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You searched for subject:(MATHEMATICS EDUCATION AND INSTRUCTION SPECIAL SUBJECTS ). Showing records 1 – 30 of 8025 total matches.

[1] [2] [3] [4] [5] … [268]

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University of Kansas

1. La Voy, Carrie Leigh. Mathematics and the visually impaired child| An examination of standards-based mathematics teaching strategies with young visually impaired children.

Degree: 2009, University of Kansas

  Visually impaired children face many learning challenges. This study examined mathematics teaching materials and assessed the mathematical performance of kindergarten-age visually impaired children. Four… (more)

Subjects/Keywords: Education, Mathematics; Education, Special; Education, Curriculum and Instruction

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APA (6th Edition):

La Voy, C. L. (2009). Mathematics and the visually impaired child| An examination of standards-based mathematics teaching strategies with young visually impaired children. (Thesis). University of Kansas. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3355108

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):

La Voy, Carrie Leigh. “Mathematics and the visually impaired child| An examination of standards-based mathematics teaching strategies with young visually impaired children.” 2009. Thesis, University of Kansas. Accessed June 06, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3355108.

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

MLA Handbook (7th Edition):

La Voy, Carrie Leigh. “Mathematics and the visually impaired child| An examination of standards-based mathematics teaching strategies with young visually impaired children.” 2009. Web. 06 Jun 2020.

Vancouver:

La Voy CL. Mathematics and the visually impaired child| An examination of standards-based mathematics teaching strategies with young visually impaired children. [Internet] [Thesis]. University of Kansas; 2009. [cited 2020 Jun 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3355108.

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

Council of Science Editors:

La Voy CL. Mathematics and the visually impaired child| An examination of standards-based mathematics teaching strategies with young visually impaired children. [Thesis]. University of Kansas; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3355108

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


Utah State University

2. Small, Heather Hoopes. The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure.

Degree: MS, Special Education and Rehabilitation, 2011, Utah State University

  This study investigated the effects of a direct instruction program on the ability of elementary school students identified as at risk for math failure… (more)

Subjects/Keywords: Decimals; Direct Instruction; elementary education; mathematics; special education; word problems; Special Education and Teaching

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APA (6th Edition):

Small, H. H. (2011). The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1020

Chicago Manual of Style (16th Edition):

Small, Heather Hoopes. “The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure.” 2011. Masters Thesis, Utah State University. Accessed June 06, 2020. https://digitalcommons.usu.edu/etd/1020.

MLA Handbook (7th Edition):

Small, Heather Hoopes. “The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure.” 2011. Web. 06 Jun 2020.

Vancouver:

Small HH. The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure. [Internet] [Masters thesis]. Utah State University; 2011. [cited 2020 Jun 06]. Available from: https://digitalcommons.usu.edu/etd/1020.

Council of Science Editors:

Small HH. The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure. [Masters Thesis]. Utah State University; 2011. Available from: https://digitalcommons.usu.edu/etd/1020


Washington State University

3. [No author]. The Voice of Special Education Math Students and their Teachers: A Collaborative Approach to Specially Designed Instruction .

Degree: 2012, Washington State University

 The perception of high school special education math students and their teachers regarding the collaboration and provision of specially designed instruction was explored in this… (more)

Subjects/Keywords: Special education; Mathematics education; differentiated instruction; SDI; student voice

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APA (6th Edition):

author], [. (2012). The Voice of Special Education Math Students and their Teachers: A Collaborative Approach to Specially Designed Instruction . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4682

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 Voice of Special Education Math Students and their Teachers: A Collaborative Approach to Specially Designed Instruction .” 2012. Thesis, Washington State University. Accessed June 06, 2020. http://hdl.handle.net/2376/4682.

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 Voice of Special Education Math Students and their Teachers: A Collaborative Approach to Specially Designed Instruction .” 2012. Web. 06 Jun 2020.

Vancouver:

author] [. The Voice of Special Education Math Students and their Teachers: A Collaborative Approach to Specially Designed Instruction . [Internet] [Thesis]. Washington State University; 2012. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/2376/4682.

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 Voice of Special Education Math Students and their Teachers: A Collaborative Approach to Specially Designed Instruction . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4682

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


George Mason University

4. Agrawal, Jugnu. The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism .

Degree: 2013, George Mason University

 This single-subject multiple-baseline across participants study was designed to investigate the effects of explicit instruction with manipulatives on the conceptual and procedural knowledge of addition… (more)

Subjects/Keywords: Special education; Mathematics; Elementary education; Autism; Explicit Instruction; Fractions; Manipulatives; Mathematics; Single-subject research methodology

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APA (6th Edition):

Agrawal, J. (2013). The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8199

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):

Agrawal, Jugnu. “The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism .” 2013. Thesis, George Mason University. Accessed June 06, 2020. http://hdl.handle.net/1920/8199.

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

MLA Handbook (7th Edition):

Agrawal, Jugnu. “The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism .” 2013. Web. 06 Jun 2020.

Vancouver:

Agrawal J. The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism . [Internet] [Thesis]. George Mason University; 2013. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1920/8199.

