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You searched for subject:(SPECIAL TEACHING). Showing records 1 – 30 of 2368 total matches.

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Iowa State University

1. Wells, Jennifer L. Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students.

Degree: 2018, Iowa State University

 There is a lack of critical research addressing racism as a dynamic of mental health in schools. In the critical view, US schools mirror a… (more)

Subjects/Keywords: Special Education Administration; Special Education and Teaching

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APA (6th Edition):

Wells, J. L. (2018). Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16690

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):

Wells, Jennifer L. “Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students.” 2018. Thesis, Iowa State University. Accessed March 01, 2021. https://lib.dr.iastate.edu/etd/16690.

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

MLA Handbook (7th Edition):

Wells, Jennifer L. “Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students.” 2018. Web. 01 Mar 2021.

Vancouver:

Wells JL. Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students. [Internet] [Thesis]. Iowa State University; 2018. [cited 2021 Mar 01]. Available from: https://lib.dr.iastate.edu/etd/16690.

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

Council of Science Editors:

Wells JL. Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students. [Thesis]. Iowa State University; 2018. Available from: https://lib.dr.iastate.edu/etd/16690

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


East Tennessee State University

2. Case, Matthew. A Qualitative Case Study of Coteaching Relationships.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  Co-teaching is defined as a general education teacher and special education teacher, who may or may not have the same area of expertise, jointly… (more)

Subjects/Keywords: Coteaching; special education; Special Education and Teaching

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APA (6th Edition):

Case, M. (2017). A Qualitative Case Study of Coteaching Relationships. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3327

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):

Case, Matthew. “A Qualitative Case Study of Coteaching Relationships.” 2017. Thesis, East Tennessee State University. Accessed March 01, 2021. https://dc.etsu.edu/etd/3327.

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

MLA Handbook (7th Edition):

Case, Matthew. “A Qualitative Case Study of Coteaching Relationships.” 2017. Web. 01 Mar 2021.

Vancouver:

Case M. A Qualitative Case Study of Coteaching Relationships. [Internet] [Thesis]. East Tennessee State University; 2017. [cited 2021 Mar 01]. Available from: https://dc.etsu.edu/etd/3327.

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

Council of Science Editors:

Case M. A Qualitative Case Study of Coteaching Relationships. [Thesis]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3327

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

3. Schmidt, Amanda. Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom.

Degree: Special Education: M.S., Special Education, 2019, St. Cloud State University

  This study looks at three kindergarten and first-grade students that all qualify under the category of Emotional or Behavioral Disorders. These students spend the… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Schmidt, A. (2019). Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/sped_etds/83

Chicago Manual of Style (16th Edition):

Schmidt, Amanda. “Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom.” 2019. Masters Thesis, St. Cloud State University. Accessed March 01, 2021. https://repository.stcloudstate.edu/sped_etds/83.

MLA Handbook (7th Edition):

Schmidt, Amanda. “Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom.” 2019. Web. 01 Mar 2021.

Vancouver:

Schmidt A. Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Mar 01]. Available from: https://repository.stcloudstate.edu/sped_etds/83.

Council of Science Editors:

Schmidt A. Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/sped_etds/83

4. Ewens, Katherine A. Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities.

Degree: Special Education: M.S., Special Education, 2016, St. Cloud State University

  Video Self-Modeling (VSM) provides learning opportunities for young children with disabilities through technology by watching a 3-minute video clip of himself/herself successfully performing a… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Ewens, K. A. (2016). Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/sped_etds/20

Chicago Manual of Style (16th Edition):

Ewens, Katherine A. “Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities.” 2016. Masters Thesis, St. Cloud State University. Accessed March 01, 2021. https://repository.stcloudstate.edu/sped_etds/20.

MLA Handbook (7th Edition):

Ewens, Katherine A. “Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities.” 2016. Web. 01 Mar 2021.

Vancouver:

Ewens KA. Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2021 Mar 01]. Available from: https://repository.stcloudstate.edu/sped_etds/20.

