasing emphasis. The importance of transition services was… (more)

Subjects/Keywords: design/development; resource manual; transistion; LD5655.V856 1995.C333

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APA (6th Edition):

Caballero, P. M. (1995). Development of a manual on transitional education models. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39620

Chicago Manual of Style (16th Edition):

Caballero, Patrick Michael. “Development of a manual on transitional education models.” 1995. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/39620.

MLA Handbook (7th Edition):

Caballero, Patrick Michael. “Development of a manual on transitional education models.” 1995. Web. 26 Jan 2021.

Vancouver:

Caballero PM. Development of a manual on transitional education models. [Internet] [Doctoral dissertation]. Virginia Tech; 1995. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/39620.

Council of Science Editors:

Caballero PM. Development of a manual on transitional education models. [Doctoral Dissertation]. Virginia Tech; 1995. Available from: http://hdl.handle.net/10919/39620


Virginia Tech

4. Goad, Laura Chisom. A descriptive study of assigned and unassigned mentoring relationships of first year special education administrators in Virginia.

Degree: EdD, Administration and Supervision of Special Education, 1996, Virginia Tech

 First year special education administrators in Virginia school systems are assigned experienced special education administrators as mentors. In most instances the mentors are not employed… (more)

Subjects/Keywords: special education; mentoring relationships; administrators; LD5655.V856 1996.G633

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APA (6th Edition):

Goad, L. C. (1996). A descriptive study of assigned and unassigned mentoring relationships of first year special education administrators in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27966

Chicago Manual of Style (16th Edition):

Goad, Laura Chisom. “A descriptive study of assigned and unassigned mentoring relationships of first year special education administrators in Virginia.” 1996. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27966.

MLA Handbook (7th Edition):

Goad, Laura Chisom. “A descriptive study of assigned and unassigned mentoring relationships of first year special education administrators in Virginia.” 1996. Web. 26 Jan 2021.

Vancouver:

Goad LC. A descriptive study of assigned and unassigned mentoring relationships of first year special education administrators in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27966.

Council of Science Editors:

Goad LC. A descriptive study of assigned and unassigned mentoring relationships of first year special education administrators in Virginia. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/27966


Virginia Tech

5. Coltrane, Jelisa. School personnel perceptions of the current level of interagency collaboration available for students identified as seriously emotionally disturbed, ages 5-18, within the Commonwealth of Virginia.

Degree: EdD, Administration and Supervision of Special Education, 1994, Virginia Tech

Subjects/Keywords: Special education teachers; LD5655.V856 1994.C658

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APA (6th Edition):

Coltrane, J. (1994). School personnel perceptions of the current level of interagency collaboration available for students identified as seriously emotionally disturbed, ages 5-18, within the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38505

Chicago Manual of Style (16th Edition):

Coltrane, Jelisa. “School personnel perceptions of the current level of interagency collaboration available for students identified as seriously emotionally disturbed, ages 5-18, within the Commonwealth of Virginia.” 1994. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/38505.

MLA Handbook (7th Edition):

Coltrane, Jelisa. “School personnel perceptions of the current level of interagency collaboration available for students identified as seriously emotionally disturbed, ages 5-18, within the Commonwealth of Virginia.” 1994. Web. 26 Jan 2021.

Vancouver:

Coltrane J. School personnel perceptions of the current level of interagency collaboration available for students identified as seriously emotionally disturbed, ages 5-18, within the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/38505.

Council of Science Editors:

Coltrane J. School personnel perceptions of the current level of interagency collaboration available for students identified as seriously emotionally disturbed, ages 5-18, within the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/38505


Virginia Tech

6. Hardebeck, Mary Ann. School-Linked Service Integration and School District Superintendents.

Degree: EdD, Educational Administration, 1997, Virginia Tech

 The purpose of this study was to explore through qualitative inquiry the views of selected superintendents about administrative issues involving school-linked service integration. Research questions… (more)

Subjects/Keywords: administration; leadership; school-linked services; superintendents

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APA (6th Edition):

Hardebeck, M. A. (1997). School-Linked Service Integration and School District Superintendents. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28174

Chicago Manual of Style (16th Edition):

Hardebeck, Mary Ann. “School-Linked Service Integration and School District Superintendents.” 1997. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/28174.