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

Council of Science Editors:

Agrawal J. The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8199

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

5. Morin, Lisa L. Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties.

Degree: PhD, Comm Disorders & Special Educ, 2014, Old Dominion University

  For students with math difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine a math word… (more)

Subjects/Keywords: Bar model drawing; Cognitive strategy instruction; Math difficulties; Mathematics; Schematic-based instruction; Science and Mathematics Education; Special Education and Teaching

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APA (6th Edition):

Morin, L. L. (2014). Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9

Chicago Manual of Style (16th Edition):

Morin, Lisa L. “Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties.” 2014. Doctoral Dissertation, Old Dominion University. Accessed June 06, 2020. 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9.

MLA Handbook (7th Edition):

Morin, Lisa L. “Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties.” 2014. Web. 06 Jun 2020.

Vancouver:

Morin LL. Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Jun 06]. Available from: 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9.

Council of Science Editors:

Morin LL. Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9

6. Castelli, Courtney. Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation.

Degree: 2018, McKendree University

  Currently, students with significant cognitive disabilities (SCD) are predominately exposed to a functional curriculum commonly delivered through behaviorists’ methods (Keefe & Copeland, 2011). The… (more)

Subjects/Keywords: Education; Special education; Reading instruction

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APA (6th Edition):

Castelli, C. (2018). Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation. (Thesis). McKendree University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10743339

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):

Castelli, Courtney. “Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation.” 2018. Thesis, McKendree University. Accessed June 06, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10743339.

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

MLA Handbook (7th Edition):

Castelli, Courtney. “Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation.” 2018. Web. 06 Jun 2020.

Vancouver:

Castelli C. Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation. [Internet] [Thesis]. McKendree University; 2018. [cited 2020 Jun 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10743339.

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

Council of Science Editors:

Castelli C. Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation. [Thesis]. McKendree University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10743339

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


University of Kansas

7. Kanitkar, Anjali Shridhar. Effectiveness of Employing Multimedia Principles in The Design of Computer-Based Math Tutorials for Students with Learning Disabilities.

Degree: M.S.Ed., Special Education, 2010, University of Kansas

 This study was designed as an extension of a formative pilot study to enhance the Blending Assessment with Instruction Program (BAIP) developed by the Center… (more)

Subjects/Keywords: Special education; Education; Curriculum and instruction; Mathematics education; Learning disabilities; Mathematic learning difficulties; Mathematics; Multmedia principles; Tutorials

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APA (6th Edition):

Kanitkar, A. S. (2010). Effectiveness of Employing Multimedia Principles in The Design of Computer-Based Math Tutorials for Students with Learning Disabilities. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/6790

Chicago Manual of Style (16th Edition):

Kanitkar, Anjali Shridhar. “Effectiveness of Employing Multimedia Principles in The Design of Computer-Based Math Tutorials for Students with Learning Disabilities.” 2010. Masters Thesis, University of Kansas. Accessed June 06, 2020. http://hdl.handle.net/1808/6790.

MLA Handbook (7th Edition):

Kanitkar, Anjali Shridhar. “Effectiveness of Employing Multimedia Principles in The Design of Computer-Based Math Tutorials for Students with Learning Disabilities.” 2010. Web. 06 Jun 2020.

Vancouver:

Kanitkar AS. Effectiveness of Employing Multimedia Principles in The Design of Computer-Based Math Tutorials for Students with Learning Disabilities. [Internet] [Masters thesis]. University of Kansas; 2010. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1808/6790.

Council of Science Editors:

Kanitkar AS. Effectiveness of Employing Multimedia Principles in The Design of Computer-Based Math Tutorials for Students with Learning Disabilities. [Masters Thesis]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6790


West Virginia University

8. Kanfush, Philip Michael, III. Use of direct instruction to teach reading to students with significant cognitive impairments: Student outcomes and teacher perceptions.

Degree: EdD, Special Education, 2010, West Virginia University

 The purpose of this study was to determine whether students with significant cognitive impairments make measurable gains in reading skills as measured by the Woodcock… (more)

Subjects/Keywords: Special education; Reading instruction

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APA (6th Edition):

Kanfush, Philip Michael, I. (2010). Use of direct instruction to teach reading to students with significant cognitive impairments: Student outcomes and teacher perceptions. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/4612

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):

Kanfush, Philip Michael, III. “Use of direct instruction to teach reading to students with significant cognitive impairments: Student outcomes and teacher perceptions.” 2010. Thesis, West Virginia University. Accessed June 06, 2020. https://researchrepository.wvu.edu/etd/4612.

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

MLA Handbook (7th Edition):

Kanfush, Philip Michael, III. “Use of direct instruction to teach reading to students with significant cognitive impairments: Student outcomes and teacher perceptions.” 2010. Web. 06 Jun 2020.

Vancouver:

Kanfush, Philip Michael I. Use of direct instruction to teach reading to students with significant cognitive impairments: Student outcomes and teacher perceptions. [Internet] [Thesis]. West Virginia University; 2010. [cited 2020 Jun 06]. Available from: https://researchrepository.wvu.edu/etd/4612.

