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You searched for subject:(Disproportionality). Showing records 1 – 30 of 81 total matches.

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1. Shell, Elbert Mackenzie. School counselors' perceptions and attitudes about the disproportionality of African American students in special education: a qualitative study.

Degree: PhD, Counseling and Student Personnel Services, 2013, University of Georgia

 Although researchers have explored the overrepresentation of African American students in various special education categories, few studies have explored school counselors’ beliefs or attitudes about… (more)

Subjects/Keywords: disproportionality

…issues of overrepresentation and disproportionality for African American students in special… …nature and causes of disproportionality: poverty, an over reliance on standardized testing, a… …contribute to the understanding of the extent and potential causes of disproportionality and almost… …research generated about the disproportionality problem or the problem of overrepresentation, the… …disproportionality, with the exception of Dr. Cortland Lee 3 (Adkison-Bradley, Johnson, Rawls… 

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APA (6th Edition):

Shell, E. M. (2013). School counselors' perceptions and attitudes about the disproportionality of African American students in special education: a qualitative study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/shell_elbert_m_201305_phd

Chicago Manual of Style (16th Edition):

Shell, Elbert Mackenzie. “School counselors' perceptions and attitudes about the disproportionality of African American students in special education: a qualitative study.” 2013. Doctoral Dissertation, University of Georgia. Accessed March 22, 2019. http://purl.galileo.usg.edu/uga_etd/shell_elbert_m_201305_phd.

MLA Handbook (7th Edition):

Shell, Elbert Mackenzie. “School counselors' perceptions and attitudes about the disproportionality of African American students in special education: a qualitative study.” 2013. Web. 22 Mar 2019.

Vancouver:

Shell EM. School counselors' perceptions and attitudes about the disproportionality of African American students in special education: a qualitative study. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Mar 22]. Available from: http://purl.galileo.usg.edu/uga_etd/shell_elbert_m_201305_phd.

Council of Science Editors:

Shell EM. School counselors' perceptions and attitudes about the disproportionality of African American students in special education: a qualitative study. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/shell_elbert_m_201305_phd


California State University – Sacramento

2. Lewis, Niambi Nichole. How cultural competency of social workers affects their decisions to remove children from their parents.

Degree: MSW, Social Work, 2010, California State University – Sacramento

 The purpose of the project is to explore the relationship between the cultural competency of social workers investigating abuse and neglect of children in Sacramento… (more)

Subjects/Keywords: Disproportionality; Cultural competence; Child welfare

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APA (6th Edition):

Lewis, N. N. (2010). How cultural competency of social workers affects their decisions to remove children from their parents. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/491

Chicago Manual of Style (16th Edition):

Lewis, Niambi Nichole. “How cultural competency of social workers affects their decisions to remove children from their parents.” 2010. Masters Thesis, California State University – Sacramento. Accessed March 22, 2019. http://hdl.handle.net/10211.9/491.

MLA Handbook (7th Edition):

Lewis, Niambi Nichole. “How cultural competency of social workers affects their decisions to remove children from their parents.” 2010. Web. 22 Mar 2019.

Vancouver:

Lewis NN. How cultural competency of social workers affects their decisions to remove children from their parents. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/10211.9/491.

Council of Science Editors:

Lewis NN. How cultural competency of social workers affects their decisions to remove children from their parents. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/491


Louisiana State University

3. Collins, Tai A. The contribution of implicit stereotypes to the overrepresentation of African Americans in the special education category of emotional disturbance.

Degree: MA, Psychology, 2010, Louisiana State University

 The overrepresentation of African Americans in special education is a problem that has plagued the field since its inception, yet very little progress has been… (more)

Subjects/Keywords: stereotypes; special education; overrepresentation; disproportionality

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APA (6th Edition):

Collins, T. A. (2010). The contribution of implicit stereotypes to the overrepresentation of African Americans in the special education category of emotional disturbance. (Masters Thesis). Louisiana State University. Retrieved from etd-03292011-190359 ; https://digitalcommons.lsu.edu/gradschool_theses/2262

Chicago Manual of Style (16th Edition):

Collins, Tai A. “The contribution of implicit stereotypes to the overrepresentation of African Americans in the special education category of emotional disturbance.” 2010. Masters Thesis, Louisiana State University. Accessed March 22, 2019. etd-03292011-190359 ; https://digitalcommons.lsu.edu/gradschool_theses/2262.

MLA Handbook (7th Edition):

Collins, Tai A. “The contribution of implicit stereotypes to the overrepresentation of African Americans in the special education category of emotional disturbance.” 2010. Web. 22 Mar 2019.

Vancouver:

Collins TA. The contribution of implicit stereotypes to the overrepresentation of African Americans in the special education category of emotional disturbance. [Internet] [Masters thesis]. Louisiana State University; 2010. [cited 2019 Mar 22]. Available from: etd-03292011-190359 ; https://digitalcommons.lsu.edu/gradschool_theses/2262.

Council of Science Editors:

Collins TA. The contribution of implicit stereotypes to the overrepresentation of African Americans in the special education category of emotional disturbance. [Masters Thesis]. Louisiana State University; 2010. Available from: etd-03292011-190359 ; https://digitalcommons.lsu.edu/gradschool_theses/2262


University of Oklahoma

4. Moriasi, Peter. DISPROPORTIONALITY IN SPECIAL EDUCATION: SPECIAL EDUCATION TEACHERS’ PERCEPTIONS ABOUT DISPROPORTIONALITY OF AFRICAN AMERICAN STUDENTS IN SPECIAL EDUCATION.