MLA Handbook (7th Edition):

Hardebeck, Mary Ann. “School-Linked Service Integration and School District Superintendents.” 1997. Web. 26 Jan 2021.

Vancouver:

Hardebeck MA. School-Linked Service Integration and School District Superintendents. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/28174.

Council of Science Editors:

Hardebeck MA. School-Linked Service Integration and School District Superintendents. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/28174


Virginia Tech

7. Floyd, Jannis V. Training needs of specific learning disabilities decision-makers as perceived by North Carolina eligibility committee members.

Degree: EdD, Administration and Supervision of Special Education, 1995, Virginia Tech

 The purposes of this study were to (a) identify training provided by North Carolina school systems for its Administrative Placement Committee/Specific Learning Disabilities (APC/SLD) eligibility… (more)

Subjects/Keywords: eligibility; learning disabilities; North Carolina; LD5655.V856 1995.F569

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APA (6th Edition):

Floyd, J. V. (1995). Training needs of specific learning disabilities decision-makers as perceived by North Carolina eligibility committee members. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37456

Chicago Manual of Style (16th Edition):

Floyd, Jannis V. “Training needs of specific learning disabilities decision-makers as perceived by North Carolina eligibility committee members.” 1995. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/37456.

MLA Handbook (7th Edition):

Floyd, Jannis V. “Training needs of specific learning disabilities decision-makers as perceived by North Carolina eligibility committee members.” 1995. Web. 26 Jan 2021.

Vancouver:

Floyd JV. Training needs of specific learning disabilities decision-makers as perceived by North Carolina eligibility committee members. [Internet] [Doctoral dissertation]. Virginia Tech; 1995. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/37456.

Council of Science Editors:

Floyd JV. Training needs of specific learning disabilities decision-makers as perceived by North Carolina eligibility committee members. [Doctoral Dissertation]. Virginia Tech; 1995. Available from: http://hdl.handle.net/10919/37456


Virginia Tech

8. Knotts, Judy. The Evolution of an Educational Organization.

Degree: EdD, Educational Administration, 1998, Virginia Tech

 This study describes the evolution of a nonprofit corporation, The Cottage Family and Child Care Center, from its conceptual stage in 1989 through its institutional… (more)

Subjects/Keywords: Leadership; Community-Linked Services; Collaboration; Organizational Creation

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APA (6th Edition):

Knotts, J. (1998). The Evolution of an Educational Organization. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30398

Chicago Manual of Style (16th Edition):

Knotts, Judy. “The Evolution of an Educational Organization.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/30398.

MLA Handbook (7th Edition):

Knotts, Judy. “The Evolution of an Educational Organization.” 1998. Web. 26 Jan 2021.

Vancouver:

Knotts J. The Evolution of an Educational Organization. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/30398.

Council of Science Editors:

Knotts J. The Evolution of an Educational Organization. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30398


Virginia Tech

9. Knott, Linda D. Secondary special education teachers' perceived levels of knowledge, involvement & importance of transition planning & delivery competencies.

Degree: EdD, Administration and Supervision of Special Education, 1997, Virginia Tech

 The current study assessed perceived s of knowledge, involvement, and importance of transition planning and service delivery among secondary special education teachers in the Commonwealth… (more)

Subjects/Keywords: knowledge; secondary; competencies; special education; transition; involvement; importance; LD5655.V856 1997.K568

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APA (6th Edition):

Knott, L. D. (1997). Secondary special education teachers' perceived levels of knowledge, involvement & importance of transition planning & delivery competencies. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37976

Chicago Manual of Style (16th Edition):

Knott, Linda D. “Secondary special education teachers' perceived levels of knowledge, involvement & importance of transition planning & delivery competencies.” 1997. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/37976.

MLA Handbook (7th Edition):

Knott, Linda D. “Secondary special education teachers' perceived levels of knowledge, involvement & importance of transition planning & delivery competencies.” 1997. Web. 26 Jan 2021.

Vancouver:

Knott LD. Secondary special education teachers' perceived levels of knowledge, involvement & importance of transition planning & delivery competencies. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/37976.