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

Council of Science Editors:

Kanfush, Philip Michael I. Use of direct instruction to teach reading to students with significant cognitive impairments: Student outcomes and teacher perceptions. [Thesis]. West Virginia University; 2010. Available from: https://researchrepository.wvu.edu/etd/4612

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


University of Cincinnati

9. Buncher, Amanda G. Effects of Modified Schema-Based Instruction on Addition and Subtraction Word Problem Solving of Students with Autism Spectrum Disorder and Intellectual Disability.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2019, University of Cincinnati

 According to the United States Department of Education, students diagnosed with an autism spectrum disorder (ASD) make up approximately 7.6% of students with disabilities in… (more)

Subjects/Keywords: Special Education; schema-based instruction; autism spectrum disorder; mathematics; word problem solving

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APA (6th Edition):

Buncher, A. G. (2019). Effects of Modified Schema-Based Instruction on Addition and Subtraction Word Problem Solving of Students with Autism Spectrum Disorder and Intellectual Disability. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562922776447393

Chicago Manual of Style (16th Edition):

Buncher, Amanda G. “Effects of Modified Schema-Based Instruction on Addition and Subtraction Word Problem Solving of Students with Autism Spectrum Disorder and Intellectual Disability.” 2019. Doctoral Dissertation, University of Cincinnati. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562922776447393.

MLA Handbook (7th Edition):

Buncher, Amanda G. “Effects of Modified Schema-Based Instruction on Addition and Subtraction Word Problem Solving of Students with Autism Spectrum Disorder and Intellectual Disability.” 2019. Web. 06 Jun 2020.

Vancouver:

Buncher AG. Effects of Modified Schema-Based Instruction on Addition and Subtraction Word Problem Solving of Students with Autism Spectrum Disorder and Intellectual Disability. [Internet] [Doctoral dissertation]. University of Cincinnati; 2019. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562922776447393.

Council of Science Editors:

Buncher AG. Effects of Modified Schema-Based Instruction on Addition and Subtraction Word Problem Solving of Students with Autism Spectrum Disorder and Intellectual Disability. [Doctoral Dissertation]. University of Cincinnati; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562922776447393


ETH Zürich

10. Käser Jacober, Tanja. Modeling and Optimizing Computer-Assisted Mathematics Learning in Children.

Degree: 2014, ETH Zürich

Subjects/Keywords: COMPUTERUNTERSTÜTZTER UNTERRICHT + NEW MEDIA (UNTERRICHT); MATHEMATIK/UNTERRICHTS- UND STUDIENFÄCHER (FACHUNTERRICHT); PRIMARSTUFE (BILDUNGSSYSTEM); COMPUTER-AIDED INSTRUCTION + NEW MEDIA (INSTRUCTION); MATHEMATICS/EDUCATION AND INSTRUCTION (SPECIAL SUBJECTS); PRIMARY EDUCATION (EDUCATIONAL SYSTEM); info:eu-repo/classification/ddc/004; Data processing, computer science

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APA (6th Edition):

Käser Jacober, T. (2014). Modeling and Optimizing Computer-Assisted Mathematics Learning in Children. (Doctoral Dissertation). ETH Zürich. Retrieved from http://hdl.handle.net/20.500.11850/154763

Chicago Manual of Style (16th Edition):

Käser Jacober, Tanja. “Modeling and Optimizing Computer-Assisted Mathematics Learning in Children.” 2014. Doctoral Dissertation, ETH Zürich. Accessed June 06, 2020. http://hdl.handle.net/20.500.11850/154763.

MLA Handbook (7th Edition):

Käser Jacober, Tanja. “Modeling and Optimizing Computer-Assisted Mathematics Learning in Children.” 2014. Web. 06 Jun 2020.

Vancouver:

Käser Jacober T. Modeling and Optimizing Computer-Assisted Mathematics Learning in Children. [Internet] [Doctoral dissertation]. ETH Zürich; 2014. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/20.500.11850/154763.

Council of Science Editors:

Käser Jacober T. Modeling and Optimizing Computer-Assisted Mathematics Learning in Children. [Doctoral Dissertation]. ETH Zürich; 2014. Available from: http://hdl.handle.net/20.500.11850/154763


University of Arizona

11. Sakamoto, Scott Isami. The Cranmer abacus: Its use in teaching mathematics to students with visual impairments .

Degree: 1999, University of Arizona

 For more than a decade, little research has been done regarding the Cranmer abacus and its use. Attention to the Cranmer abacus and review of… (more)

Subjects/Keywords: Education, Mathematics.; Education, Special.; Education, Curriculum and Instruction.

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APA (6th Edition):

Sakamoto, S. I. (1999). The Cranmer abacus: Its use in teaching mathematics to students with visual impairments . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/289013

Chicago Manual of Style (16th Edition):

Sakamoto, Scott Isami. “The Cranmer abacus: Its use in teaching mathematics to students with visual impairments .” 1999. Doctoral Dissertation, University of Arizona. Accessed June 06, 2020. http://hdl.handle.net/10150/289013.

MLA Handbook (7th Edition):

Sakamoto, Scott Isami. “The Cranmer abacus: Its use in teaching mathematics to students with visual impairments .” 1999. Web. 06 Jun 2020.

Vancouver:

Sakamoto SI. The Cranmer abacus: Its use in teaching mathematics to students with visual impairments . [Internet] [Doctoral dissertation]. University of Arizona; 1999. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/10150/289013.