Degree: PhD, 2015, University of Oklahoma

 African American students experience school failure in many different ways and a disproportional number are placed into special education. Disproportionality in special education is an… (more)

Subjects/Keywords: Disproportionality in Special Education

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APA (6th Edition):

Moriasi, P. (2015). DISPROPORTIONALITY IN SPECIAL EDUCATION: SPECIAL EDUCATION TEACHERS’ PERCEPTIONS ABOUT DISPROPORTIONALITY OF AFRICAN AMERICAN STUDENTS IN SPECIAL EDUCATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14672

Chicago Manual of Style (16th Edition):

Moriasi, Peter. “DISPROPORTIONALITY IN SPECIAL EDUCATION: SPECIAL EDUCATION TEACHERS’ PERCEPTIONS ABOUT DISPROPORTIONALITY OF AFRICAN AMERICAN STUDENTS IN SPECIAL EDUCATION.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed March 22, 2019. http://hdl.handle.net/11244/14672.

MLA Handbook (7th Edition):

Moriasi, Peter. “DISPROPORTIONALITY IN SPECIAL EDUCATION: SPECIAL EDUCATION TEACHERS’ PERCEPTIONS ABOUT DISPROPORTIONALITY OF AFRICAN AMERICAN STUDENTS IN SPECIAL EDUCATION.” 2015. Web. 22 Mar 2019.

Vancouver:

Moriasi P. DISPROPORTIONALITY IN SPECIAL EDUCATION: SPECIAL EDUCATION TEACHERS’ PERCEPTIONS ABOUT DISPROPORTIONALITY OF AFRICAN AMERICAN STUDENTS IN SPECIAL EDUCATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/11244/14672.

Council of Science Editors:

Moriasi P. DISPROPORTIONALITY IN SPECIAL EDUCATION: SPECIAL EDUCATION TEACHERS’ PERCEPTIONS ABOUT DISPROPORTIONALITY OF AFRICAN AMERICAN STUDENTS IN SPECIAL EDUCATION. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14672


University of Oregon

5. Gion, Cody. Effects of a Multifaceted Classroom Intervention on Racial Disproportionality.

Degree: 2019, University of Oregon

 The present study is an examination of a classroom-based intervention with five critical components of (a) defining and teaching desired behavior with cultural consideration, (b)… (more)

Subjects/Keywords: Behavior; Classroom; Coaching; Disproportionality; Intervention

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APA (6th Edition):

Gion, C. (2019). Effects of a Multifaceted Classroom Intervention on Racial Disproportionality. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/24196

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):

Gion, Cody. “Effects of a Multifaceted Classroom Intervention on Racial Disproportionality.” 2019. Thesis, University of Oregon. Accessed March 22, 2019. http://hdl.handle.net/1794/24196.

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

MLA Handbook (7th Edition):

Gion, Cody. “Effects of a Multifaceted Classroom Intervention on Racial Disproportionality.” 2019. Web. 22 Mar 2019.

Vancouver:

Gion C. Effects of a Multifaceted Classroom Intervention on Racial Disproportionality. [Internet] [Thesis]. University of Oregon; 2019. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1794/24196.

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

Council of Science Editors:

Gion C. Effects of a Multifaceted Classroom Intervention on Racial Disproportionality. [Thesis]. University of Oregon; 2019. Available from: http://hdl.handle.net/1794/24196

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


University of Minnesota

6. Kincaid, Aleksis. Prevalence of Youth with Disabilities in the Juvenile Justice System.

Degree: PhD, Educational Psychology, 2017, University of Minnesota

 The U.S. juvenile justice system disproportionately incarcerates minority youth, youth from impoverished backgrounds, and youth with disabilities (YD). Youth who are involved with the juvenile… (more)

Subjects/Keywords: disability; disproportionality; juvenile court; referral; sentencing

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APA (6th Edition):

Kincaid, A. (2017). Prevalence of Youth with Disabilities in the Juvenile Justice System. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190546

Chicago Manual of Style (16th Edition):

Kincaid, Aleksis. “Prevalence of Youth with Disabilities in the Juvenile Justice System.” 2017. Doctoral Dissertation, University of Minnesota. Accessed March 22, 2019. http://hdl.handle.net/11299/190546.

MLA Handbook (7th Edition):

Kincaid, Aleksis. “Prevalence of Youth with Disabilities in the Juvenile Justice System.” 2017. Web. 22 Mar 2019.

Vancouver:

Kincaid A. Prevalence of Youth with Disabilities in the Juvenile Justice System. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/11299/190546.

Council of Science Editors:

Kincaid A. Prevalence of Youth with Disabilities in the Juvenile Justice System. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190546


University of Missouri – Columbia

7. Brown, Jill K. An examination of practices for reducing the overrepresentation of Black students in the mental retardation/intellectual disability eligibility category.