Council of Science Editors:

Ewens KA. Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/sped_etds/20


Loyola University Chicago

5. Fagin, Jean Marie. Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government.

Degree: MA, School of Education, 2011, Loyola University Chicago

  South Africa's racially segregating apartheid government officially lasted for over forty years, from 1948 to 1994. Black South Africans were the victims of established… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Fagin, J. M. (2011). Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/549

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):

Fagin, Jean Marie. “Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government.” 2011. Thesis, Loyola University Chicago. Accessed March 01, 2021. https://ecommons.luc.edu/luc_theses/549.

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

MLA Handbook (7th Edition):

Fagin, Jean Marie. “Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government.” 2011. Web. 01 Mar 2021.

Vancouver:

Fagin JM. Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2021 Mar 01]. Available from: https://ecommons.luc.edu/luc_theses/549.

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

Council of Science Editors:

Fagin JM. Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_theses/549

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


University of Central Florida

6. Duff, Christine K. An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.

Degree: 2017, University of Central Florida

  The goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Duff, C. K. (2017). An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5613

Chicago Manual of Style (16th Edition):

Duff, Christine K. “An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.” 2017. Doctoral Dissertation, University of Central Florida. Accessed March 01, 2021. https://stars.library.ucf.edu/etd/5613.

MLA Handbook (7th Edition):

Duff, Christine K. “An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.” 2017. Web. 01 Mar 2021.

Vancouver:

Duff CK. An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2021 Mar 01]. Available from: https://stars.library.ucf.edu/etd/5613.

Council of Science Editors:

Duff CK. An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass. [Doctoral Dissertation]. University of Central Florida; 2017. Available from: https://stars.library.ucf.edu/etd/5613


College of William and Mary

7. Brown, Adam Joseph. Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders.

Degree: Doctor of Education (EdD), Education, 2018, College of William and Mary

 In this study, I explored motivation and burnout of novice (1-3 years of teaching experience) and veteran (10 or more years of teaching experience) teachers… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Brown, A. J. (2018). Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1530192557

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, Adam Joseph. “Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders.” 2018. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1530192557.

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

MLA Handbook (7th Edition):

Brown, Adam Joseph. “Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders.” 2018. Web. 01 Mar 2021.

Vancouver:

Brown AJ. Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders. [Internet] [Thesis]. College of William and Mary; 2018. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1530192557.

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

Council of Science Editors:

Brown AJ. Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders. [Thesis]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1530192557

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


College of William and Mary

8. Boyd, Michelle. Co-teaching: Perceptions of Urban, Secondary Co-Teachers.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 Co-teaching has been used to address access and accountability mandates for students with disabilities. Despite research regarding elements needed for co-teaching success, research shows mixed… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Boyd, M. (2013). Co-teaching: Perceptions of Urban, Secondary Co-Teachers. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618511

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):

Boyd, Michelle. “Co-teaching: Perceptions of Urban, Secondary Co-Teachers.” 2013. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1539618511.

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

MLA Handbook (7th Edition):

Boyd, Michelle. “Co-teaching: Perceptions of Urban, Secondary Co-Teachers.” 2013. Web. 01 Mar 2021.

Vancouver:

Boyd M. Co-teaching: Perceptions of Urban, Secondary Co-Teachers. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1539618511.

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

Council of Science Editors:

Boyd M. Co-teaching: Perceptions of Urban, Secondary Co-Teachers. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618511

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


Western Michigan University

9. Schelling, Amy L. Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities.

Degree: EdD, Special Education and Literacy Studies, 2011, Western Michigan University

  The purpose of this study was to evaluate if the use of a self-advocacy strategy, with high school students identified as having a mild… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Schelling, A. L. (2011). Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/459

Chicago Manual of Style (16th Edition):

Schelling, Amy L. “Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities.” 2011. Doctoral Dissertation, Western Michigan University. Accessed March 01, 2021. https://scholarworks.wmich.edu/dissertations/459.

MLA Handbook (7th Edition):

Schelling, Amy L. “Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities.” 2011. Web. 01 Mar 2021.