Council of Science Editors:

Sakamoto SI. The Cranmer abacus: Its use in teaching mathematics to students with visual impairments . [Doctoral Dissertation]. University of Arizona; 1999. Available from: http://hdl.handle.net/10150/289013


ETH Zürich

12. Ziegler, Esther. Comparison Processes and Their Benefits for Learning Frequently Confused Concepts in Algebra.

Degree: 2011, ETH Zürich

Subjects/Keywords: LEARNING TECHNIQUES + LEARNING METHODS (INSTRUCTION); LERNTECHNIKEN + LERNMETHODEN (UNTERRICHT); ABSTRAKTION + SELEKTION + VERGLEICHEN (PSYCHOLOGIE); MATHEMATIK/UNTERRICHTS- UND STUDIENFÄCHER (FACHUNTERRICHT); MATHEMATICS/EDUCATION AND INSTRUCTION (SPECIAL SUBJECTS); ABSTRACTION + SELECTION + COMPARISON (PSYCHOLOGY); ALGEBRA; info:eu-repo/classification/ddc/370; Education

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APA (6th Edition):

Ziegler, E. (2011). Comparison Processes and Their Benefits for Learning Frequently Confused Concepts in Algebra. (Doctoral Dissertation). ETH Zürich. Retrieved from http://hdl.handle.net/20.500.11850/42893

Chicago Manual of Style (16th Edition):

Ziegler, Esther. “Comparison Processes and Their Benefits for Learning Frequently Confused Concepts in Algebra.” 2011. Doctoral Dissertation, ETH Zürich. Accessed June 06, 2020. http://hdl.handle.net/20.500.11850/42893.

MLA Handbook (7th Edition):

Ziegler, Esther. “Comparison Processes and Their Benefits for Learning Frequently Confused Concepts in Algebra.” 2011. Web. 06 Jun 2020.

Vancouver:

Ziegler E. Comparison Processes and Their Benefits for Learning Frequently Confused Concepts in Algebra. [Internet] [Doctoral dissertation]. ETH Zürich; 2011. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/20.500.11850/42893.

Council of Science Editors:

Ziegler E. Comparison Processes and Their Benefits for Learning Frequently Confused Concepts in Algebra. [Doctoral Dissertation]. ETH Zürich; 2011. Available from: http://hdl.handle.net/20.500.11850/42893


Liberty University

13. Berry, MaryKay. The Relationship between the Level of Special Education Instructional Support Segments and the Academic Achievement of Students with Emotional Behavior Disorders.

Degree: 2012, Liberty University

 Researchers have extensively studied the effects of placement on academic and behavioral interventions for students with disabilities and have found varying results. A correlational research… (more)

Subjects/Keywords: Amount of time; Emotional Behavior Disorders; Full-time equivalent; Special Education; Special Education Support Segments; Education, General; Education, Special; Education, Tests and Measurements; Education, Mathematics; Education, Educational Psychology; Education, Curriculum and Instruction; Education, Secondary; Education, Reading; Curriculum and Instruction; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Science and Mathematics Education

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APA (6th Edition):

Berry, M. (2012). The Relationship between the Level of Special Education Instructional Support Segments and the Academic Achievement of Students with Emotional Behavior Disorders. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/591

Chicago Manual of Style (16th Edition):

Berry, MaryKay. “The Relationship between the Level of Special Education Instructional Support Segments and the Academic Achievement of Students with Emotional Behavior Disorders.” 2012. Doctoral Dissertation, Liberty University. Accessed June 06, 2020. http://digitalcommons.liberty.edu/doctoral/591.

MLA Handbook (7th Edition):

Berry, MaryKay. “The Relationship between the Level of Special Education Instructional Support Segments and the Academic Achievement of Students with Emotional Behavior Disorders.” 2012. Web. 06 Jun 2020.

Vancouver:

Berry M. The Relationship between the Level of Special Education Instructional Support Segments and the Academic Achievement of Students with Emotional Behavior Disorders. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2020 Jun 06]. Available from: http://digitalcommons.liberty.edu/doctoral/591.

Council of Science Editors:

Berry M. The Relationship between the Level of Special Education Instructional Support Segments and the Academic Achievement of Students with Emotional Behavior Disorders. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/591

14. Morgan, Kimberly Nicole. Middle school and high school general-education and special-education teachers' coteaching experience.

Degree: 2012, Argosy University, Nashville

  This quantitative study examines middle school and high school general education and special education teachers' coteaching experience in relation to collaboration, differentiated instruction, and… (more)

Subjects/Keywords: Education, Special; Education, Curriculum and Instruction

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APA (6th Edition):

Morgan, K. N. (2012). Middle school and high school general-education and special-education teachers' coteaching experience. (Thesis). Argosy University, Nashville. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3502264

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):

Morgan, Kimberly Nicole. “Middle school and high school general-education and special-education teachers' coteaching experience.” 2012. Thesis, Argosy University, Nashville. Accessed June 06, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3502264.

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

MLA Handbook (7th Edition):

Morgan, Kimberly Nicole. “Middle school and high school general-education and special-education teachers' coteaching experience.” 2012. Web. 06 Jun 2020.

Vancouver:

Morgan KN. Middle school and high school general-education and special-education teachers' coteaching experience. [Internet] [Thesis]. Argosy University, Nashville; 2012. [cited 2020 Jun 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502264.

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

Council of Science Editors:

Morgan KN. Middle school and high school general-education and special-education teachers' coteaching experience. [Thesis]. Argosy University, Nashville; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502264

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


University of Central Florida

15. Gischel, Carolynne K. Academic interventions for successful inclusion of students with mild to moderate emotional/behavioral disabilities in general education classrooms| A systematic review of literature.