Council of Science Editors:

Knott LD. Secondary special education teachers' perceived levels of knowledge, involvement & importance of transition planning & delivery competencies. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/37976


Virginia Tech

10. Kizner, Scott R. Intellectual, educational and demographic characteristics of students with learning disabilities and serious emotional disturbances.

Degree: PhD, Counseling, 1996, Virginia Tech

 This study examined the WISC-III, reading, math and selected family and demographic characteristics of 301 learning disabled students (LD) and 99 emotionally disturbed students (ED).… (more)

Subjects/Keywords: intelligence; children; disability; education; family; LD5655.V856 1996.K596

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APA (6th Edition):

Kizner, S. R. (1996). Intellectual, educational and demographic characteristics of students with learning disabilities and serious emotional disturbances. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38148

Chicago Manual of Style (16th Edition):

Kizner, Scott R. “Intellectual, educational and demographic characteristics of students with learning disabilities and serious emotional disturbances.” 1996. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/38148.

MLA Handbook (7th Edition):

Kizner, Scott R. “Intellectual, educational and demographic characteristics of students with learning disabilities and serious emotional disturbances.” 1996. Web. 26 Jan 2021.

Vancouver:

Kizner SR. Intellectual, educational and demographic characteristics of students with learning disabilities and serious emotional disturbances. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/38148.

Council of Science Editors:

Kizner SR. Intellectual, educational and demographic characteristics of students with learning disabilities and serious emotional disturbances. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/38148


Virginia Tech

11. Crews, Patricia Diann. Judges' familiarity with learning and behavioral disabilities and dispositions imposed.

Degree: EdD, Administration and Supervision of Special Education, 1996, Virginia Tech

Subjects/Keywords: differential dispositions; rehabilitation; disabilities; offenders; LD5655.V856 1996.C749

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APA (6th Edition):

Crews, P. D. (1996). Judges' familiarity with learning and behavioral disabilities and dispositions imposed. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38039

Chicago Manual of Style (16th Edition):

Crews, Patricia Diann. “Judges' familiarity with learning and behavioral disabilities and dispositions imposed.” 1996. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/38039.

MLA Handbook (7th Edition):

Crews, Patricia Diann. “Judges' familiarity with learning and behavioral disabilities and dispositions imposed.” 1996. Web. 26 Jan 2021.

Vancouver:

Crews PD. Judges' familiarity with learning and behavioral disabilities and dispositions imposed. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/38039.

Council of Science Editors:

Crews PD. Judges' familiarity with learning and behavioral disabilities and dispositions imposed. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/38039


Virginia Tech

12. Walters, JoAnn E. A Study of School-Linked Services in Selected Project Success Pilot Sites in Illinois.

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

 The purpose of this study was to provide an in-depth explanation of the development of coordinated services during the last four years at a selected… (more)

Subjects/Keywords: Integrated Services; Pilot Projects; School-linked Services; Coordinated Services; Collaboration

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APA (6th Edition):

Walters, J. E. (1997). A Study of School-Linked Services in Selected Project Success Pilot Sites in Illinois. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30296

Chicago Manual of Style (16th Edition):

Walters, JoAnn E. “A Study of School-Linked Services in Selected Project Success Pilot Sites in Illinois.” 1997. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/30296.

MLA Handbook (7th Edition):

Walters, JoAnn E. “A Study of School-Linked Services in Selected Project Success Pilot Sites in Illinois.” 1997. Web. 26 Jan 2021.

Vancouver:

Walters JE. A Study of School-Linked Services in Selected Project Success Pilot Sites in Illinois. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/30296.

Council of Science Editors:

Walters JE. A Study of School-Linked Services in Selected Project Success Pilot Sites in Illinois. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/30296


Virginia Tech

13. Bradshaw, Yvonne M. Case Studies of Postsecondary College Students with Learning Disabilities.

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

 The purpose of this study was to (a) identify educational counseling interventions and accommodations that learning disabled (LD) postsecondary students received that contributed to their… (more)

Subjects/Keywords: Postsecondary College Students; Anxiety Disorders; Accommodations; Auditory Processing Deficits; Learning Disabilities

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APA (6th Edition):

Bradshaw, Y. M. (2001). Case Studies of Postsecondary College Students with Learning Disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27568

Chicago Manual of Style (16th Edition):

Bradshaw, Yvonne M. “Case Studies of Postsecondary College Students with Learning Disabilities.” 2001. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27568.

