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You searched for subject:(Collaboration co teaching teacher preparation special AND general education). Showing records 1 – 30 of 311 total matches.

[1] [2] [3] [4] [5] … [11]

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University of New Orleans

1. Geiring, Mary Alice. Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program.

Degree: PhD, Special Education and Habilitative Services, 2018, University of New Orleans

  Before they enter the classroom, teacher candidates must acquire the knowledge, dispositions, and instructional strategies necessary to succeed in educating students with a variety… (more)

Subjects/Keywords: Collaboration, co-teaching, teacher preparation, special and general education; Special Education and Teaching

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APA (6th Edition):

Geiring, M. A. (2018). Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2463

Chicago Manual of Style (16th Edition):

Geiring, Mary Alice. “Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program.” 2018. Doctoral Dissertation, University of New Orleans. Accessed October 23, 2020. https://scholarworks.uno.edu/td/2463.

MLA Handbook (7th Edition):

Geiring, Mary Alice. “Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program.” 2018. Web. 23 Oct 2020.

Vancouver:

Geiring MA. Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2020 Oct 23]. Available from: https://scholarworks.uno.edu/td/2463.

Council of Science Editors:

Geiring MA. Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2463


Liberty University

2. Gerst, Sharon. The Co-Teaching Journey: A Systematic Grounded Theory Study Investigating How Secondary School Teachers Resolve Challenges in Co-Teaching.

Degree: 2012, Liberty University

 The purpose of this systematic grounded theory study was to explain how problems inherent in co-teaching relationships are resolved by secondary school special education and… (more)

Subjects/Keywords: collaboration; co-teaching; general education; grounded theory; special education; Education, General; Education, Special; Education, Secondary; Education, Teacher Training; Education, Curriculum and Instruction; Curriculum and Instruction; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Gerst, S. (2012). The Co-Teaching Journey: A Systematic Grounded Theory Study Investigating How Secondary School Teachers Resolve Challenges in Co-Teaching. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/574

Chicago Manual of Style (16th Edition):

Gerst, Sharon. “The Co-Teaching Journey: A Systematic Grounded Theory Study Investigating How Secondary School Teachers Resolve Challenges in Co-Teaching.” 2012. Doctoral Dissertation, Liberty University. Accessed October 23, 2020. http://digitalcommons.liberty.edu/doctoral/574.

MLA Handbook (7th Edition):

Gerst, Sharon. “The Co-Teaching Journey: A Systematic Grounded Theory Study Investigating How Secondary School Teachers Resolve Challenges in Co-Teaching.” 2012. Web. 23 Oct 2020.

Vancouver:

Gerst S. The Co-Teaching Journey: A Systematic Grounded Theory Study Investigating How Secondary School Teachers Resolve Challenges in Co-Teaching. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2020 Oct 23]. Available from: http://digitalcommons.liberty.edu/doctoral/574.

Council of Science Editors:

Gerst S. The Co-Teaching Journey: A Systematic Grounded Theory Study Investigating How Secondary School Teachers Resolve Challenges in Co-Teaching. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/574

3. Rudeen, Rebecca. Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education .

Degree: 2015, California State University – San Marcos

 The purpose of this research was to study the professional development of a co-teaching program between general and special educators supporting students with identified disabilities… (more)

Subjects/Keywords: co-teaching; inclusion; general and special education partnership; special education

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APA (6th Edition):

Rudeen, R. (2015). Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/138733

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):

Rudeen, Rebecca. “Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education .” 2015. Thesis, California State University – San Marcos. Accessed October 23, 2020. http://hdl.handle.net/10211.3/138733.

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

MLA Handbook (7th Edition):

Rudeen, Rebecca. “Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education .” 2015. Web. 23 Oct 2020.

Vancouver:

Rudeen R. Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2020 Oct 23]. Available from: http://hdl.handle.net/10211.3/138733.

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

Council of Science Editors:

Rudeen R. Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/138733

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

4. Slatoff, Alexandra. Communication: The Key To Collaboration Between Special and General Education Teachers.

Degree: MS, Education, 2014, Dominican University of California

  Teachers often do not communicate with one another when working to meet the needs of their students. The purpose of this study is to… (more)

Subjects/Keywords: Collaboration; Special Education; Special Needs; Communication; General Education Teachers; Special Education Teachers; Case Law; Special Education Case Law; Inclusion; Curriculum and Instruction; Disability and Equity in Education; Educational Leadership; Elementary Education and Teaching; Other Teacher Education and Professional Development; Secondary Education and Teaching; Special Education and Teaching

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APA (6th Edition):

Slatoff, A. (2014). Communication: The Key To Collaboration Between Special and General Education Teachers. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/154

Chicago Manual of Style (16th Edition):

Slatoff, Alexandra. “Communication: The Key To Collaboration Between Special and General Education Teachers.” 2014. Masters Thesis, Dominican University of California. Accessed October 23, 2020. https://scholar.dominican.edu/masters-theses/154.