Degree: 2008, University of Central Florida

  Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child… (more)

Subjects/Keywords: Education, Special; Education, Curriculum and Instruction

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

APA (6th Edition):

Gischel, C. K. (2008). Academic interventions for successful inclusion of students with mild to moderate emotional/behavioral disabilities in general education classrooms| A systematic review of literature. (Thesis). University of Central Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3335344

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):

Gischel, Carolynne K. “Academic interventions for successful inclusion of students with mild to moderate emotional/behavioral disabilities in general education classrooms| A systematic review of literature.” 2008. Thesis, University of Central Florida. Accessed June 06, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3335344.

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

MLA Handbook (7th Edition):

Gischel, Carolynne K. “Academic interventions for successful inclusion of students with mild to moderate emotional/behavioral disabilities in general education classrooms| A systematic review of literature.” 2008. Web. 06 Jun 2020.

Vancouver:

Gischel CK. Academic interventions for successful inclusion of students with mild to moderate emotional/behavioral disabilities in general education classrooms| A systematic review of literature. [Internet] [Thesis]. University of Central Florida; 2008. [cited 2020 Jun 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3335344.

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

Council of Science Editors:

Gischel CK. Academic interventions for successful inclusion of students with mild to moderate emotional/behavioral disabilities in general education classrooms| A systematic review of literature. [Thesis]. University of Central Florida; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3335344

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

16. Preast, Steven Douglas. A study of direct instructional spelling strategies and their effect on students with special needs who are classified with Mild Mental Disabilities.

Degree: 2009, Walden University

  Spelling is a challenging task for many individuals, especially for those classified as Mild Mentally Disabled. Although considerable literature exists in the areas of… (more)

Subjects/Keywords: Education, Special; Education, Curriculum and Instruction

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

APA (6th Edition):

Preast, S. D. (2009). A study of direct instructional spelling strategies and their effect on students with special needs who are classified with Mild Mental Disabilities. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3342450

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):

Preast, Steven Douglas. “A study of direct instructional spelling strategies and their effect on students with special needs who are classified with Mild Mental Disabilities.” 2009. Thesis, Walden University. Accessed June 06, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3342450.

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

MLA Handbook (7th Edition):

Preast, Steven Douglas. “A study of direct instructional spelling strategies and their effect on students with special needs who are classified with Mild Mental Disabilities.” 2009. Web. 06 Jun 2020.

Vancouver:

Preast SD. A study of direct instructional spelling strategies and their effect on students with special needs who are classified with Mild Mental Disabilities. [Internet] [Thesis]. Walden University; 2009. [cited 2020 Jun 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3342450.

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

Council of Science Editors:

Preast SD. A study of direct instructional spelling strategies and their effect on students with special needs who are classified with Mild Mental Disabilities. [Thesis]. Walden University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3342450

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

17. Davis, Tracie. General and special educators' attitudes toward students with severe disabilities included in the regular education classroom.

Degree: 2009, Walden University

  Federal legislation mandates the inclusion of students with disabilities into the regular classroom. This integration is often met with resistance from the educators. The… (more)

Subjects/Keywords: Education, Special; Education, Curriculum and Instruction

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APA (6th Edition):

Davis, T. (2009). General and special educators' attitudes toward students with severe disabilities included in the regular education classroom. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3355078

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

Chicago Manual of Style (16th Edition):

Davis, Tracie. “General and special educators' attitudes toward students with severe disabilities included in the regular education classroom.” 2009. Thesis, Walden University. Accessed June 06, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3355078.

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

MLA Handbook (7th Edition):

Davis, Tracie. “General and special educators' attitudes toward students with severe disabilities included in the regular education classroom.” 2009. Web. 06 Jun 2020.

Vancouver:

Davis T. General and special educators' attitudes toward students with severe disabilities included in the regular education classroom. [Internet] [Thesis]. Walden University; 2009. [cited 2020 Jun 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3355078.

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

Council of Science Editors:

Davis T. General and special educators' attitudes toward students with severe disabilities included in the regular education classroom. [Thesis]. Walden University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3355078

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

18. Hebel, Orly. Parental involvement in the individual educational program for Israeli students with disabilities.

Degree: 2012, University of Phoenix

  The purpose of this qualitative phenomenological study was to achieve an understanding of the perceptions and experiences of Israeli parents of students with severe… (more)

Subjects/Keywords: Education, Special; Education, Curriculum and Instruction

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APA (6th Edition):

Hebel, O. (2012). Parental involvement in the individual educational program for Israeli students with disabilities. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3510926

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):

Hebel, Orly. “Parental involvement in the individual educational program for Israeli students with disabilities.” 2012. Thesis, University of Phoenix. Accessed June 06, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3510926.

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

MLA Handbook (7th Edition):

Hebel, Orly. “Parental involvement in the individual educational program for Israeli students with disabilities.” 2012. Web. 06 Jun 2020.

Vancouver:

Hebel O. Parental involvement in the individual educational program for Israeli students with disabilities. [Internet] [Thesis]. University of Phoenix; 2012. [cited 2020 Jun 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3510926.

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

Council of Science Editors:

Hebel O. Parental involvement in the individual educational program for Israeli students with disabilities. [Thesis]. University of Phoenix; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3510926

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

19. Metzger, Maure Ann. An Appreciative Inquiry of youth perspective on effective youth leadership programming.

Degree: 2008, St. Mary's University of Minnesota

  In this study, at-risk high school youth who participated in leadership programs at two different alternative educational settings were interviewed to obtain their perspectives… (more)

Subjects/Keywords: Education, Special; Education, Curriculum and Instruction

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APA (6th Edition):

Metzger, M. A. (2008). An Appreciative Inquiry of youth perspective on effective youth leadership programming. (Thesis). St. Mary's University of Minnesota. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3320267

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):

Metzger, Maure Ann. “An Appreciative Inquiry of youth perspective on effective youth leadership programming.” 2008. Thesis, St. Mary's University of Minnesota. Accessed June 06, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3320267.