Vancouver:

Schelling AL. Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2021 Mar 01]. Available from: https://scholarworks.wmich.edu/dissertations/459.

Council of Science Editors:

Schelling AL. Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/459


Western Michigan University

10. Anderson, Dawn L. Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study.

Degree: PhD, Interdisciplinary Health Sciences, 2010, Western Michigan University

  This dissertation research comprised three studies focused on vision-specific skills, and their association with functional and academic outcomes for school-age students with visual impairment.… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Anderson, D. L. (2010). Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/496

Chicago Manual of Style (16th Edition):

Anderson, Dawn L. “Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study.” 2010. Doctoral Dissertation, Western Michigan University. Accessed March 01, 2021. https://scholarworks.wmich.edu/dissertations/496.

MLA Handbook (7th Edition):

Anderson, Dawn L. “Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study.” 2010. Web. 01 Mar 2021.

Vancouver:

Anderson DL. Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study. [Internet] [Doctoral dissertation]. Western Michigan University; 2010. [cited 2021 Mar 01]. Available from: https://scholarworks.wmich.edu/dissertations/496.

Council of Science Editors:

Anderson DL. Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study. [Doctoral Dissertation]. Western Michigan University; 2010. Available from: https://scholarworks.wmich.edu/dissertations/496

11. Simpson, Kathryn Mary. The use of musical elements to influence the learning of receptive communication skills in children with autism.

Degree: PhD, 2013, Australian Catholic University

 Individuals with autism demonstrate impairments in the area of communication, with many lingering in the prelinguistic stage of communicative development. Early intervention implementing evidence based… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Simpson, K. M. (2013). The use of musical elements to influence the learning of receptive communication skills in children with autism. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/453

Chicago Manual of Style (16th Edition):

Simpson, Kathryn Mary. “The use of musical elements to influence the learning of receptive communication skills in children with autism.” 2013. Doctoral Dissertation, Australian Catholic University. Accessed March 01, 2021. https://researchbank.acu.edu.au/theses/453.

MLA Handbook (7th Edition):

Simpson, Kathryn Mary. “The use of musical elements to influence the learning of receptive communication skills in children with autism.” 2013. Web. 01 Mar 2021.

Vancouver:

Simpson KM. The use of musical elements to influence the learning of receptive communication skills in children with autism. [Internet] [Doctoral dissertation]. Australian Catholic University; 2013. [cited 2021 Mar 01]. Available from: https://researchbank.acu.edu.au/theses/453.

Council of Science Editors:

Simpson KM. The use of musical elements to influence the learning of receptive communication skills in children with autism. [Doctoral Dissertation]. Australian Catholic University; 2013. Available from: https://researchbank.acu.edu.au/theses/453

12. Hobbs, Micha Lachole. Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training.

Degree: MA, Special Education, 2012, Encompass Digital Archive, Eastern Kentucky University

  This study was designed to further investigate the relationship between teachers' knowledge and perceptions of stuttering before and after an in-service training. Specifically, to… (more)

Subjects/Keywords: Special Education and Teaching

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

APA (6th Edition):

Hobbs, M. L. (2012). Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training. (Masters Thesis). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/79

Chicago Manual of Style (16th Edition):

Hobbs, Micha Lachole. “Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training.” 2012. Masters Thesis, Encompass Digital Archive, Eastern Kentucky University. Accessed March 01, 2021. https://encompass.eku.edu/etd/79.

MLA Handbook (7th Edition):

Hobbs, Micha Lachole. “Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training.” 2012. Web. 01 Mar 2021.

Vancouver:

Hobbs ML. Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training. [Internet] [Masters thesis]. Encompass Digital Archive, Eastern Kentucky University; 2012. [cited 2021 Mar 01]. Available from: https://encompass.eku.edu/etd/79.