MLA Handbook (7th Edition):

Bradshaw, Yvonne M. “Case Studies of Postsecondary College Students with Learning Disabilities.” 2001. Web. 26 Jan 2021.

Vancouver:

Bradshaw YM. Case Studies of Postsecondary College Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27568.

Council of Science Editors:

Bradshaw YM. Case Studies of Postsecondary College Students with Learning Disabilities. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/27568


Virginia Tech

14. Smith, Barbara Beville. Effects of Home-School Collaboration and Different Forms of Parent Involvement On Reading Achievement.

Degree: EdD, Student Personnel Services, 1998, Virginia Tech

 This study was designed to examine whether there is an association between the activities suggested by a federally mandated Title 1 learning compact and the… (more)

Subjects/Keywords: Education; Parental Involvement; Achievement; Home-School Collaboration

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APA (6th Edition):

Smith, B. B. (1998). Effects of Home-School Collaboration and Different Forms of Parent Involvement On Reading Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30529

Chicago Manual of Style (16th Edition):

Smith, Barbara Beville. “Effects of Home-School Collaboration and Different Forms of Parent Involvement On Reading Achievement.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/30529.

MLA Handbook (7th Edition):

Smith, Barbara Beville. “Effects of Home-School Collaboration and Different Forms of Parent Involvement On Reading Achievement.” 1998. Web. 26 Jan 2021.

Vancouver:

Smith BB. Effects of Home-School Collaboration and Different Forms of Parent Involvement On Reading Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/30529.

Council of Science Editors:

Smith BB. Effects of Home-School Collaboration and Different Forms of Parent Involvement On Reading Achievement. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30529


Virginia Tech

15. Devitt, Patricia Anne. An evaluability assessment of Section 504 policies with an emphasis on attention deficit hyperactivity disorder.

Degree: EdD, Administration and Supervision of Special Education, 1995, Virginia Tech

Subjects/Keywords: attention deficit disorder; LD5655.V856 1995.D485

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APA (6th Edition):

Devitt, P. A. (1995). An evaluability assessment of Section 504 policies with an emphasis on attention deficit hyperactivity disorder. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38207

Chicago Manual of Style (16th Edition):

Devitt, Patricia Anne. “An evaluability assessment of Section 504 policies with an emphasis on attention deficit hyperactivity disorder.” 1995. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/38207.

MLA Handbook (7th Edition):

Devitt, Patricia Anne. “An evaluability assessment of Section 504 policies with an emphasis on attention deficit hyperactivity disorder.” 1995. Web. 26 Jan 2021.

Vancouver:

Devitt PA. An evaluability assessment of Section 504 policies with an emphasis on attention deficit hyperactivity disorder. [Internet] [Doctoral dissertation]. Virginia Tech; 1995. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/38207.

Council of Science Editors:

Devitt PA. An evaluability assessment of Section 504 policies with an emphasis on attention deficit hyperactivity disorder. [Doctoral Dissertation]. Virginia Tech; 1995. Available from: http://hdl.handle.net/10919/38207


Virginia Tech

16. Smith, Myra Kay Davis. To Bill or Not to Bill: Medicaid Billing for Special Education Related Services in Arkansas Public Schools.

Degree: EdD, Administration and Supervision of Special Education, 1997, Virginia Tech

 Medicaid is a complicated system for educators to access. LEAs can access Medicaid funds by: billing through a contracted service, establishing their own billing system,… (more)

Subjects/Keywords: Arkansas; Special Education; Related Services; Medicaid

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APA (6th Edition):

Smith, M. K. D. (1997). To Bill or Not to Bill: Medicaid Billing for Special Education Related Services in Arkansas Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29415

Chicago Manual of Style (16th Edition):

Smith, Myra Kay Davis. “To Bill or Not to Bill: Medicaid Billing for Special Education Related Services in Arkansas Public Schools.” 1997. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/29415.