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

MLA Handbook (7th Edition):

Metzger, Maure Ann. “An Appreciative Inquiry of youth perspective on effective youth leadership programming.” 2008. Web. 06 Jun 2020.

Vancouver:

Metzger MA. An Appreciative Inquiry of youth perspective on effective youth leadership programming. [Internet] [Thesis]. St. Mary's University of Minnesota; 2008. [cited 2020 Jun 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3320267.

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

Council of Science Editors:

Metzger MA. An Appreciative Inquiry of youth perspective on effective youth leadership programming. [Thesis]. St. Mary's University of Minnesota; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3320267

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

20. Jones, Jennie Leigh. Coaching while Coaching| The Functional Relationship of Elbow Coaching on Cooperating Teacher's eCoaching, Pre-service Teacher's Reading Instruction, and Student Outcomes.

Degree: 2017, The University of North Carolina at Greensboro

  Pre-service teachers (PST) clinical experiences are critical for transfering theory to practice (e.g., Brownell, Ross, Colón, and McCallum, 2005) and these experiences require effective… (more)

Subjects/Keywords: Special education; Teacher education; Reading instruction

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APA (6th Edition):

Jones, J. L. (2017). Coaching while Coaching| The Functional Relationship of Elbow Coaching on Cooperating Teacher's eCoaching, Pre-service Teacher's Reading Instruction, and Student Outcomes. (Thesis). The University of North Carolina at Greensboro. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10604682

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):

Jones, Jennie Leigh. “Coaching while Coaching| The Functional Relationship of Elbow Coaching on Cooperating Teacher's eCoaching, Pre-service Teacher's Reading Instruction, and Student Outcomes.” 2017. Thesis, The University of North Carolina at Greensboro. Accessed June 06, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10604682.

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

MLA Handbook (7th Edition):

Jones, Jennie Leigh. “Coaching while Coaching| The Functional Relationship of Elbow Coaching on Cooperating Teacher's eCoaching, Pre-service Teacher's Reading Instruction, and Student Outcomes.” 2017. Web. 06 Jun 2020.

Vancouver:

Jones JL. Coaching while Coaching| The Functional Relationship of Elbow Coaching on Cooperating Teacher's eCoaching, Pre-service Teacher's Reading Instruction, and Student Outcomes. [Internet] [Thesis]. The University of North Carolina at Greensboro; 2017. [cited 2020 Jun 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10604682.

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

Council of Science Editors:

Jones JL. Coaching while Coaching| The Functional Relationship of Elbow Coaching on Cooperating Teacher's eCoaching, Pre-service Teacher's Reading Instruction, and Student Outcomes. [Thesis]. The University of North Carolina at Greensboro; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10604682

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


University of Southern California

21. Platten, Arlene Hackl. Meaningful access to the common core for high school students with significant cognitive disabilities.

Degree: 2015, University of Southern California

  This qualitative dissertation explored how high school students with significant cognitive disabilities in the moderate to severe category may receive an appropriate, standards-based education(more)

Subjects/Keywords: Education, Special; Education, Curriculum and Instruction

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

APA (6th Edition):

Platten, A. H. (2015). Meaningful access to the common core for high school students with significant cognitive disabilities. (Thesis). University of Southern California. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3680871

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):

Platten, Arlene Hackl. “Meaningful access to the common core for high school students with significant cognitive disabilities.” 2015. Thesis, University of Southern California. Accessed June 06, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3680871.

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

MLA Handbook (7th Edition):

Platten, Arlene Hackl. “Meaningful access to the common core for high school students with significant cognitive disabilities.” 2015. Web. 06 Jun 2020.

Vancouver:

Platten AH. Meaningful access to the common core for high school students with significant cognitive disabilities. [Internet] [Thesis]. University of Southern California; 2015. [cited 2020 Jun 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3680871.

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

Council of Science Editors:

Platten AH. Meaningful access to the common core for high school students with significant cognitive disabilities. [Thesis]. University of Southern California; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3680871

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


West Virginia University

22. Love, Amy F. Conner. Literacy knowledge among teachers: Considerations for implementation of the RtI initiative.

Degree: EdD, Special Education, 2010, West Virginia University

 A literacy knowledge assessment survey was designed to assess in-service teachers' literacy knowledge and determine the effect of professional training in reading instruction, teaching credentials,… (more)

Subjects/Keywords: Special education; Reading instruction; Teacher education

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

APA (6th Edition):

Love, A. F. C. (2010). Literacy knowledge among teachers: Considerations for implementation of the RtI initiative. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3527

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):

Love, Amy F Conner. “Literacy knowledge among teachers: Considerations for implementation of the RtI initiative.” 2010. Thesis, West Virginia University. Accessed June 06, 2020. https://researchrepository.wvu.edu/etd/3527.

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

MLA Handbook (7th Edition):

Love, Amy F Conner. “Literacy knowledge among teachers: Considerations for implementation of the RtI initiative.” 2010. Web. 06 Jun 2020.

