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You searched for subject:(Special Education AND Teaching). Showing records 1 – 30 of 16941 total matches.

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1. Parris-Coates, Alyssia Janet. Achievement Barriers Perceived and Overcome by Successful High-School Students Participating in Upward Bound Programs in Indiana.

Degree: PhD, Leadership PhD, 2010, Andrews University

  Purpose The purpose of this study was to examine how academically successful Upward Bound students overcome the barriers to high-school graduation. While Upward Bound… (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):

Parris-Coates, A. J. (2010). Achievement Barriers Perceived and Overcome by Successful High-School Students Participating in Upward Bound Programs in Indiana. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/621

Chicago Manual of Style (16th Edition):

Parris-Coates, Alyssia Janet. “Achievement Barriers Perceived and Overcome by Successful High-School Students Participating in Upward Bound Programs in Indiana.” 2010. Doctoral Dissertation, Andrews University. Accessed January 24, 2019. https://digitalcommons.andrews.edu/dissertations/621.

MLA Handbook (7th Edition):

Parris-Coates, Alyssia Janet. “Achievement Barriers Perceived and Overcome by Successful High-School Students Participating in Upward Bound Programs in Indiana.” 2010. Web. 24 Jan 2019.

Vancouver:

Parris-Coates AJ. Achievement Barriers Perceived and Overcome by Successful High-School Students Participating in Upward Bound Programs in Indiana. [Internet] [Doctoral dissertation]. Andrews University; 2010. [cited 2019 Jan 24]. Available from: https://digitalcommons.andrews.edu/dissertations/621.

Council of Science Editors:

Parris-Coates AJ. Achievement Barriers Perceived and Overcome by Successful High-School Students Participating in Upward Bound Programs in Indiana. [Doctoral Dissertation]. Andrews University; 2010. Available from: https://digitalcommons.andrews.edu/dissertations/621


The Ohio State University

2. Alasmari, Ali M. Examining Reading Comprehension Strategies Selected and Used by Two Teachers of d/Dhh Students in an Elementary School Classroom.

Degree: PhD, EDU Teaching and Learning, 2017, The Ohio State University

 The purpose of this qualitative study was to examine reading comprehension strategies selected and used by two teachers of d/Dhh (Deaf and Hard of Hearing)… (more)

Subjects/Keywords: Education; Teaching; Special Education; Literacy

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APA (6th Edition):

Alasmari, A. M. (2017). Examining Reading Comprehension Strategies Selected and Used by Two Teachers of d/Dhh Students in an Elementary School Classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1497544950318833

Chicago Manual of Style (16th Edition):

Alasmari, Ali M. “Examining Reading Comprehension Strategies Selected and Used by Two Teachers of d/Dhh Students in an Elementary School Classroom.” 2017. Doctoral Dissertation, The Ohio State University. Accessed January 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497544950318833.

MLA Handbook (7th Edition):

Alasmari, Ali M. “Examining Reading Comprehension Strategies Selected and Used by Two Teachers of d/Dhh Students in an Elementary School Classroom.” 2017. Web. 24 Jan 2019.

Vancouver:

Alasmari AM. Examining Reading Comprehension Strategies Selected and Used by Two Teachers of d/Dhh Students in an Elementary School Classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Jan 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1497544950318833.

Council of Science Editors:

Alasmari AM. Examining Reading Comprehension Strategies Selected and Used by Two Teachers of d/Dhh Students in an Elementary School Classroom. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1497544950318833


University of South Carolina

3. 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 (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 January 24, 2019. 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. 24 Jan 2019.

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 2019 Jan 24]. 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 Nevada – Las Vegas

4. Devine, Stephanie Marie. Effects of a Multimedia Shared Story on Comprehension of an Employee Handbook.

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

  Employment outcomes for individuals with intellectual disability (ID) continue to be among the lowest reported (Migliore, Butterworth, & Hart, 2009; Siperstein, Parker, & Drascher,… (more)

Subjects/Keywords: Education; Special Education and Teaching

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APA (6th Edition):

Devine, S. M. (2018). Effects of a Multimedia Shared Story on Comprehension of an Employee Handbook. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3243

Chicago Manual of Style (16th Edition):

Devine, Stephanie Marie. “Effects of a Multimedia Shared Story on Comprehension of an Employee Handbook.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 24, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3243.

MLA Handbook (7th Edition):

Devine, Stephanie Marie. “Effects of a Multimedia Shared Story on Comprehension of an Employee Handbook.” 2018. Web. 24 Jan 2019.

Vancouver:

Devine SM. Effects of a Multimedia Shared Story on Comprehension of an Employee Handbook. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2019 Jan 24]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3243.

Council of Science Editors:

Devine SM. Effects of a Multimedia Shared Story on Comprehension of an Employee Handbook. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3243


East Tennessee State University

5. 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. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3327

Chicago Manual of Style (16th Edition):

Case, Matthew. “A Qualitative Case Study of Coteaching Relationships.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed January 24, 2019. https://dc.etsu.edu/etd/3327.