Degree: 2012, University of Missouri – Columbia

 The purpose of the study was to describe district practices related to reducing the overrepresentation of Black Students in the Mental Retardation/Intellectual Disability eligibility category… (more)

Subjects/Keywords: racial disproportionality; special education; restrictive placement; poverty

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APA (6th Edition):

Brown, J. K. (2012). An examination of practices for reducing the overrepresentation of Black students in the mental retardation/intellectual disability eligibility category. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14980

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):

Brown, Jill K. “An examination of practices for reducing the overrepresentation of Black students in the mental retardation/intellectual disability eligibility category.” 2012. Thesis, University of Missouri – Columbia. Accessed March 22, 2019. http://hdl.handle.net/10355/14980.

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

MLA Handbook (7th Edition):

Brown, Jill K. “An examination of practices for reducing the overrepresentation of Black students in the mental retardation/intellectual disability eligibility category.” 2012. Web. 22 Mar 2019.

Vancouver:

Brown JK. An examination of practices for reducing the overrepresentation of Black students in the mental retardation/intellectual disability eligibility category. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/10355/14980.

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

Council of Science Editors:

Brown JK. An examination of practices for reducing the overrepresentation of Black students in the mental retardation/intellectual disability eligibility category. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/14980

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


Duquesne University

8. Martin, Joseph. The Effect of Risk Assessment on Racial Disproportionality in the Child Welfare System.

Degree: MA, Graduate Center for Social and Public Policy, 2012, Duquesne University

 Minority children are involved in the child welfare system at rates disproportionate to their numbers in the overall population. Prior research argues that risk assessments… (more)

Subjects/Keywords: Child protection; Child welfare; Disproportionality; Risk assessment

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APA (6th Edition):

Martin, J. (2012). The Effect of Risk Assessment on Racial Disproportionality in the Child Welfare System. (Masters Thesis). Duquesne University. Retrieved from https://dsc.duq.edu/etd/883

Chicago Manual of Style (16th Edition):

Martin, Joseph. “The Effect of Risk Assessment on Racial Disproportionality in the Child Welfare System.” 2012. Masters Thesis, Duquesne University. Accessed March 22, 2019. https://dsc.duq.edu/etd/883.

MLA Handbook (7th Edition):

Martin, Joseph. “The Effect of Risk Assessment on Racial Disproportionality in the Child Welfare System.” 2012. Web. 22 Mar 2019.

Vancouver:

Martin J. The Effect of Risk Assessment on Racial Disproportionality in the Child Welfare System. [Internet] [Masters thesis]. Duquesne University; 2012. [cited 2019 Mar 22]. Available from: https://dsc.duq.edu/etd/883.

Council of Science Editors:

Martin J. The Effect of Risk Assessment on Racial Disproportionality in the Child Welfare System. [Masters Thesis]. Duquesne University; 2012. Available from: https://dsc.duq.edu/etd/883


Boston College

9. Drane, Charles J. Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color with Respect to Their Pre-service Preparation.

Degree: EdD, Educational Leadership and Higher Education, 2018, Boston College

 Even before working in school as a teacher or administrator, many factors were influential in the preparation process. Given that the vast majority of teachers… (more)

Subjects/Keywords: Critical Race Theory; Disproportionality; Educator Experiences; Race

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APA (6th Edition):

Drane, C. J. (2018). Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color with Respect to Their Pre-service Preparation. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107999

Chicago Manual of Style (16th Edition):

Drane, Charles J. “Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color with Respect to Their Pre-service Preparation.” 2018. Doctoral Dissertation, Boston College. Accessed March 22, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107999.

MLA Handbook (7th Edition):

Drane, Charles J. “Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color with Respect to Their Pre-service Preparation.” 2018. Web. 22 Mar 2019.

Vancouver:

Drane CJ. Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color with Respect to Their Pre-service Preparation. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 Mar 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107999.

Council of Science Editors:

Drane CJ. Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color with Respect to Their Pre-service Preparation. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107999


Texas A&M University

10. Alexander, Dustyn R. What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services.

Degree: 2010, Texas A&M University

 This study addressed the problem of the disproportionality of African Americans in special education by conducting critical white research. A review of literature revealed that… (more)

Subjects/Keywords: Disproportionality; Special Education; Critical White Study; African American Underachievement

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APA (6th Edition):

Alexander, D. R. (2010). What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-900

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):

Alexander, Dustyn R. “What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services.” 2010. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-900.

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

MLA Handbook (7th Edition):

Alexander, Dustyn R. “What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services.” 2010. Web. 22 Mar 2019.

Vancouver:

Alexander DR. What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-900.

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

Council of Science Editors:

Alexander DR. What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-900

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

11. Bottiani, Jessika Hattie. (IN)EQUITABLE SCHOOL CLIMATE.

Degree: 2014, Johns Hopkins University

 Background. Research examining the role of (in)equitable school climate is a critical line of inquiry that may inform efforts to eradicate disparities in academic, disciplinary,… (more)

Subjects/Keywords: school climate; engagement; racial disparities; school organizational health; discipline disproportionality

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APA (6th Edition):

Bottiani, J. H. (2014). (IN)EQUITABLE SCHOOL CLIMATE. (Thesis). Johns Hopkins University. Retrieved from http://jhir.library.jhu.edu/handle/1774.2/37912

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):

Bottiani, Jessika Hattie. “(IN)EQUITABLE SCHOOL CLIMATE.” 2014. Thesis, Johns Hopkins University. Accessed March 22, 2019. http://jhir.library.jhu.edu/handle/1774.2/37912.