Vancouver:

Love AFC. Literacy knowledge among teachers: Considerations for implementation of the RtI initiative. [Internet] [Thesis]. West Virginia University; 2010. [cited 2020 Jun 06]. Available from: https://researchrepository.wvu.edu/etd/3527.

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

Council of Science Editors:

Love AFC. Literacy knowledge among teachers: Considerations for implementation of the RtI initiative. [Thesis]. West Virginia University; 2010. Available from: https://researchrepository.wvu.edu/etd/3527

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


Liberty University

23. 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 June 06, 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. 06 Jun 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 Jun 06]. 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


UCLA

24. Riedell, Kate Elizabeth. Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students.

Degree: Education-Special Education Joint Doctoral Program w/CSULA, 2016, UCLA

 The Individuals with Disabilities Education Act (IDEA, 2004) cemented the fact that students with disabilities must be placed in the least restrictive environment and be… (more)

Subjects/Keywords: Special education; Education; Assessment; Differentiation; Instruction; Middle School; Personalization; Special Education

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APA (6th Edition):

Riedell, K. E. (2016). Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3bv393j5

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):

Riedell, Kate Elizabeth. “Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students.” 2016. Thesis, UCLA. Accessed June 06, 2020. http://www.escholarship.org/uc/item/3bv393j5.

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

MLA Handbook (7th Edition):

Riedell, Kate Elizabeth. “Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students.” 2016. Web. 06 Jun 2020.

Vancouver:

Riedell KE. Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students. [Internet] [Thesis]. UCLA; 2016. [cited 2020 Jun 06]. Available from: http://www.escholarship.org/uc/item/3bv393j5.

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

Council of Science Editors:

Riedell KE. Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/3bv393j5

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


Boston College

25. Unobskey, Arthur. Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers.

Degree: EdD, Educational Administration and Higher Education, 2009, Boston College

 Often educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common… (more)

Subjects/Keywords: Adult Learning; Leadership; Mathematics Instruction; Middle School; Special Education

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

APA (6th Edition):

Unobskey, A. (2009). Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101583

Chicago Manual of Style (16th Edition):

Unobskey, Arthur. “Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers.” 2009. Doctoral Dissertation, Boston College. Accessed June 06, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101583.

MLA Handbook (7th Edition):

Unobskey, Arthur. “Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers.” 2009. Web. 06 Jun 2020.

Vancouver:

Unobskey A. Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2020 Jun 06]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101583.

Council of Science Editors:

Unobskey A. Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101583


University of Kentucky

26. Choo, Samuel Y. Developing Technology Applications for Improving the Problem-Solving Skills of Middle School Students with Learning Disabilities.

Degree: 2017, University of Kentucky

 The achievement gap in mathematics education continues to be a concern in the United States. Students with disabilities (SWD) are often excluded from the general… (more)

Subjects/Keywords: Enhanced Anchored Instruction; Instructional Technology; Math Intervention; Problem Solving; Students with Disabilities in Mathematics; Special Education and Teaching

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

APA (6th Edition):

Choo, S. Y. (2017). Developing Technology Applications for Improving the Problem-Solving Skills of Middle School Students with Learning Disabilities. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/38

Chicago Manual of Style (16th Edition):

Choo, Samuel Y. “Developing Technology Applications for Improving the Problem-Solving Skills of Middle School Students with Learning Disabilities.” 2017. Doctoral Dissertation, University of Kentucky. Accessed June 06, 2020. https://uknowledge.uky.edu/edsrc_etds/38.

MLA Handbook (7th Edition):

Choo, Samuel Y. “Developing Technology Applications for Improving the Problem-Solving Skills of Middle School Students with Learning Disabilities.” 2017. Web. 06 Jun 2020.

Vancouver:

Choo SY. Developing Technology Applications for Improving the Problem-Solving Skills of Middle School Students with Learning Disabilities. [Internet] [Doctoral dissertation]. University of Kentucky; 2017. [cited 2020 Jun 06]. Available from: https://uknowledge.uky.edu/edsrc_etds/38.

Council of Science Editors:

Choo SY. Developing Technology Applications for Improving the Problem-Solving Skills of Middle School Students with Learning Disabilities. [Doctoral Dissertation]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/edsrc_etds/38


Duquesne University

27. Mikolaj, Christy. Effective Instructional Strategies in Sixth Grade Inclusion Mathematics Classrooms: The Effect of Active and Passive Engagement on Concept Learning and Opportunity to Learn.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2019, Duquesne University

  The purpose of this mixed-method study focused on the effect of active engagement on opportunity to learn and concept learning among sixth grade special(more)

Subjects/Keywords: mathematics; sixth grade; inclusion; instructional strategies; teacher directed instruction; project-based learning; opportunity to learn; active engagement; Special Education and Teaching

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APA (6th Edition):

Mikolaj, C. (2019). Effective Instructional Strategies in Sixth Grade Inclusion Mathematics Classrooms: The Effect of Active and Passive Engagement on Concept Learning and Opportunity to Learn. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1849

Chicago Manual of Style (16th Edition):

Mikolaj, Christy. “Effective Instructional Strategies in Sixth Grade Inclusion Mathematics Classrooms: The Effect of Active and Passive Engagement on Concept Learning and Opportunity to Learn.” 2019. Doctoral Dissertation, Duquesne University. Accessed June 06, 2020. https://dsc.duq.edu/etd/1849.

MLA Handbook (7th Edition):

Mikolaj, Christy. “Effective Instructional Strategies in Sixth Grade Inclusion Mathematics Classrooms: The Effect of Active and Passive Engagement on Concept Learning and Opportunity to Learn.” 2019. Web. 06 Jun 2020.