MLA Handbook (7th Edition):

Slatoff, Alexandra. “Communication: The Key To Collaboration Between Special and General Education Teachers.” 2014. Web. 23 Oct 2020.

Vancouver:

Slatoff A. Communication: The Key To Collaboration Between Special and General Education Teachers. [Internet] [Masters thesis]. Dominican University of California; 2014. [cited 2020 Oct 23]. Available from: https://scholar.dominican.edu/masters-theses/154.

Council of Science Editors:

Slatoff A. Communication: The Key To Collaboration Between Special and General Education Teachers. [Masters Thesis]. Dominican University of California; 2014. Available from: https://scholar.dominican.edu/masters-theses/154

5. Sepetys, Peggy. Co-Teaching: To what Extent does it Change Teachers' Perceived Efficacy in the Instruction of Students with Disabilities in a General Education Classroom?.

Degree: EdD, College of Education, Health, and Human Services, 2013, University of Michigan

 This mixed method research investigates the extent of change in general and special education teachers’ perceived efficacy after co-teaching. The social cognitive theory of self-efficacy… (more)

Subjects/Keywords: Co-teaching; Collaboration; General and Special Education; Professional Development; Self-efficacy; Teacher Education; Education

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APA (6th Edition):

Sepetys, P. (2013). Co-Teaching: To what Extent does it Change Teachers' Perceived Efficacy in the Instruction of Students with Disabilities in a General Education Classroom?. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/102512

Chicago Manual of Style (16th Edition):

Sepetys, Peggy. “Co-Teaching: To what Extent does it Change Teachers' Perceived Efficacy in the Instruction of Students with Disabilities in a General Education Classroom?.” 2013. Doctoral Dissertation, University of Michigan. Accessed October 23, 2020. http://hdl.handle.net/2027.42/102512.

MLA Handbook (7th Edition):

Sepetys, Peggy. “Co-Teaching: To what Extent does it Change Teachers' Perceived Efficacy in the Instruction of Students with Disabilities in a General Education Classroom?.” 2013. Web. 23 Oct 2020.

Vancouver:

Sepetys P. Co-Teaching: To what Extent does it Change Teachers' Perceived Efficacy in the Instruction of Students with Disabilities in a General Education Classroom?. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2020 Oct 23]. Available from: http://hdl.handle.net/2027.42/102512.

Council of Science Editors:

Sepetys P. Co-Teaching: To what Extent does it Change Teachers' Perceived Efficacy in the Instruction of Students with Disabilities in a General Education Classroom?. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/102512


University of Maryland

6. Bond, Stephen Phillip Gorton. EFFECTS OF A CO-TEACHING TEAMING PROGRAM ON THE INSTRUCTIONAL PRACTICES OF HIGH SCHOOL GENERAL AND SPECIAL EDUCATION TEACHERS.

Degree: Special Education, 2011, University of Maryland

Co-teaching is widely used as an option in the delivery of special education services to students with disabilities in accordance with their Individualized Education Programs… (more)

Subjects/Keywords: Special Education; Educational leadership; Education, General; Co-Teaching; Disabilities; General Education; Special Education; Teachers; Training

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APA (6th Edition):

Bond, S. P. G. (2011). EFFECTS OF A CO-TEACHING TEAMING PROGRAM ON THE INSTRUCTIONAL PRACTICES OF HIGH SCHOOL GENERAL AND SPECIAL EDUCATION TEACHERS. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/11659

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):

Bond, Stephen Phillip Gorton. “EFFECTS OF A CO-TEACHING TEAMING PROGRAM ON THE INSTRUCTIONAL PRACTICES OF HIGH SCHOOL GENERAL AND SPECIAL EDUCATION TEACHERS.” 2011. Thesis, University of Maryland. Accessed October 23, 2020. http://hdl.handle.net/1903/11659.

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

MLA Handbook (7th Edition):

Bond, Stephen Phillip Gorton. “EFFECTS OF A CO-TEACHING TEAMING PROGRAM ON THE INSTRUCTIONAL PRACTICES OF HIGH SCHOOL GENERAL AND SPECIAL EDUCATION TEACHERS.” 2011. Web. 23 Oct 2020.

Vancouver:

Bond SPG. EFFECTS OF A CO-TEACHING TEAMING PROGRAM ON THE INSTRUCTIONAL PRACTICES OF HIGH SCHOOL GENERAL AND SPECIAL EDUCATION TEACHERS. [Internet] [Thesis]. University of Maryland; 2011. [cited 2020 Oct 23]. Available from: http://hdl.handle.net/1903/11659.