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

MLA Handbook (7th Edition):

Bottiani, Jessika Hattie. “(IN)EQUITABLE SCHOOL CLIMATE.” 2014. Web. 22 Mar 2019.

Vancouver:

Bottiani JH. (IN)EQUITABLE SCHOOL CLIMATE. [Internet] [Thesis]. Johns Hopkins University; 2014. [cited 2019 Mar 22]. Available from: http://jhir.library.jhu.edu/handle/1774.2/37912.

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

Council of Science Editors:

Bottiani JH. (IN)EQUITABLE SCHOOL CLIMATE. [Thesis]. Johns Hopkins University; 2014. Available from: http://jhir.library.jhu.edu/handle/1774.2/37912

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


California State University – San Bernardino

12. Greer, LaTanya Sherrie. Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness.

Degree: Doctor of Education in Educational Leadership, Education, 2018, California State University – San Bernardino

  The harmful effects of exclusionary disciplinary practices, including its disproportionate impact on Black students, have led to calls for school discipline reform at both… (more)

Subjects/Keywords: authoritative school climate; restorative justice; school discipline; disproportionality; equity; readiness; Education

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APA (6th Edition):

Greer, L. S. (2018). Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/644

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):

Greer, LaTanya Sherrie. “Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness.” 2018. Thesis, California State University – San Bernardino. Accessed March 22, 2019. http://scholarworks.lib.csusb.edu/etd/644.

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

MLA Handbook (7th Edition):

Greer, LaTanya Sherrie. “Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness.” 2018. Web. 22 Mar 2019.

Vancouver:

Greer LS. Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Mar 22]. Available from: http://scholarworks.lib.csusb.edu/etd/644.

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

Council of Science Editors:

Greer LS. Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness. [Thesis]. California State University – San Bernardino; 2018. Available from: http://scholarworks.lib.csusb.edu/etd/644

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


California State University – San Bernardino

13. Long, Kania Alexince. PERCEPTIONS ABOUT DISPROPORTIONALITY AND DISPARITY AMONG BLACK FAMILIES WITHIN THE CHILD WELFARE SYSTEM.

Degree: MSW, School of Social Work, 2018, California State University – San Bernardino

  The over-representation of Black children within the child welfare system has been an ongoing topic of discussion for decades across the country. The common… (more)

Subjects/Keywords: Black; Disparity; Disproportionality; Child Welfare; California; Services; Social Work

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APA (6th Edition):

Long, K. A. (2018). PERCEPTIONS ABOUT DISPROPORTIONALITY AND DISPARITY AMONG BLACK FAMILIES WITHIN THE CHILD WELFARE SYSTEM. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/700

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):

Long, Kania Alexince. “PERCEPTIONS ABOUT DISPROPORTIONALITY AND DISPARITY AMONG BLACK FAMILIES WITHIN THE CHILD WELFARE SYSTEM.” 2018. Thesis, California State University – San Bernardino. Accessed March 22, 2019. http://scholarworks.lib.csusb.edu/etd/700.

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

MLA Handbook (7th Edition):

Long, Kania Alexince. “PERCEPTIONS ABOUT DISPROPORTIONALITY AND DISPARITY AMONG BLACK FAMILIES WITHIN THE CHILD WELFARE SYSTEM.” 2018. Web. 22 Mar 2019.

Vancouver:

Long KA. PERCEPTIONS ABOUT DISPROPORTIONALITY AND DISPARITY AMONG BLACK FAMILIES WITHIN THE CHILD WELFARE SYSTEM. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Mar 22]. Available from: http://scholarworks.lib.csusb.edu/etd/700.

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

Council of Science Editors:

Long KA. PERCEPTIONS ABOUT DISPROPORTIONALITY AND DISPARITY AMONG BLACK FAMILIES WITHIN THE CHILD WELFARE SYSTEM. [Thesis]. California State University – San Bernardino; 2018. Available from: http://scholarworks.lib.csusb.edu/etd/700

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


California State University – San Bernardino

14. Williams, Wesley. CULTURAL COMPETENCE TRAINING FROM A MASTER OF SOCIAL WORK STUDENT’S PERSPECTIVE.

Degree: MSW, School of Social Work, 2018, California State University – San Bernardino

  The Masters in Social Work (MSW) program at California State University of San Bernardino utilizes a substantial portion of lecture hours bringing attention to… (more)

Subjects/Keywords: cultural competence; disproportionality; disparity; students; public child welfare; Social Work

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APA (6th Edition):

Williams, W. (2018). CULTURAL COMPETENCE TRAINING FROM A MASTER OF SOCIAL WORK STUDENT’S PERSPECTIVE. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/710

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

Chicago Manual of Style (16th Edition):

Williams, Wesley. “CULTURAL COMPETENCE TRAINING FROM A MASTER OF SOCIAL WORK STUDENT’S PERSPECTIVE.” 2018. Thesis, California State University – San Bernardino. Accessed March 22, 2019. http://scholarworks.lib.csusb.edu/etd/710.

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

MLA Handbook (7th Edition):

Williams, Wesley. “CULTURAL COMPETENCE TRAINING FROM A MASTER OF SOCIAL WORK STUDENT’S PERSPECTIVE.” 2018. Web. 22 Mar 2019.