MLA Handbook (7th Edition):

Smith, Myra Kay Davis. “To Bill or Not to Bill: Medicaid Billing for Special Education Related Services in Arkansas Public Schools.” 1997. Web. 26 Jan 2021.

Vancouver:

Smith MKD. To Bill or Not to Bill: Medicaid Billing for Special Education Related Services in Arkansas Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/29415.

Council of Science Editors:

Smith MKD. To Bill or Not to Bill: Medicaid Billing for Special Education Related Services in Arkansas Public Schools. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/29415


Virginia Tech

17. Hardiman, Priscilla M. School Linked Services: A National Study of the Perceptions and Opinions of School Board Members.

Degree: EdD, Educational Administration, 1998, Virginia Tech

 The purpose of the study was to determine the perceptions and opinions of national school board members concerning the present availability and impact of school-linked… (more)

Subjects/Keywords: School-linked services; Collaborative school services; School board members

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APA (6th Edition):

Hardiman, P. M. (1998). School Linked Services: A National Study of the Perceptions and Opinions of School Board Members. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30477

Chicago Manual of Style (16th Edition):

Hardiman, Priscilla M. “School Linked Services: A National Study of the Perceptions and Opinions of School Board Members.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/30477.

MLA Handbook (7th Edition):

Hardiman, Priscilla M. “School Linked Services: A National Study of the Perceptions and Opinions of School Board Members.” 1998. Web. 26 Jan 2021.

Vancouver:

Hardiman PM. School Linked Services: A National Study of the Perceptions and Opinions of School Board Members. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/30477.

Council of Science Editors:

Hardiman PM. School Linked Services: A National Study of the Perceptions and Opinions of School Board Members. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30477


Virginia Tech

18. Gerry-Corpening, Karen. Case studies of services provided to perinatally exposed infants/toddlers and their families under Part H of Individuals with Disabilities Education Act.

Degree: EdD, Administration and Supervision of Special Education, 1994, Virginia Tech

 According to Part H (Public Law 101-476), governors of each state have the authority to designate a lead agency within the state to carry out… (more)

Subjects/Keywords: Children with disabilities; LD5655.V856 1994.G477

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APA (6th Edition):

Gerry-Corpening, K. (1994). Case studies of services provided to perinatally exposed infants/toddlers and their families under Part H of Individuals with Disabilities Education Act. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38279

Chicago Manual of Style (16th Edition):

Gerry-Corpening, Karen. “Case studies of services provided to perinatally exposed infants/toddlers and their families under Part H of Individuals with Disabilities Education Act.” 1994. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/38279.

MLA Handbook (7th Edition):

Gerry-Corpening, Karen. “Case studies of services provided to perinatally exposed infants/toddlers and their families under Part H of Individuals with Disabilities Education Act.” 1994. Web. 26 Jan 2021.

Vancouver:

Gerry-Corpening K. Case studies of services provided to perinatally exposed infants/toddlers and their families under Part H of Individuals with Disabilities Education Act. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/38279.

Council of Science Editors:

Gerry-Corpening K. Case studies of services provided to perinatally exposed infants/toddlers and their families under Part H of Individuals with Disabilities Education Act. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/38279


Virginia Tech

19. Twohig, Barbara J. Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms.

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

 The purpose of this study was to examine how and why elementary school principals collaborate with their teaching staff to facilitate a commitment to educating… (more)

Subjects/Keywords: Inclusive Practices; Leadership

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APA (6th Edition):

Twohig, B. J. (2000). Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27226

Chicago Manual of Style (16th Edition):

Twohig, Barbara J. “Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms.” 2000. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27226.

MLA Handbook (7th Edition):

Twohig, Barbara J. “Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms.” 2000. Web. 26 Jan 2021.

Vancouver:

Twohig BJ. Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27226.

Council of Science Editors:

Twohig BJ. Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27226


Virginia Tech

20. Barnes, Eleanor H. Linking Integrated Services With Schools: a Case Study.

Degree: EdD, Educational Administration, 1998, Virginia Tech

 In 1989, a large suburban school district and a cluster of public service agencies initiated a pilot program to provide a multi-agency staffing to develop… (more)

Subjects/Keywords: Coordinated Services; School-linked Services; Collaboration; Community Agencies and Schools

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APA (6th Edition):

Barnes, E. H. (1998). Linking Integrated Services With Schools: a Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30356

Chicago Manual of Style (16th Edition):

Barnes, Eleanor H. “Linking Integrated Services With Schools: a Case Study.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/30356.