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

Council of Science Editors:

Bond SPG. EFFECTS OF A CO-TEACHING TEAMING PROGRAM ON THE INSTRUCTIONAL PRACTICES OF HIGH SCHOOL GENERAL AND SPECIAL EDUCATION TEACHERS. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/11659

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


Chapman University

7. Lozolla, Amanda M. The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs.

Degree: PhD, Education, 2019, Chapman University

  The co-teaching relationship is the foundational structure upon which a co-taught classroom is built. Co-teaching is often defined as a general education teacher and… (more)

Subjects/Keywords: Co-Teaching; Special Education; General Education; Partnership; Collaborative Professionalism; Phenomenology; Special Education and Teaching

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APA (6th Edition):

Lozolla, A. M. (2019). The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs. (Doctoral Dissertation). Chapman University. Retrieved from https://digitalcommons.chapman.edu/education_dissertations/10

Chicago Manual of Style (16th Edition):

Lozolla, Amanda M. “The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs.” 2019. Doctoral Dissertation, Chapman University. Accessed October 23, 2020. https://digitalcommons.chapman.edu/education_dissertations/10.

MLA Handbook (7th Edition):

Lozolla, Amanda M. “The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs.” 2019. Web. 23 Oct 2020.

Vancouver:

Lozolla AM. The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs. [Internet] [Doctoral dissertation]. Chapman University; 2019. [cited 2020 Oct 23]. Available from: https://digitalcommons.chapman.edu/education_dissertations/10.

Council of Science Editors:

Lozolla AM. The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs. [Doctoral Dissertation]. Chapman University; 2019. Available from: https://digitalcommons.chapman.edu/education_dissertations/10


Duquesne University

8. Martin, Jessica. A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool.

Degree: EdD, Instructional Technology (EdDIT), 2019, Duquesne University

  In recent years, there appears to have been a shift in professional development approaches for teachers from short-term workshops to teacher communities of professional… (more)

Subjects/Keywords: Professional Development; Online Teacher Study Group; General Education and Special Education Collaboration; Educational Technology; Elementary Education and Teaching; Other Teacher Education and Professional Development

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APA (6th Edition):

Martin, J. (2019). A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1862

Chicago Manual of Style (16th Edition):

Martin, Jessica. “A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool.” 2019. Doctoral Dissertation, Duquesne University. Accessed October 23, 2020. https://dsc.duq.edu/etd/1862.

MLA Handbook (7th Edition):

Martin, Jessica. “A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool.” 2019. Web. 23 Oct 2020.

Vancouver:

Martin J. A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool. [Internet] [Doctoral dissertation]. Duquesne University; 2019. [cited 2020 Oct 23]. Available from: https://dsc.duq.edu/etd/1862.

Council of Science Editors:

Martin J. A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool. [Doctoral Dissertation]. Duquesne University; 2019. Available from: https://dsc.duq.edu/etd/1862

9. Penny, Lisa. The Two Faces Of Education: Educators' And Administrators' Perspectives On Collaboration And Co-teaching.

Degree: EdD Doctor of Education, Disability and Equity in Education, 2019, National-Louis University

  This phenomenological study investigated the experiences and perceptions of special education teachers, general education teachers, and administrators on inclusion, collaboration, and co- teaching in… (more)

Subjects/Keywords: Collaboration; Coteaching; Special educators; General educators; and Administration; Disability and Equity in Education; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Penny, L. (2019). The Two Faces Of Education: Educators' And Administrators' Perspectives On Collaboration And Co-teaching. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/359

Chicago Manual of Style (16th Edition):

Penny, Lisa. “The Two Faces Of Education: Educators' And Administrators' Perspectives On Collaboration And Co-teaching.” 2019. Doctoral Dissertation, National-Louis University. Accessed October 23, 2020. https://digitalcommons.nl.edu/diss/359.

MLA Handbook (7th Edition):

Penny, Lisa. “The Two Faces Of Education: Educators' And Administrators' Perspectives On Collaboration And Co-teaching.” 2019. Web. 23 Oct 2020.

Vancouver:

Penny L. The Two Faces Of Education: Educators' And Administrators' Perspectives On Collaboration And Co-teaching. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Oct 23]. Available from: https://digitalcommons.nl.edu/diss/359.

Council of Science Editors:

Penny L. The Two Faces Of Education: Educators' And Administrators' Perspectives On Collaboration And Co-teaching. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/359


Liberty University

10. Wiggins, Carmen. High School Teachers' Perceptions of Inclusion.

Degree: 2012, Liberty University

 With the reauthorization of No Child Left Behind, school systems must ensure students with disabilities receive instruction in general education classrooms. Implementing the inclusion model… (more)

Subjects/Keywords: co-teachers; inclusion; special education; students with disabilities; Education, Curriculum and Instruction; Education, General; Education, Secondary; Education, Teacher Training; Education, Special; Curriculum and Instruction; Disability and Equity in Education; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Methods; Special Education and Teaching

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APA (6th Edition):

Wiggins, C. (2012). High School Teachers' Perceptions of Inclusion. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/608

Chicago Manual of Style (16th Edition):

Wiggins, Carmen. “High School Teachers' Perceptions of Inclusion.” 2012. Doctoral Dissertation, Liberty University. Accessed October 23, 2020. http://digitalcommons.liberty.edu/doctoral/608.

MLA Handbook (7th Edition):

Wiggins, Carmen. “High School Teachers' Perceptions of Inclusion.” 2012. Web. 23 Oct 2020.