Vancouver:

Williams W. CULTURAL COMPETENCE TRAINING FROM A MASTER OF SOCIAL WORK STUDENT’S PERSPECTIVE. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Mar 22]. Available from: http://scholarworks.lib.csusb.edu/etd/710.

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

Council of Science Editors:

Williams W. CULTURAL COMPETENCE TRAINING FROM A MASTER OF SOCIAL WORK STUDENT’S PERSPECTIVE. [Thesis]. California State University – San Bernardino; 2018. Available from: http://scholarworks.lib.csusb.edu/etd/710

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


California State University – San Bernardino

15. Usigbe, Ehizele Angel. THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: A COMMUNITY PERSPECTIVE.

Degree: MSW, School of Social Work, 2016, California State University – San Bernardino

  African American communities have been subject to institutional and societal inequalities for much of our nation’s history. A review of the literature has shown… (more)

Subjects/Keywords: child welfare; disproportionality; African American youth; racial disparity; Social Work

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

APA (6th Edition):

Usigbe, E. A. (2016). THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: A COMMUNITY PERSPECTIVE. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/397

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):

Usigbe, Ehizele Angel. “THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: A COMMUNITY PERSPECTIVE.” 2016. Thesis, California State University – San Bernardino. Accessed March 22, 2019. http://scholarworks.lib.csusb.edu/etd/397.

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

MLA Handbook (7th Edition):

Usigbe, Ehizele Angel. “THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: A COMMUNITY PERSPECTIVE.” 2016. Web. 22 Mar 2019.

Vancouver:

Usigbe EA. THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: A COMMUNITY PERSPECTIVE. [Internet] [Thesis]. California State University – San Bernardino; 2016. [cited 2019 Mar 22]. Available from: http://scholarworks.lib.csusb.edu/etd/397.

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

Council of Science Editors:

Usigbe EA. THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: A COMMUNITY PERSPECTIVE. [Thesis]. California State University – San Bernardino; 2016. Available from: http://scholarworks.lib.csusb.edu/etd/397

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


Cleveland State University

16. Harvey, James. IDEA EARLY INTERVENING SERVICES POLICY IMPLEMENTATION IN SIX SCHOOL DISTRICTS: REDUCING OVERIDENTIFICATION AND DISPROPORTIONALITY.

Degree: PhD, College of Education and Human Services, 2010, Cleveland State University

  The Individual with Disability Educational Improvement Act (IDEA-2004) (P.L.108-446) includes a policy called Early Intervening Services (EIS) which makes itpermissible, but not mandatory, for… (more)

Subjects/Keywords: Education; Special Education; IDEA; early intervening services; overidentification; disproportionality; education policy

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APA (6th Edition):

Harvey, J. (2010). IDEA EARLY INTERVENING SERVICES POLICY IMPLEMENTATION IN SIX SCHOOL DISTRICTS: REDUCING OVERIDENTIFICATION AND DISPROPORTIONALITY. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1280243053

Chicago Manual of Style (16th Edition):

Harvey, James. “IDEA EARLY INTERVENING SERVICES POLICY IMPLEMENTATION IN SIX SCHOOL DISTRICTS: REDUCING OVERIDENTIFICATION AND DISPROPORTIONALITY.” 2010. Doctoral Dissertation, Cleveland State University. Accessed March 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1280243053.

MLA Handbook (7th Edition):

Harvey, James. “IDEA EARLY INTERVENING SERVICES POLICY IMPLEMENTATION IN SIX SCHOOL DISTRICTS: REDUCING OVERIDENTIFICATION AND DISPROPORTIONALITY.” 2010. Web. 22 Mar 2019.

Vancouver:

Harvey J. IDEA EARLY INTERVENING SERVICES POLICY IMPLEMENTATION IN SIX SCHOOL DISTRICTS: REDUCING OVERIDENTIFICATION AND DISPROPORTIONALITY. [Internet] [Doctoral dissertation]. Cleveland State University; 2010. [cited 2019 Mar 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1280243053.

Council of Science Editors:

Harvey J. IDEA EARLY INTERVENING SERVICES POLICY IMPLEMENTATION IN SIX SCHOOL DISTRICTS: REDUCING OVERIDENTIFICATION AND DISPROPORTIONALITY. [Doctoral Dissertation]. Cleveland State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1280243053


UCLA

17. Lasnover, Sara. The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools.

Degree: Education, 2015, UCLA

 Nationwide, African-American students are being suspended at disproportionate rates. This is also true in Los Angeles Unified School District (LAUSD). In 2011-2012, while 9% of… (more)

Subjects/Keywords: Education policy; Education; African-American; Discipline; Disproportionality; Suspension; Willful Defiance

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

APA (6th Edition):

Lasnover, S. (2015). The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/385513xg

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):

Lasnover, Sara. “The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools.” 2015. Thesis, UCLA. Accessed March 22, 2019. http://www.escholarship.org/uc/item/385513xg.

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

MLA Handbook (7th Edition):

Lasnover, Sara. “The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools.” 2015. Web. 22 Mar 2019.

Vancouver:

Lasnover S. The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Mar 22]. Available from: http://www.escholarship.org/uc/item/385513xg.