Council of Science Editors:

Hobbs ML. Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training. [Masters Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2012. Available from: https://encompass.eku.edu/etd/79


University of Nevada – Las Vegas

13. Nasir-Tucktuck, Mona. The Effects of Distributed Trials on Behaviors of Students with Significant Disability.

Degree: PhD, Educational & Clinical Studies, 2017, University of Nevada – Las Vegas

Teaching academic instruction to students with significant cognitive disability (SCD) has been done with success over the past years (Browder, Mims, Spooner, Ahlgrim-Delzell, &… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Nasir-Tucktuck, M. (2017). The Effects of Distributed Trials on Behaviors of Students with Significant Disability. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3155

Chicago Manual of Style (16th Edition):

Nasir-Tucktuck, Mona. “The Effects of Distributed Trials on Behaviors of Students with Significant Disability.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3155.

MLA Handbook (7th Edition):

Nasir-Tucktuck, Mona. “The Effects of Distributed Trials on Behaviors of Students with Significant Disability.” 2017. Web. 01 Mar 2021.

Vancouver:

Nasir-Tucktuck M. The Effects of Distributed Trials on Behaviors of Students with Significant Disability. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3155.

Council of Science Editors:

Nasir-Tucktuck M. The Effects of Distributed Trials on Behaviors of Students with Significant Disability. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3155


University of Nevada – Las Vegas

14. Yeager, Kristopher Hawk. Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers.

Degree: PhD, Early Childhood, Multilingual, and Higher Education, 2019, University of Nevada – Las Vegas

  After school, students with EBD often have poor outcomes related to employment, postsecondary education, and independent living. Individualized strengths-based transition planning that provides a… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Yeager, K. H. (2019). Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3753

Chicago Manual of Style (16th Edition):

Yeager, Kristopher Hawk. “Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3753.

MLA Handbook (7th Edition):

Yeager, Kristopher Hawk. “Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers.” 2019. Web. 01 Mar 2021.

Vancouver:

Yeager KH. Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3753.

Council of Science Editors:

Yeager KH. Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3753


University of Nevada – Las Vegas

15. Buchter, Jennifer Margaret. Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom.

Degree: PhD, Educational & Clinical Studies, 2019, University of Nevada – Las Vegas

  Social skills are associated positive academic and well-being outcomes across the lifespan, especially for individuals with disabiliites (Carter, Sisco, Chung, & Stanton-Chapman, 2010; Hirsh-Pasek,… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Buchter, J. M. (2019). Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3579

Chicago Manual of Style (16th Edition):

Buchter, Jennifer Margaret. “Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3579.

MLA Handbook (7th Edition):

Buchter, Jennifer Margaret. “Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom.” 2019. Web. 01 Mar 2021.

Vancouver:

Buchter JM. Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3579.

Council of Science Editors:

Buchter JM. Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3579


University of Nevada – Las Vegas

16. Marsh, Robert Jordon. School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers.

Degree: PhD, Educational & Clinical Studies, 2016, University of Nevada – Las Vegas

  School connectedness is the extent to which a student feels that adults and peers on their school campus care about their behavioral and academic… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Marsh, R. J. (2016). School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2879

Chicago Manual of Style (16th Edition):

Marsh, Robert Jordon. “School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/2879.

MLA Handbook (7th Edition):

Marsh, Robert Jordon. “School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers.” 2016. Web. 01 Mar 2021.

Vancouver:

Marsh RJ. School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2879.

Council of Science Editors:

Marsh RJ. School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2879


University of Nevada – Las Vegas

17. Feeney, Danielle M. Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities.

Degree: PhD, Early Childhood, Multilingual, and Higher Education, 2019, University of Nevada – Las Vegas

  Positive self-talk is the experience of carrying on an internal conversation with oneself in the form of praise and encourages the individual to persist… (more)

Subjects/Keywords: Special Education and Teaching

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

APA (6th Edition):

Feeney, D. M. (2019). Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3721

Chicago Manual of Style (16th Edition):

Feeney, Danielle M. “Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3721.

MLA Handbook (7th Edition):

Feeney, Danielle M. “Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities.” 2019. Web. 01 Mar 2021.

Vancouver:

Feeney DM. Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3721.