Vancouver:

Wiggins C. High School Teachers' Perceptions of Inclusion. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2020 Oct 23]. Available from: http://digitalcommons.liberty.edu/doctoral/608.

Council of Science Editors:

Wiggins C. High School Teachers' Perceptions of Inclusion. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/608


University of Georgia

11. Barnes, Mary Alyssa. The future generation.

Degree: 2014, University of Georgia

 With the increase of students with special needs participating in regular education classes, general educators are responsible for meeting the needs of a diverse group… (more)

Subjects/Keywords: Teacher preparation, Inclusion, General education, Special education; One-course model; Dual certification model; Embedded model, Combination model, Block model

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APA (6th Edition):

Barnes, M. A. (2014). The future generation. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26851

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):

Barnes, Mary Alyssa. “The future generation.” 2014. Thesis, University of Georgia. Accessed October 23, 2020. http://hdl.handle.net/10724/26851.

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

MLA Handbook (7th Edition):

Barnes, Mary Alyssa. “The future generation.” 2014. Web. 23 Oct 2020.

Vancouver:

Barnes MA. The future generation. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 23]. Available from: http://hdl.handle.net/10724/26851.

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

Council of Science Editors:

Barnes MA. The future generation. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26851

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


Liberty University

12. Robbins, Sherrie. Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study.

Degree: 2014, Liberty University

 The purpose of this phenomenological study is to describe the experiences of general education elementary school inclusion co-teachers in schools that are successful with their… (more)

Subjects/Keywords: AYP; CCRPI; co-teaching; experiences; general education; Inclusion; Disability and Equity in Education; Education; Special Education and Teaching

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

APA (6th Edition):

Robbins, S. (2014). Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/821

Chicago Manual of Style (16th Edition):

Robbins, Sherrie. “Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study.” 2014. Doctoral Dissertation, Liberty University. Accessed October 23, 2020. http://digitalcommons.liberty.edu/doctoral/821.

MLA Handbook (7th Edition):

Robbins, Sherrie. “Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study.” 2014. Web. 23 Oct 2020.

Vancouver:

Robbins S. Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Oct 23]. Available from: http://digitalcommons.liberty.edu/doctoral/821.

Council of Science Editors:

Robbins S. Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/821


Florida International University

13. Lopes, Alexandre. Special and General Education Teachers’ Assessment of Their Participation in a Peer Assistance and Review (PAR) Program.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2018, Florida International University

  Traditional teacher evaluation systems have failed to (a) show variations in teacher effectiveness, (b) determine teachers’ professional development needs, and (c) align evaluation of… (more)

Subjects/Keywords: Peer Assistance and Review; PAR; Special Education; General Education; Teacher Evaluation; Educational Assessment, Evaluation, and Research; Special Education and Teaching

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APA (6th Edition):

Lopes, A. (2018). Special and General Education Teachers’ Assessment of Their Participation in a Peer Assistance and Review (PAR) Program. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3691 ; 10.25148/etd.FIDC006563 ; FIDC006563

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):

Lopes, Alexandre. “Special and General Education Teachers’ Assessment of Their Participation in a Peer Assistance and Review (PAR) Program.” 2018. Thesis, Florida International University. Accessed October 23, 2020. https://digitalcommons.fiu.edu/etd/3691 ; 10.25148/etd.FIDC006563 ; FIDC006563.

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

MLA Handbook (7th Edition):

Lopes, Alexandre. “Special and General Education Teachers’ Assessment of Their Participation in a Peer Assistance and Review (PAR) Program.” 2018. Web. 23 Oct 2020.

Vancouver:

Lopes A. Special and General Education Teachers’ Assessment of Their Participation in a Peer Assistance and Review (PAR) Program. [Internet] [Thesis]. Florida International University; 2018. [cited 2020 Oct 23]. Available from: https://digitalcommons.fiu.edu/etd/3691 ; 10.25148/etd.FIDC006563 ; FIDC006563.

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

Council of Science Editors:

Lopes A. Special and General Education Teachers’ Assessment of Their Participation in a Peer Assistance and Review (PAR) Program. [Thesis]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3691 ; 10.25148/etd.FIDC006563 ; FIDC006563

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


Indiana University

14. Weir, Regina. Teacher self-study| Stories of "success and survival".

Degree: 2014, Indiana University

  This qualitative study investigates two teachers who attempt to guide self-improvement initiatives in their school setting during and after completing a University based practicum… (more)

Subjects/Keywords: Education, General; Education, Special; Education, Teacher Training

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APA (6th Edition):

Weir, R. (2014). Teacher self-study| Stories of "success and survival". (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3629167

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):

Weir, Regina. “Teacher self-study| Stories of "success and survival".” 2014. Thesis, Indiana University. Accessed October 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3629167.

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

MLA Handbook (7th Edition):

Weir, Regina. “Teacher self-study| Stories of "success and survival".” 2014. Web. 23 Oct 2020.

Vancouver:

Weir R. Teacher self-study| Stories of "success and survival". [Internet] [Thesis]. Indiana University; 2014. [cited 2020 Oct 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629167.