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

Council of Science Editors:

Lasnover S. The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/385513xg

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


Virginia Commonwealth University

18. Sumner, Christopher Mark. A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division.

Degree: PhD, Education, 2018, Virginia Commonwealth University

  This study extends the limited, existing research on Sunnydale Public School’s (SPS’s) SOAR program. For clarity, SOAR is a talent development (TD) program that… (more)

Subjects/Keywords: Talent Development; Gifted and Talented; Education; Disproportionality; Social Justice; Educational Leadership

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

APA (6th Edition):

Sumner, C. M. (2018). A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5654

Chicago Manual of Style (16th Edition):

Sumner, Christopher Mark. “A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed March 22, 2019. https://scholarscompass.vcu.edu/etd/5654.

MLA Handbook (7th Edition):

Sumner, Christopher Mark. “A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division.” 2018. Web. 22 Mar 2019.

Vancouver:

Sumner CM. A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2019 Mar 22]. Available from: https://scholarscompass.vcu.edu/etd/5654.

Council of Science Editors:

Sumner CM. A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5654


University of Toronto

19. Lee, Barbara. Examining Child Welfare Outcomes for Asian-Canadian Children and Families: A Mixed Methods Study.

Degree: PhD, 2016, University of Toronto

 This three-paper dissertation triangulated three different data sources using mixed methods to build a comprehensive understanding of Asian-Canadian households involved in the child welfare system… (more)

Subjects/Keywords: Asian; Child Protection; Child Welfare; Disparity; Disproportionality; Families; 0452

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

APA (6th Edition):

Lee, B. (2016). Examining Child Welfare Outcomes for Asian-Canadian Children and Families: A Mixed Methods Study. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73053

Chicago Manual of Style (16th Edition):

Lee, Barbara. “Examining Child Welfare Outcomes for Asian-Canadian Children and Families: A Mixed Methods Study.” 2016. Doctoral Dissertation, University of Toronto. Accessed March 22, 2019. http://hdl.handle.net/1807/73053.

MLA Handbook (7th Edition):

Lee, Barbara. “Examining Child Welfare Outcomes for Asian-Canadian Children and Families: A Mixed Methods Study.” 2016. Web. 22 Mar 2019.

Vancouver:

Lee B. Examining Child Welfare Outcomes for Asian-Canadian Children and Families: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1807/73053.

Council of Science Editors:

Lee B. Examining Child Welfare Outcomes for Asian-Canadian Children and Families: A Mixed Methods Study. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73053


Boston College

20. Woodward, Joan M. Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students.

Degree: EdD, Educational Leadership and Higher Education, 2018, Boston College

 Research has indicated that hiring and retaining educators of color can positively impact students of color, as educators of color have the capacity to be… (more)

Subjects/Keywords: Critical Race Theory; Education; Ethnicity; Identity; Race; Racial Disproportionality

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

APA (6th Edition):

Woodward, J. M. (2018). Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108000

Chicago Manual of Style (16th Edition):

Woodward, Joan M. “Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students.” 2018. Doctoral Dissertation, Boston College. Accessed March 22, 2019. http://dlib.bc.edu/islandora/object/bc-ir:108000.

MLA Handbook (7th Edition):

Woodward, Joan M. “Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students.” 2018. Web. 22 Mar 2019.

Vancouver:

Woodward JM. Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 Mar 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108000.

Council of Science Editors:

Woodward JM. Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108000


University of Utah

21. Schumann, Joan. Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals.

Degree: PhD, Special Education, 2013, University of Utah

 Several studies identify inequitable educational outcomes for students from diverse racial, ethnic, and cultural backgrounds. For example, when compared toWhite/Caucasian students, such students are more… (more)

Subjects/Keywords: Disproportionality; Office discipline referals; Problem behavior; Schoolwide positive behavior support; Systemic racism

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

APA (6th Edition):

Schumann, J. (2013). Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2582/rec/298

Chicago Manual of Style (16th Edition):

Schumann, Joan. “Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals.” 2013. Doctoral Dissertation, University of Utah. Accessed March 22, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2582/rec/298.

MLA Handbook (7th Edition):

Schumann, Joan. “Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals.” 2013. Web. 22 Mar 2019.

Vancouver:

Schumann J. Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals. [Internet] [Doctoral dissertation]. University of Utah; 2013. [cited 2019 Mar 22]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2582/rec/298.

Council of Science Editors:

Schumann J. Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals. [Doctoral Dissertation]. University of Utah; 2013. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2582/rec/298


Texas A&M University

22. Piper, Annetra Patrece. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.

Degree: 2016, Texas A&M University

 African American and other students of color have continued to score lower than White students in many classrooms and on achievement tests in every subject,… (more)

Subjects/Keywords: African American; culture; cultural; responsiveness; proficiency; competence; student achievement; racial uplift; disproportionality; dimensions

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

APA (6th Edition):

Piper, A. P. (2016). Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158903

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):

Piper, Annetra Patrece. “Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.” 2016. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/158903.

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

MLA Handbook (7th Edition):

Piper, Annetra Patrece. “Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.” 2016. Web. 22 Mar 2019.

Vancouver:

Piper AP. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/158903.