Vancouver:

Mikolaj C. Effective Instructional Strategies in Sixth Grade Inclusion Mathematics Classrooms: The Effect of Active and Passive Engagement on Concept Learning and Opportunity to Learn. [Internet] [Doctoral dissertation]. Duquesne University; 2019. [cited 2020 Jun 06]. Available from: https://dsc.duq.edu/etd/1849.

Council of Science Editors:

Mikolaj C. Effective Instructional Strategies in Sixth Grade Inclusion Mathematics Classrooms: The Effect of Active and Passive Engagement on Concept Learning and Opportunity to Learn. [Doctoral Dissertation]. Duquesne University; 2019. Available from: https://dsc.duq.edu/etd/1849


University of Arkansas

28. Bensinger, Anna Kristen. Observations of a Multi-Component Intervention for Elementary Students with Emotional Behavioral Disorder after Self-Efficacy Coaching.

Degree: PhD, 2019, University of Arkansas

  Students with Emotional and Behavioral Disorders (EBD) experience more negative student outcomes compared to other special education disability categories, specifically, higher dropout rates, less… (more)

Subjects/Keywords: emotional and behavioral disorder; behavior; effort-ascribed feedback; mathematics; multi-component; self-efficacy; self-monitoring; Curriculum and Instruction; Elementary Education; Science and Mathematics Education; Special Education and Teaching

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

APA (6th Edition):

Bensinger, A. K. (2019). Observations of a Multi-Component Intervention for Elementary Students with Emotional Behavioral Disorder after Self-Efficacy Coaching. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3486

Chicago Manual of Style (16th Edition):

Bensinger, Anna Kristen. “Observations of a Multi-Component Intervention for Elementary Students with Emotional Behavioral Disorder after Self-Efficacy Coaching.” 2019. Doctoral Dissertation, University of Arkansas. Accessed June 06, 2020. https://scholarworks.uark.edu/etd/3486.

MLA Handbook (7th Edition):

Bensinger, Anna Kristen. “Observations of a Multi-Component Intervention for Elementary Students with Emotional Behavioral Disorder after Self-Efficacy Coaching.” 2019. Web. 06 Jun 2020.

Vancouver:

Bensinger AK. Observations of a Multi-Component Intervention for Elementary Students with Emotional Behavioral Disorder after Self-Efficacy Coaching. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2020 Jun 06]. Available from: https://scholarworks.uark.edu/etd/3486.

Council of Science Editors:

Bensinger AK. Observations of a Multi-Component Intervention for Elementary Students with Emotional Behavioral Disorder after Self-Efficacy Coaching. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3486


Florida State University

29. Faby, Kristi. Music Therapy for Children with Cerebral Visual Impairment.

Degree: MM, College of Music, 2016, Florida State University

Cerebral Visual Impairment (“CVI”) is defined by a deficit of vision and visual perception in children that results from damage to the brain (Dutton &… (more)

Subjects/Keywords: Music; Instruction and study; Music; Special education

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

APA (6th Edition):

Faby, K. (2016). Music Therapy for Children with Cerebral Visual Impairment. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SU_Faby_fsu_0071N_13353 ;

Chicago Manual of Style (16th Edition):

Faby, Kristi. “Music Therapy for Children with Cerebral Visual Impairment.” 2016. Masters Thesis, Florida State University. Accessed June 06, 2020. http://purl.flvc.org/fsu/fd/FSU_2016SU_Faby_fsu_0071N_13353 ;.

MLA Handbook (7th Edition):

Faby, Kristi. “Music Therapy for Children with Cerebral Visual Impairment.” 2016. Web. 06 Jun 2020.

Vancouver:

Faby K. Music Therapy for Children with Cerebral Visual Impairment. [Internet] [Masters thesis]. Florida State University; 2016. [cited 2020 Jun 06]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Faby_fsu_0071N_13353 ;.

Council of Science Editors:

Faby K. Music Therapy for Children with Cerebral Visual Impairment. [Masters Thesis]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Faby_fsu_0071N_13353 ;


University of Missouri – Columbia

30. Killingsworth, Justin Lee. Agriculture teachers' perception and practice for teaching students with disabilities.

Degree: 2011, University of Missouri – Columbia

 Federal legislation mandates that appropriate education be provided for all students in US public schools (Individuals with Disabilities Education Act, 2004; No Child Left Behind,… (more)

Subjects/Keywords: agricultural education; evidence-based practices; direct instruction; strategy instruction; special education

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

APA (6th Edition):

Killingsworth, J. L. (2011). Agriculture teachers' perception and practice for teaching students with disabilities. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14417

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):

Killingsworth, Justin Lee. “Agriculture teachers' perception and practice for teaching students with disabilities.” 2011. Thesis, University of Missouri – Columbia. Accessed June 06, 2020. http://hdl.handle.net/10355/14417.

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

MLA Handbook (7th Edition):

Killingsworth, Justin Lee. “Agriculture teachers' perception and practice for teaching students with disabilities.” 2011. Web. 06 Jun 2020.

Vancouver:

Killingsworth JL. Agriculture teachers' perception and practice for teaching students with disabilities. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/10355/14417.

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

Council of Science Editors:

Killingsworth JL. Agriculture teachers' perception and practice for teaching students with disabilities. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14417

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

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