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

Council of Science Editors:

Weir R. Teacher self-study| Stories of "success and survival". [Thesis]. Indiana University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629167

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


Liberty University

15. Heap, Heather. A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities.

Degree: 2013, Liberty University

 This qualitative study identified four educators' perceptions and their implementation of teaching advocacy to students with disabilities within a public secondary educational setting. Federal mandates,… (more)

Subjects/Keywords: secondary educators; self advocacy; self determination; special education; Education, General; Education, Special; Education, Secondary; Education, Teacher Training; Education, Administration; Sociology, General; Disability and Equity in Education; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Sociology; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Heap, H. (2013). A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/677

Chicago Manual of Style (16th Edition):

Heap, Heather. “A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities.” 2013. Doctoral Dissertation, Liberty University. Accessed October 23, 2020. http://digitalcommons.liberty.edu/doctoral/677.

MLA Handbook (7th Edition):

Heap, Heather. “A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities.” 2013. Web. 23 Oct 2020.

Vancouver:

Heap H. A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2020 Oct 23]. Available from: http://digitalcommons.liberty.edu/doctoral/677.

Council of Science Editors:

Heap H. A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/677

16. Berman, Cari. Collaboration through Professional Learning Communities .

Degree: 2012, California State University – San Marcos

 The divide between special educators and general educators has proven to be a significant issue in the classroom, particularly when students with special needs are… (more)

Subjects/Keywords: collaboration; general education; professional learning communities; special education

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

APA (6th Edition):

Berman, C. (2012). Collaboration through Professional Learning Communities . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/268

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):

Berman, Cari. “Collaboration through Professional Learning Communities .” 2012. Thesis, California State University – San Marcos. Accessed October 23, 2020. http://hdl.handle.net/10211.8/268.

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

MLA Handbook (7th Edition):

Berman, Cari. “Collaboration through Professional Learning Communities .” 2012. Web. 23 Oct 2020.

Vancouver:

Berman C. Collaboration through Professional Learning Communities . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Oct 23]. Available from: http://hdl.handle.net/10211.8/268.

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

Council of Science Editors:

Berman C. Collaboration through Professional Learning Communities . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/268

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


Liberty University

17. Nash, Tammy. A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities.

Degree: 2013, Liberty University

 Recent legislation in education mandates that students with disabilities be given access to the general education curriculum in order to reach higher academic standards. To… (more)

Subjects/Keywords: Co-taught; Co-teaching; Math Disabilities; Resource; Service Delivery Models in Special Education; Education, General; Education, Secondary; Education, Mathematics; Education, Special; Education, Tests and Measurements; Education, Curriculum and Instruction; Curriculum and Instruction; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods

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

APA (6th Edition):

Nash, T. (2013). A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/718

Chicago Manual of Style (16th Edition):

Nash, Tammy. “A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities.” 2013. Doctoral Dissertation, Liberty University. Accessed October 23, 2020. http://digitalcommons.liberty.edu/doctoral/718.

MLA Handbook (7th Edition):

Nash, Tammy. “A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities.” 2013. Web. 23 Oct 2020.

Vancouver:

Nash T. A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2020 Oct 23]. Available from: http://digitalcommons.liberty.edu/doctoral/718.

Council of Science Editors:

Nash T. A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/718

18. Wysocki, Carrie D. The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study.

Degree: PhD, EDU Teaching and Learning, 2016, The Ohio State University

 Based on a case study guided by grounded theory, this research sought to investigate and derive meaning from an exploration of the phenomenon of a… (more)

Subjects/Keywords: Educational Leadership; Education Policy; Education; Teacher Preparation, Collaboration, Special Education, General Education, Case Study, Grounded Theory, Constructivism, Behaviorism, Dual License, Merged Programming

…by merging the special and general education preparation programs to address the goals of… …educators but also the general education teacher of record, inclusive teaching practices are… …involved the combination of two distinct programs in teacher preparation of special and general… …overlap. The design is to strengthen the preparation of general education and special education… …both general and special education work as a collective, model collaboration and inclusion… 

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

APA (6th Edition):

Wysocki, C. D. (2016). The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1460893938

Chicago Manual of Style (16th Edition):

Wysocki, Carrie D. “The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study.” 2016. Doctoral Dissertation, The Ohio State University. Accessed October 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460893938.

MLA Handbook (7th Edition):

Wysocki, Carrie D. “The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study.” 2016. Web. 23 Oct 2020.

Vancouver:

Wysocki CD. The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2020 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460893938.

Council of Science Editors:

Wysocki CD. The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460893938


University of Illinois – Chicago

19. Ryan, Eileen M. General Education Teachers' Viewpoints Concerning Response to Intervention.

Degree: 2012, University of Illinois – Chicago

 This descriptive case study explored the viewpoints of general education teachers implementing Response to Intervention (RTI). The research question addressed the knowledge and perceptions of… (more)

Subjects/Keywords: response to intervention; RTI; general education; general education teacher; classroom teacher; special education

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

APA (6th Edition):

Ryan, E. M. (2012). General Education Teachers' Viewpoints Concerning Response to Intervention. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8959

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):

Ryan, Eileen M. “General Education Teachers' Viewpoints Concerning Response to Intervention.” 2012. Thesis, University of Illinois – Chicago. Accessed October 23, 2020. http://hdl.handle.net/10027/8959.