Council of Science Editors:

Feeney DM. Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3721


University of Nevada – Las Vegas

18. Ewoldt, Kathy. Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners.

Degree: PhD, Educational & Clinical Studies, 2018, University of Nevada – Las Vegas

  Writing is a difficult task for most students. Only 27% of all students in America can write proficiently at or above grade level (U.S.… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Ewoldt, K. (2018). Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3250

Chicago Manual of Style (16th Edition):

Ewoldt, Kathy. “Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3250.

MLA Handbook (7th Edition):

Ewoldt, Kathy. “Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners.” 2018. Web. 01 Mar 2021.

Vancouver:

Ewoldt K. Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3250.

Council of Science Editors:

Ewoldt K. Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3250


University of Nevada – Las Vegas

19. Love, Matthew. Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods.

Degree: PhD, Educational & Clinical Studies, 2018, University of Nevada – Las Vegas

  A sustained trend in the overall enrollment in the United States has seen classrooms reflect more student diversity. This diversity has included increased rates… (more)

Subjects/Keywords: Special Education and Teaching

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

APA (6th Edition):

Love, M. (2018). Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3365

Chicago Manual of Style (16th Edition):

Love, Matthew. “Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3365.

MLA Handbook (7th Edition):

Love, Matthew. “Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods.” 2018. Web. 01 Mar 2021.

Vancouver:

Love M. Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3365.

Council of Science Editors:

Love M. Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3365


University of Nevada – Las Vegas

20. Choi, Eunhye. Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention.

Degree: PhD, Early Childhood, Multilingual, and Higher Education, 2020, University of Nevada – Las Vegas

  Negative attitudes towards individuals with disabilities can lead to a lack of opportunities in society as well as educational settings. Therefore, it is essential… (more)

Subjects/Keywords: Special Education and Teaching

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

APA (6th Edition):

Choi, E. (2020). Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3877

Chicago Manual of Style (16th Edition):

Choi, Eunhye. “Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention.” 2020. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3877.

MLA Handbook (7th Edition):

Choi, Eunhye. “Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention.” 2020. Web. 01 Mar 2021.

Vancouver:

Choi E. Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2020. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3877.

Council of Science Editors:

Choi E. Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2020. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3877


University of Nevada – Las Vegas

21. Zirkus, Katelyn Jessie. Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders.

Degree: PhD, Educational & Clinical Studies, 2019, University of Nevada – Las Vegas

  Most educational professionals are committed to supporting the students they serve in developing the skills needed to achieve the highest educational life potential they… (more)

Subjects/Keywords: Special Education and Teaching

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

APA (6th Edition):

Zirkus, K. J. (2019). Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3754

Chicago Manual of Style (16th Edition):

Zirkus, Katelyn Jessie. “Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3754.

MLA Handbook (7th Edition):

Zirkus, Katelyn Jessie. “Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders.” 2019. Web. 01 Mar 2021.

Vancouver:

Zirkus KJ. Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3754.

Council of Science Editors:

Zirkus KJ. Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3754


University of New Mexico

22. ALOTHAIM, SULIMAN SALEH. Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD.

Degree: Special Education, 2017, University of New Mexico

  The Saudi government pays much attention to improving the quality of teachers who teach students with disabilities, including those identified with ASD. The purpose… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

ALOTHAIM, S. S. (2017). Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_spcd_etds/29

Chicago Manual of Style (16th Edition):

ALOTHAIM, SULIMAN SALEH. “Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD.” 2017. Doctoral Dissertation, University of New Mexico. Accessed March 01, 2021. https://digitalrepository.unm.edu/educ_spcd_etds/29.

MLA Handbook (7th Edition):

ALOTHAIM, SULIMAN SALEH. “Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD.” 2017. Web. 01 Mar 2021.

Vancouver:

ALOTHAIM SS. Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD. [Internet] [Doctoral dissertation]. University of New Mexico; 2017. [cited 2021 Mar 01]. Available from: https://digitalrepository.unm.edu/educ_spcd_etds/29.