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

Council of Science Editors:

Piper AP. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158903

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


California State University – San Bernardino

23. Smith, Marquita Marie. THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: SOCIAL WORKER PERCEPTION.

Degree: MSW, School of Social Work, 2017, California State University – San Bernardino

  This study explored social workers perceptions of disproportionality of African American children in the child welfare system, with a particular focus how they felt… (more)

Subjects/Keywords: Social Worker; Cultural Competency; Poverty; Government Agencies; Preventative Services; Racial Disproportionality; Social and Behavioral Sciences

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APA (6th Edition):

Smith, M. M. (2017). THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: SOCIAL WORKER PERCEPTION. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/539

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):

Smith, Marquita Marie. “THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: SOCIAL WORKER PERCEPTION.” 2017. Thesis, California State University – San Bernardino. Accessed March 22, 2019. http://scholarworks.lib.csusb.edu/etd/539.

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

MLA Handbook (7th Edition):

Smith, Marquita Marie. “THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: SOCIAL WORKER PERCEPTION.” 2017. Web. 22 Mar 2019.

Vancouver:

Smith MM. THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: SOCIAL WORKER PERCEPTION. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Mar 22]. Available from: http://scholarworks.lib.csusb.edu/etd/539.

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

Council of Science Editors:

Smith MM. THE DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN THE CHILD WELFARE SYSTEM: SOCIAL WORKER PERCEPTION. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/539

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


University of Louisville

24. Johnson, Lisa Michele. Correlates of intake and disposition decisions by child protective services professionals.

Degree: PhD, 2009, University of Louisville

 This study examined intake and post-investigative disposition decision making among professionals engaged in child protective services to understand disproportionality and disparities in the child welfare… (more)

Subjects/Keywords: Decision-making; Child protection; Disproportionality; Race; Socioeconomic status; Family structure; Child protective services

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APA (6th Edition):

Johnson, L. M. (2009). Correlates of intake and disposition decisions by child protective services professionals. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/700 ; https://ir.library.louisville.edu/etd/700

Chicago Manual of Style (16th Edition):

Johnson, Lisa Michele. “Correlates of intake and disposition decisions by child protective services professionals.” 2009. Doctoral Dissertation, University of Louisville. Accessed March 22, 2019. 10.18297/etd/700 ; https://ir.library.louisville.edu/etd/700.

MLA Handbook (7th Edition):

Johnson, Lisa Michele. “Correlates of intake and disposition decisions by child protective services professionals.” 2009. Web. 22 Mar 2019.

Vancouver:

Johnson LM. Correlates of intake and disposition decisions by child protective services professionals. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2019 Mar 22]. Available from: 10.18297/etd/700 ; https://ir.library.louisville.edu/etd/700.

Council of Science Editors:

Johnson LM. Correlates of intake and disposition decisions by child protective services professionals. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/700 ; https://ir.library.louisville.edu/etd/700


Cleveland State University

25. Ivey, Charlotte D. A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District.

Degree: PhD, College of Education and Human Services, 2007, Cleveland State University

 This case study examines the problem of disproportionality in special education in an urban school district in Northeast Ohio. Disproportionality occurs when the risk for… (more)

Subjects/Keywords: disproportionality; special education; disproportionate representation; minority issues in special education; racism in special education

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APA (6th Edition):

Ivey, C. D. (2007). A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1199826019

Chicago Manual of Style (16th Edition):

Ivey, Charlotte D. “A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District.” 2007. Doctoral Dissertation, Cleveland State University. Accessed March 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1199826019.

MLA Handbook (7th Edition):

Ivey, Charlotte D. “A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District.” 2007. Web. 22 Mar 2019.

Vancouver:

Ivey CD. A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District. [Internet] [Doctoral dissertation]. Cleveland State University; 2007. [cited 2019 Mar 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1199826019.

Council of Science Editors:

Ivey CD. A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District. [Doctoral Dissertation]. Cleveland State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1199826019


Loyola University Chicago

26. Fidishin, Marianne J. Special Education Disproportionality through a Social Lens: A Mixed Methods Approach.

Degree: PhD, Education, 2016, Loyola University Chicago

  The disproportionate nature of special education, notably with African American students, is longstanding and most pronounced in judgmental eligibility categories such as intellectual disability… (more)

Subjects/Keywords: African American; Disproportionality; Eligibility; Emotional Disturbance; Social; Special Education; Special Education Administration

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APA (6th Edition):

Fidishin, M. J. (2016). Special Education Disproportionality through a Social Lens: A Mixed Methods Approach. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2585

Chicago Manual of Style (16th Edition):

Fidishin, Marianne J. “Special Education Disproportionality through a Social Lens: A Mixed Methods Approach.” 2016. Doctoral Dissertation, Loyola University Chicago. Accessed March 22, 2019. https://ecommons.luc.edu/luc_diss/2585.

MLA Handbook (7th Edition):

Fidishin, Marianne J. “Special Education Disproportionality through a Social Lens: A Mixed Methods Approach.” 2016. Web. 22 Mar 2019.

Vancouver:

Fidishin MJ. Special Education Disproportionality through a Social Lens: A Mixed Methods Approach. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2016. [cited 2019 Mar 22]. Available from: https://ecommons.luc.edu/luc_diss/2585.

Council of Science Editors:

Fidishin MJ. Special Education Disproportionality through a Social Lens: A Mixed Methods Approach. [Doctoral Dissertation]. Loyola University Chicago; 2016. Available from: https://ecommons.luc.edu/luc_diss/2585


Loyola University Chicago

27. Fletcher, Adrianne Michele. We Can Do Better: Evaluating an Intervention Remedying Caseworkers’ Negative Racial Bias towards African American Families Involved in Child Welfare.