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

MLA Handbook (7th Edition):

Ryan, Eileen M. “General Education Teachers' Viewpoints Concerning Response to Intervention.” 2012. Web. 23 Oct 2020.

Vancouver:

Ryan EM. General Education Teachers' Viewpoints Concerning Response to Intervention. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Oct 23]. Available from: http://hdl.handle.net/10027/8959.

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

Council of Science Editors:

Ryan EM. General Education Teachers' Viewpoints Concerning Response to Intervention. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8959

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


University of South Florida

20. Hawley, Katherine. Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment.

Degree: 2013, University of South Florida

 This study examined special education teachers' perspectives of the instructional impact of the Florida Alternate Assessment (FAA) for students with significant cognitive disabilities. Through purposeful… (more)

Subjects/Keywords: access to the general curriculum; data based instruction; significant cognitive disabilities; standards base reform; teacher perspectives; Special Education and Teaching

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

APA (6th Edition):

Hawley, K. (2013). Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4689

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):

Hawley, Katherine. “Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment.” 2013. Thesis, University of South Florida. Accessed October 23, 2020. https://scholarcommons.usf.edu/etd/4689.

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

MLA Handbook (7th Edition):

Hawley, Katherine. “Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment.” 2013. Web. 23 Oct 2020.

Vancouver:

Hawley K. Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment. [Internet] [Thesis]. University of South Florida; 2013. [cited 2020 Oct 23]. Available from: https://scholarcommons.usf.edu/etd/4689.

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

Council of Science Editors:

Hawley K. Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/4689

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


University of Central Florida

21. Moorehead, Tanya. Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams.

Degree: 2010, University of Central Florida

 This study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field… (more)

Subjects/Keywords: Co-Teaching; Secondary Education; General Education; Special Education; Roles; Interactions; Education

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

APA (6th Edition):

Moorehead, T. (2010). Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4238

Chicago Manual of Style (16th Edition):

Moorehead, Tanya. “Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams.” 2010. Doctoral Dissertation, University of Central Florida. Accessed October 23, 2020. https://stars.library.ucf.edu/etd/4238.

MLA Handbook (7th Edition):

Moorehead, Tanya. “Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams.” 2010. Web. 23 Oct 2020.

Vancouver:

Moorehead T. Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2020 Oct 23]. Available from: https://stars.library.ucf.edu/etd/4238.

Council of Science Editors:

Moorehead T. Roles And Interactions Of General And Special Education Teachers In Secondary Co-taught Teams. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4238


University of Central Florida

22. Parker, Alicia. The Impacts Of Co-teaching On The General Education Student.

Degree: 2010, University of Central Florida

 The purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion… (more)

Subjects/Keywords: co-teaching; special education; FCAT; general education; secondary education; Education; Educational Leadership

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

APA (6th Edition):

Parker, A. (2010). The Impacts Of Co-teaching On The General Education Student. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4194

Chicago Manual of Style (16th Edition):

Parker, Alicia. “The Impacts Of Co-teaching On The General Education Student.” 2010. Doctoral Dissertation, University of Central Florida. Accessed October 23, 2020. https://stars.library.ucf.edu/etd/4194.

MLA Handbook (7th Edition):

Parker, Alicia. “The Impacts Of Co-teaching On The General Education Student.” 2010. Web. 23 Oct 2020.

Vancouver:

Parker A. The Impacts Of Co-teaching On The General Education Student. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2020 Oct 23]. Available from: https://stars.library.ucf.edu/etd/4194.

Council of Science Editors:

Parker A. The Impacts Of Co-teaching On The General Education Student. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4194


Liberty University

23. Stoudt, Patricia Koelsch. Accommodations in Homeschool Settings for Children with Special Education Needs.

Degree: 2012, Liberty University

 This qualitative study was designed to examine how homeschooling parents in Pennsylvania make the determination to engage with public school districts to accommodate the special(more)

Subjects/Keywords: Home education; Home school; Homeschooling; Special education; Special needs; Education, General; Education, Special; Education; Other Education; Special Education and Teaching

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

APA (6th Edition):

Stoudt, P. K. (2012). Accommodations in Homeschool Settings for Children with Special Education Needs. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/508

Chicago Manual of Style (16th Edition):

Stoudt, Patricia Koelsch. “Accommodations in Homeschool Settings for Children with Special Education Needs.” 2012. Doctoral Dissertation, Liberty University. Accessed October 23, 2020. http://digitalcommons.liberty.edu/doctoral/508.

MLA Handbook (7th Edition):

Stoudt, Patricia Koelsch. “Accommodations in Homeschool Settings for Children with Special Education Needs.” 2012. Web. 23 Oct 2020.