Council of Science Editors:

ALOTHAIM SS. Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD. [Doctoral Dissertation]. University of New Mexico; 2017. Available from: https://digitalrepository.unm.edu/educ_spcd_etds/29

23. Birk, Danielle. Co-Teaching Math at the Secondary Level .

Degree: 2014, California State University – San Marcos

 The Co-Teaching method at the secondary level is an essential part of the students??? education with special needs. It benefits the students by including them… (more)

Subjects/Keywords: co-teaching; math; special education

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

APA (6th Edition):

Birk, D. (2014). Co-Teaching Math at the Secondary Level . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120405

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):

Birk, Danielle. “Co-Teaching Math at the Secondary Level .” 2014. Thesis, California State University – San Marcos. Accessed March 01, 2021. http://hdl.handle.net/10211.3/120405.

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

MLA Handbook (7th Edition):

Birk, Danielle. “Co-Teaching Math at the Secondary Level .” 2014. Web. 01 Mar 2021.

Vancouver:

Birk D. Co-Teaching Math at the Secondary Level . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10211.3/120405.

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

Council of Science Editors:

Birk D. Co-Teaching Math at the Secondary Level . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120405

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


University of Limerick

24. Cooper, Cathy. An investigation into the use of I.C.T. in teaching and learning In special schools in Munster.

Degree: Education and Professional Studies, 2011, University of Limerick

non-peer-reviewed

We live in an ever increasingly technologically dependent world. It is essential therefore that our young people are educated to appreciate the uses and… (more)

Subjects/Keywords: I.C.T; special schools; Munster; teaching

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APA (6th Edition):

Cooper, C. (2011). An investigation into the use of I.C.T. in teaching and learning In special schools in Munster. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/1817

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):

Cooper, Cathy. “An investigation into the use of I.C.T. in teaching and learning In special schools in Munster.” 2011. Thesis, University of Limerick. Accessed March 01, 2021. http://hdl.handle.net/10344/1817.

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

MLA Handbook (7th Edition):

Cooper, Cathy. “An investigation into the use of I.C.T. in teaching and learning In special schools in Munster.” 2011. Web. 01 Mar 2021.

Vancouver:

Cooper C. An investigation into the use of I.C.T. in teaching and learning In special schools in Munster. [Internet] [Thesis]. University of Limerick; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10344/1817.

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

Council of Science Editors:

Cooper C. An investigation into the use of I.C.T. in teaching and learning In special schools in Munster. [Thesis]. University of Limerick; 2011. Available from: http://hdl.handle.net/10344/1817

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


University of South Carolina

25. Kumpiene, Gerda. Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals.

Degree: PhD, Educational Studies, 2019, University of South Carolina

  The purpose of this study was to examine transition professionals' perceptions of the importance of family engagement practices, how frequently specific family engagement practices… (more)

Subjects/Keywords: Education; Special Education and Teaching

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APA (6th Edition):

Kumpiene, G. (2019). Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5613

Chicago Manual of Style (16th Edition):

Kumpiene, Gerda. “Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals.” 2019. Doctoral Dissertation, University of South Carolina. Accessed March 01, 2021. https://scholarcommons.sc.edu/etd/5613.

MLA Handbook (7th Edition):

Kumpiene, Gerda. “Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals.” 2019. Web. 01 Mar 2021.

Vancouver:

Kumpiene G. Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2021 Mar 01]. Available from: https://scholarcommons.sc.edu/etd/5613.

Council of Science Editors:

Kumpiene G. Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5613


University of South Carolina

26. Googe, Heather Smith. A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program.

Degree: PhD, Educational Studies, 2011, University of South Carolina

  The purpose of my study was to evaluate the relationship between classroom process quality and child language and academic outcomes from the beginning of… (more)

Subjects/Keywords: Education; Special Education and Teaching

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

APA (6th Edition):

Googe, H. S. (2011). A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1942

Chicago Manual of Style (16th Edition):

Googe, Heather Smith. “A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program.” 2011. Doctoral Dissertation, University of South Carolina. Accessed March 01, 2021. https://scholarcommons.sc.edu/etd/1942.

MLA Handbook (7th Edition):

Googe, Heather Smith. “A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program.” 2011. Web. 01 Mar 2021.