MLA Handbook (7th Edition):

Barnes, Eleanor H. “Linking Integrated Services With Schools: a Case Study.” 1998. Web. 26 Jan 2021.

Vancouver:

Barnes EH. Linking Integrated Services With Schools: a Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/30356.

Council of Science Editors:

Barnes EH. Linking Integrated Services With Schools: a Case Study. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30356


Virginia Tech

21. 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

 One of the major challenges facing special and general classroom teachers stems from the current educational movement towards inclusion, a process that emphasizes providing special… (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 January 26, 2021. 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. 26 Jan 2021.

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 2021 Jan 26]. 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

22. Bookhart, Portia Yvonne. Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff.

Degree: EdD, Curriculum and Instruction, 1999, Virginia Tech

 The tension between exclusion and inclusion has been a shaping force in U.S. society and education. Public schools, in particular, have experienced stages of incorporating… (more)

Subjects/Keywords: inclusive; learning disabled; teacher

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APA (6th Edition):

Bookhart, P. Y. (1999). Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28914

Chicago Manual of Style (16th Edition):

Bookhart, Portia Yvonne. “Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff.” 1999. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/28914.

MLA Handbook (7th Edition):

Bookhart, Portia Yvonne. “Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff.” 1999. Web. 26 Jan 2021.

Vancouver:

Bookhart PY. Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/28914.

Council of Science Editors:

Bookhart PY. Perceptions of An Inclusive Program By Secondary Learning Disabled Students, Their Teachers, and Support Staff. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/28914


Virginia Tech

23. Denning, Walter V. Jr. An analysis of the effects of full-time inclusion on the academic achievement of elementary general education students.

Degree: EdD, Administration and Supervision of Special Education, 1995, Virginia Tech

Subjects/Keywords: integrated classrooms; students with disabilities; LD5655.V856 1995.D466

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APA (6th Edition):

Denning, W. V. J. (1995). An analysis of the effects of full-time inclusion on the academic achievement of elementary general education students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38285

Chicago Manual of Style (16th Edition):

Denning, Walter V Jr. “An analysis of the effects of full-time inclusion on the academic achievement of elementary general education students.” 1995. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/38285.

MLA Handbook (7th Edition):

Denning, Walter V Jr. “An analysis of the effects of full-time inclusion on the academic achievement of elementary general education students.” 1995. Web. 26 Jan 2021.

Vancouver:

Denning WVJ. An analysis of the effects of full-time inclusion on the academic achievement of elementary general education students. [Internet] [Doctoral dissertation]. Virginia Tech; 1995. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/38285.

Council of Science Editors:

Denning WVJ. An analysis of the effects of full-time inclusion on the academic achievement of elementary general education students. [Doctoral Dissertation]. Virginia Tech; 1995. Available from: http://hdl.handle.net/10919/38285


Virginia Tech

24. Lake, Barbara Jean. Factors that escalate parent-school conflict and the value of mediation in special education.

Degree: EdD, Special Education Administration, 1998, Virginia Tech

 Conflict resolution strategies in special education are necessary in view of increased disability and civil rights legislation impacting schools. With increase in federal laws and… (more)

Subjects/Keywords: parent-school conflict mediation conflict resolution; LD5655.V856 1998.L354

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APA (6th Edition):

Lake, B. J. (1998). Factors that escalate parent-school conflict and the value of mediation in special education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/76521

Chicago Manual of Style (16th Edition):

Lake, Barbara Jean. “Factors that escalate parent-school conflict and the value of mediation in special education.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/76521.

MLA Handbook (7th Edition):

Lake, Barbara Jean. “Factors that escalate parent-school conflict and the value of mediation in special education.” 1998. Web. 26 Jan 2021.

Vancouver:

Lake BJ. Factors that escalate parent-school conflict and the value of mediation in special education. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/76521.

Council of Science Editors:

Lake BJ. Factors that escalate parent-school conflict and the value of mediation in special education. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/76521

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