Vancouver:

Stoudt PK. Accommodations in Homeschool Settings for Children with Special Education Needs. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2020 Oct 23]. Available from: http://digitalcommons.liberty.edu/doctoral/508.

Council of Science Editors:

Stoudt PK. Accommodations in Homeschool Settings for Children with Special Education Needs. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/508

24. Cook, Ellen. Teacher Educators: Addressing the Needs of All Learners.

Degree: Education, 2017, University of California – Berkeley

 This qualitative dissertation examines how teacher preparation programs take up policy messages from two state agencies. These questions guided the study: 1) What are the… (more)

Subjects/Keywords: Special education; general education; policy implementation; Response to intervention; special education; teacher education

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Cook, E. (2017). Teacher Educators: Addressing the Needs of All Learners. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/10k957bt

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):

Cook, Ellen. “Teacher Educators: Addressing the Needs of All Learners.” 2017. Thesis, University of California – Berkeley. Accessed October 23, 2020. http://www.escholarship.org/uc/item/10k957bt.

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

MLA Handbook (7th Edition):

Cook, Ellen. “Teacher Educators: Addressing the Needs of All Learners.” 2017. Web. 23 Oct 2020.

Vancouver:

Cook E. Teacher Educators: Addressing the Needs of All Learners. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2020 Oct 23]. Available from: http://www.escholarship.org/uc/item/10k957bt.

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

Council of Science Editors:

Cook E. Teacher Educators: Addressing the Needs of All Learners. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/10k957bt

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


Temple University

25. Rosen, Perri I. Teachers' Perceptions of Factors Used in Placement Decisions.

Degree: PhD, 2014, Temple University

School Psychology

Children with autism spectrum disorders (ASD) are spending greater amounts of time in inclusive classroom settings. The perceptions of teachers regarding the educational… (more)

Subjects/Keywords: Special education;

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APA (6th Edition):

Rosen, P. I. (2014). Teachers' Perceptions of Factors Used in Placement Decisions. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,292096

Chicago Manual of Style (16th Edition):

Rosen, Perri I. “Teachers' Perceptions of Factors Used in Placement Decisions.” 2014. Doctoral Dissertation, Temple University. Accessed October 23, 2020. http://digital.library.temple.edu/u?/p245801coll10,292096.

MLA Handbook (7th Edition):

Rosen, Perri I. “Teachers' Perceptions of Factors Used in Placement Decisions.” 2014. Web. 23 Oct 2020.

Vancouver:

Rosen PI. Teachers' Perceptions of Factors Used in Placement Decisions. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2020 Oct 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,292096.

Council of Science Editors:

Rosen PI. Teachers' Perceptions of Factors Used in Placement Decisions. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,292096


Washington State University

26. [No author]. The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues .

Degree: 2011, Washington State University

 Principals are recognized as a key component to the successful implementation of inclusion of students with special needs in schools. Research exploring the factors for… (more)

Subjects/Keywords: Educational leadership; Special Education; Education, General; Collaboration; Education; Inclusion; Leadership; Scheduling; Social Justice

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APA (6th Edition):

author], [. (2011). The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/2900

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):

author], [No. “The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues .” 2011. Thesis, Washington State University. Accessed October 23, 2020. http://hdl.handle.net/2376/2900.

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

MLA Handbook (7th Edition):

author], [No. “The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues .” 2011. Web. 23 Oct 2020.

Vancouver:

author] [. The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues . [Internet] [Thesis]. Washington State University; 2011. [cited 2020 Oct 23]. Available from: http://hdl.handle.net/2376/2900.

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

Council of Science Editors:

author] [. The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues . [Thesis]. Washington State University; 2011. Available from: http://hdl.handle.net/2376/2900

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

27. Laine, Sandra L. Effect of Guided Collaboration on General and Special Educators' Perceptions of Collaboration and Student Achievement.

Degree: EdD, Educational Administration and Supervision, 2013, Arizona State University

 This study investigated the effects of a guided collaboration approach during professional learning community meetings (PLC's) on the perceptions of general and special educators as… (more)

Subjects/Keywords: Special education; Collaboration; General Education; Special Education

teacher preparation for collaboration between general and special education is seen as a barrier… …co-teaching. When collaboration was first discussed in regards to special education after… …collaboration between general and special education teachers that co-teach in an inclusive classroom… …collaboration between general and special educators has not been mandated. General education teachers… …research has been conducted on collaboration between special education and general education… 

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APA (6th Edition):

Laine, S. L. (2013). Effect of Guided Collaboration on General and Special Educators' Perceptions of Collaboration and Student Achievement. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/17824

Chicago Manual of Style (16th Edition):

Laine, Sandra L. “Effect of Guided Collaboration on General and Special Educators' Perceptions of Collaboration and Student Achievement.” 2013. Doctoral Dissertation, Arizona State University. Accessed October 23, 2020. http://repository.asu.edu/items/17824.