Vancouver:

Googe HS. A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program. [Internet] [Doctoral dissertation]. University of South Carolina; 2011. [cited 2021 Mar 01]. Available from: https://scholarcommons.sc.edu/etd/1942.

Council of Science Editors:

Googe HS. A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program. [Doctoral Dissertation]. University of South Carolina; 2011. Available from: https://scholarcommons.sc.edu/etd/1942


University of Central Florida

27. Wills-Jackson, Celestial. Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities.

Degree: 2018, University of Central Florida

 This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Wills-Jackson, C. (2018). Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5979

Chicago Manual of Style (16th Edition):

Wills-Jackson, Celestial. “Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities.” 2018. Doctoral Dissertation, University of Central Florida. Accessed March 01, 2021. https://stars.library.ucf.edu/etd/5979.

MLA Handbook (7th Edition):

Wills-Jackson, Celestial. “Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities.” 2018. Web. 01 Mar 2021.

Vancouver:

Wills-Jackson C. Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2021 Mar 01]. Available from: https://stars.library.ucf.edu/etd/5979.

Council of Science Editors:

Wills-Jackson C. Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/5979

28. Mayes, Zerek. Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.

Degree: 2019, University of Central Florida

 This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and… (more)

Subjects/Keywords: Education; Special Education and Teaching

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

APA (6th Edition):

Mayes, Z. (2019). Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6534

Chicago Manual of Style (16th Edition):

Mayes, Zerek. “Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.” 2019. Doctoral Dissertation, University of Central Florida. Accessed March 01, 2021. https://stars.library.ucf.edu/etd/6534.

MLA Handbook (7th Edition):

Mayes, Zerek. “Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.” 2019. Web. 01 Mar 2021.

Vancouver:

Mayes Z. Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2019. [cited 2021 Mar 01]. Available from: https://stars.library.ucf.edu/etd/6534.

Council of Science Editors:

Mayes Z. Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities. [Doctoral Dissertation]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6534


University of Central Florida

29. Schreffler, Jillian. The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted.

Degree: 2019, University of Central Florida

 The views of those with an intellectual disability (ID) on sexuality is not a topic many are willing to broach. Many challenges exist for those… (more)

Subjects/Keywords: Education; Special Education and Teaching

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APA (6th Edition):

Schreffler, J. (2019). The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6576

Chicago Manual of Style (16th Edition):

Schreffler, Jillian. “The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted.” 2019. Doctoral Dissertation, University of Central Florida. Accessed March 01, 2021. https://stars.library.ucf.edu/etd/6576.

MLA Handbook (7th Edition):

Schreffler, Jillian. “The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted.” 2019. Web. 01 Mar 2021.

Vancouver:

Schreffler J. The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted. [Internet] [Doctoral dissertation]. University of Central Florida; 2019. [cited 2021 Mar 01]. Available from: https://stars.library.ucf.edu/etd/6576.

Council of Science Editors:

Schreffler J. The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted. [Doctoral Dissertation]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6576


University of Central Florida

30. Bukaty, Caitlyn. Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities.

Degree: 2016, University of Central Florida

 Individuals with intellectual disabilities (ID) are known to have deficits in problem-solving skills within the realm of social communication, which may pose a barrier to… (more)

Subjects/Keywords: Special Education and Teaching

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

APA (6th Edition):

Bukaty, C. (2016). Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5075

Chicago Manual of Style (16th Edition):

Bukaty, Caitlyn. “Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities.” 2016. Doctoral Dissertation, University of Central Florida. Accessed March 01, 2021. https://stars.library.ucf.edu/etd/5075.

MLA Handbook (7th Edition):

Bukaty, Caitlyn. “Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities.” 2016. Web. 01 Mar 2021.

Vancouver:

Bukaty C. Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2016. [cited 2021 Mar 01]. Available from: https://stars.library.ucf.edu/etd/5075.

Council of Science Editors:

Bukaty C. Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities. [Doctoral Dissertation]. University of Central Florida; 2016. Available from: https://stars.library.ucf.edu/etd/5075

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