Degree: PhD, Social Work, 2017, Loyola University Chicago

  Given that U.S. history documents the severing of African-American family ties by isolating parents from each other and their children under slavery, it is… (more)

Subjects/Keywords: African-American; Bias; Cultural Competence; Disproportionality; Implicit Bias; Social Work; African American Studies

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APA (6th Edition):

Fletcher, A. M. (2017). We Can Do Better: Evaluating an Intervention Remedying Caseworkers’ Negative Racial Bias towards African American Families Involved in Child Welfare. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2587

Chicago Manual of Style (16th Edition):

Fletcher, Adrianne Michele. “We Can Do Better: Evaluating an Intervention Remedying Caseworkers’ Negative Racial Bias towards African American Families Involved in Child Welfare.” 2017. Doctoral Dissertation, Loyola University Chicago. Accessed March 22, 2019. https://ecommons.luc.edu/luc_diss/2587.

MLA Handbook (7th Edition):

Fletcher, Adrianne Michele. “We Can Do Better: Evaluating an Intervention Remedying Caseworkers’ Negative Racial Bias towards African American Families Involved in Child Welfare.” 2017. Web. 22 Mar 2019.

Vancouver:

Fletcher AM. We Can Do Better: Evaluating an Intervention Remedying Caseworkers’ Negative Racial Bias towards African American Families Involved in Child Welfare. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2017. [cited 2019 Mar 22]. Available from: https://ecommons.luc.edu/luc_diss/2587.

Council of Science Editors:

Fletcher AM. We Can Do Better: Evaluating an Intervention Remedying Caseworkers’ Negative Racial Bias towards African American Families Involved in Child Welfare. [Doctoral Dissertation]. Loyola University Chicago; 2017. Available from: https://ecommons.luc.edu/luc_diss/2587


Loyola University Chicago

28. Jackson, Tawann J. Student, Caregiver, and Educator Perspective of School Discipline Policy and Practice.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  African-American students have historically been disproportionately represented in exclusionary discipline practices in our nation's public schools. Regardless of this fact, research has consistently shown… (more)

Subjects/Keywords: African-American Students; Racial Disproportionality; School Discipline; Social Injustice; Student Perspectives; Suspensions; Educational Psychology

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

APA (6th Edition):

Jackson, T. J. (2018). Student, Caregiver, and Educator Perspective of School Discipline Policy and Practice. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2816

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):

Jackson, Tawann J. “Student, Caregiver, and Educator Perspective of School Discipline Policy and Practice.” 2018. Thesis, Loyola University Chicago. Accessed March 22, 2019. https://ecommons.luc.edu/luc_diss/2816.

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

MLA Handbook (7th Edition):

Jackson, Tawann J. “Student, Caregiver, and Educator Perspective of School Discipline Policy and Practice.” 2018. Web. 22 Mar 2019.

Vancouver:

Jackson TJ. Student, Caregiver, and Educator Perspective of School Discipline Policy and Practice. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Mar 22]. Available from: https://ecommons.luc.edu/luc_diss/2816.

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

Council of Science Editors:

Jackson TJ. Student, Caregiver, and Educator Perspective of School Discipline Policy and Practice. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2816

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

29. Brown, Lovie T. Predictors of student disciplinary placement in urban and suburban districts in North Texas.

Degree: 2015, Texas Woman's University

 The purpose of this study is to explore how student factors vary across school factors regarding disciplinary actions in Texas schools. This research used information… (more)

Subjects/Keywords: Social sciences; Education; African Americans; Disciplinary placement; Disproportionality; Educational attainment; School discipline; School suspension

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

APA (6th Edition):

Brown, L. T. (2015). Predictors of student disciplinary placement in urban and suburban districts in North Texas. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10024

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):

Brown, Lovie T. “Predictors of student disciplinary placement in urban and suburban districts in North Texas.” 2015. Thesis, Texas Woman's University. Accessed March 22, 2019. http://hdl.handle.net/11274/10024.

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

MLA Handbook (7th Edition):

Brown, Lovie T. “Predictors of student disciplinary placement in urban and suburban districts in North Texas.” 2015. Web. 22 Mar 2019.

Vancouver:

Brown LT. Predictors of student disciplinary placement in urban and suburban districts in North Texas. [Internet] [Thesis]. Texas Woman's University; 2015. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/11274/10024.

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

Council of Science Editors:

Brown LT. Predictors of student disciplinary placement in urban and suburban districts in North Texas. [Thesis]. Texas Woman's University; 2015. Available from: http://hdl.handle.net/11274/10024

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


Virginia Tech

30. Casey, Maxine Austin. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 For more than three decades, research has shown that the special education referral, identification, and placement processes can be discriminatory (Artiles, Rueda, Salazar, and Higareda,… (more)

Subjects/Keywords: overrepresentation; special education; minorities; disproportionate; disproportionality; proportionality; risk-ratio; socio-economics; and poverty

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

APA (6th Edition):

Casey, M. A. (2017). Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85469

Chicago Manual of Style (16th Edition):

Casey, Maxine Austin. “Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 22, 2019. http://hdl.handle.net/10919/85469.

MLA Handbook (7th Edition):

Casey, Maxine Austin. “Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.” 2017. Web. 22 Mar 2019.

Vancouver:

Casey MA. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/10919/85469.

Council of Science Editors:

Casey MA. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85469

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