MLA Handbook (7th Edition):

Laine, Sandra L. “Effect of Guided Collaboration on General and Special Educators' Perceptions of Collaboration and Student Achievement.” 2013. Web. 23 Oct 2020.

Vancouver:

Laine SL. Effect of Guided Collaboration on General and Special Educators' Perceptions of Collaboration and Student Achievement. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2020 Oct 23]. Available from: http://repository.asu.edu/items/17824.

Council of Science Editors:

Laine SL. Effect of Guided Collaboration on General and Special Educators' Perceptions of Collaboration and Student Achievement. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/17824


Kennesaw State University

28. Jordan, Ketrina L. How Does the Collaboration of General and Special Educators Improve the Progress Attainment of Students with Disabilities?.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

  "I think that my kids have been very successful in the inclusion classroom this year. I have a seen a lot of growth" (SL).… (more)

Subjects/Keywords: benchmark assessment; collaboration; collaboration of special education and general education teachers; inclusion; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Jordan, K. L. (2011). How Does the Collaboration of General and Special Educators Improve the Progress Attainment of Students with Disabilities?. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/455

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):

Jordan, Ketrina L. “How Does the Collaboration of General and Special Educators Improve the Progress Attainment of Students with Disabilities?.” 2011. Thesis, Kennesaw State University. Accessed October 23, 2020. https://digitalcommons.kennesaw.edu/etd/455.

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

MLA Handbook (7th Edition):

Jordan, Ketrina L. “How Does the Collaboration of General and Special Educators Improve the Progress Attainment of Students with Disabilities?.” 2011. Web. 23 Oct 2020.

Vancouver:

Jordan KL. How Does the Collaboration of General and Special Educators Improve the Progress Attainment of Students with Disabilities?. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2020 Oct 23]. Available from: https://digitalcommons.kennesaw.edu/etd/455.

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

Council of Science Editors:

Jordan KL. How Does the Collaboration of General and Special Educators Improve the Progress Attainment of Students with Disabilities?. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/455

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


Brigham Young University

29. Carter, Nari. Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities.

Degree: MS, 2006, Brigham Young University

 When students with disabilities are included in general education classes, collaboration between special and general education teachers is necessary to ensure that the students have… (more)

Subjects/Keywords: collaboration; disabilities; accommodations; adaptations; general education; special education; Counseling Psychology; Special Education and Teaching

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APA (6th Edition):

Carter, N. (2006). Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1448&context=etd

Chicago Manual of Style (16th Edition):

Carter, Nari. “Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities.” 2006. Masters Thesis, Brigham Young University. Accessed October 23, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1448&context=etd.

MLA Handbook (7th Edition):

Carter, Nari. “Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities.” 2006. Web. 23 Oct 2020.

Vancouver:

Carter N. Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities. [Internet] [Masters thesis]. Brigham Young University; 2006. [cited 2020 Oct 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1448&context=etd.

Council of Science Editors:

Carter N. Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities. [Masters Thesis]. Brigham Young University; 2006. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1448&context=etd

30. Hagelman, Eden. Special Education Co-Teachers' Perceptions: Collaboration, Involvement in Instruction, and Satisfaction.

Degree: PhD, Special Education and Habilitative Services, 2013, University of New Orleans

Co-teaching is an approach that is frequently used by schools when students both with and without disabilities are taught in an inclusive classroom. With… (more)

Subjects/Keywords: collaboration; inclusive practices; special education; general education; planning time; Special Education and Teaching

…grade. 4 Partnership The special education co-teacher and the general education co-teacher… …serves as a consultant to the general education teacher), the co-teaching model (a… …relationships between the general education co-teacher and the special education coteacher are… …teaching relationship within one classroom between one special education teacher and one general… …explored. Moreover, the demands on a special education teacher who is co-teaching in multiple… 

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APA (6th Edition):

Hagelman, E. (2013). Special Education Co-Teachers' Perceptions: Collaboration, Involvement in Instruction, and Satisfaction. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1741

Chicago Manual of Style (16th Edition):

Hagelman, Eden. “Special Education Co-Teachers' Perceptions: Collaboration, Involvement in Instruction, and Satisfaction.” 2013. Doctoral Dissertation, University of New Orleans. Accessed October 23, 2020. https://scholarworks.uno.edu/td/1741.

MLA Handbook (7th Edition):

Hagelman, Eden. “Special Education Co-Teachers' Perceptions: Collaboration, Involvement in Instruction, and Satisfaction.” 2013. Web. 23 Oct 2020.

Vancouver:

Hagelman E. Special Education Co-Teachers' Perceptions: Collaboration, Involvement in Instruction, and Satisfaction. [Internet] [Doctoral dissertation]. University of New Orleans; 2013. [cited 2020 Oct 23]. Available from: https://scholarworks.uno.edu/td/1741.

Council of Science Editors:

Hagelman E. Special Education Co-Teachers' Perceptions: Collaboration, Involvement in Instruction, and Satisfaction. [Doctoral Dissertation]. University of New Orleans; 2013. Available from: https://scholarworks.uno.edu/td/1741

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