MLA Handbook (7th Edition):

Case, Matthew. “A Qualitative Case Study of Coteaching Relationships.” 2017. Web. 24 Jan 2019.

Vancouver:

Case M. A Qualitative Case Study of Coteaching Relationships. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Jan 24]. Available from: https://dc.etsu.edu/etd/3327.

Council of Science Editors:

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


Iowa State University

6. 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 January 24, 2019. 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. 24 Jan 2019.

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 2019 Jan 24]. 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

7. 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 (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 January 24, 2019. 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. 24 Jan 2019.

Vancouver:

Birk D. Co-Teaching Math at the Secondary Level . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Jan 24]. 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

8. 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 January 24, 2019. 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. 24 Jan 2019.

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 2019 Jan 24]. 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

9. 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 (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 January 24, 2019. 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. 24 Jan 2019.

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 2019 Jan 24]. 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


Loyola University Chicago

10. 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 http://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 January 24, 2019. http://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. 24 Jan 2019.

Vancouver:

Fagin JM. Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Jan 24]. Available from: http://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: http://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

11. Holbrook, Jennifer. The Effects of an Online Coaching Model on Secondary Co-teaching Teams in Algebra.

Degree: 2017, University of Central Florida

 Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Holbrook, J. (2017). The Effects of an Online Coaching Model on Secondary Co-teaching Teams in Algebra. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5561

Chicago Manual of Style (16th Edition):

Holbrook, Jennifer. “The Effects of an Online Coaching Model on Secondary Co-teaching Teams in Algebra.” 2017. Doctoral Dissertation, University of Central Florida. Accessed January 24, 2019. http://stars.library.ucf.edu/etd/5561.

MLA Handbook (7th Edition):

Holbrook, Jennifer. “The Effects of an Online Coaching Model on Secondary Co-teaching Teams in Algebra.” 2017. Web. 24 Jan 2019.

Vancouver:

Holbrook J. The Effects of an Online Coaching Model on Secondary Co-teaching Teams in Algebra. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2019 Jan 24]. Available from: http://stars.library.ucf.edu/etd/5561.

Council of Science Editors:

Holbrook J. The Effects of an Online Coaching Model on Secondary Co-teaching Teams in Algebra. [Doctoral Dissertation]. University of Central Florida; 2017. Available from: http://stars.library.ucf.edu/etd/5561


University of Central Florida

12. Bousfield, Taylor. An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.

Degree: 2017, University of Central Florida

 Teachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Bousfield, T. (2017). An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5559

Chicago Manual of Style (16th Edition):

Bousfield, Taylor. “An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.” 2017. Doctoral Dissertation, University of Central Florida. Accessed January 24, 2019. http://stars.library.ucf.edu/etd/5559.

MLA Handbook (7th Edition):

Bousfield, Taylor. “An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.” 2017. Web. 24 Jan 2019.

Vancouver:

Bousfield T. An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2019 Jan 24]. Available from: http://stars.library.ucf.edu/etd/5559.

Council of Science Editors:

Bousfield T. An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders. [Doctoral Dissertation]. University of Central Florida; 2017. Available from: http://stars.library.ucf.edu/etd/5559


University of Central Florida

13. Taylor, Matthew. Computer Programming with Early Elementary Students with and without Intellectual Disabilities.

Degree: 2017, University of Central Florida

 Researchers suggest students at the preschool and kindergarten grade levels are active learners and creators and need to be exposed to science, technology, engineering, and… (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):

Taylor, M. (2017). Computer Programming with Early Elementary Students with and without Intellectual Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5564

Chicago Manual of Style (16th Edition):

Taylor, Matthew. “Computer Programming with Early Elementary Students with and without Intellectual Disabilities.” 2017. Doctoral Dissertation, University of Central Florida. Accessed January 24, 2019. http://stars.library.ucf.edu/etd/5564.

MLA Handbook (7th Edition):

Taylor, Matthew. “Computer Programming with Early Elementary Students with and without Intellectual Disabilities.” 2017. Web. 24 Jan 2019.

Vancouver:

Taylor M. Computer Programming with Early Elementary Students with and without Intellectual Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2019 Jan 24]. Available from: http://stars.library.ucf.edu/etd/5564.

Council of Science Editors:

Taylor M. Computer Programming with Early Elementary Students with and without Intellectual Disabilities. [Doctoral Dissertation]. University of Central Florida; 2017. Available from: http://stars.library.ucf.edu/etd/5564


University of Central Florida

14. Slanda, Dena. Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.

Degree: 2017, University of Central Florida

 This phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving… (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):

Slanda, D. (2017). Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5563

Chicago Manual of Style (16th Edition):

Slanda, Dena. “Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.” 2017. Doctoral Dissertation, University of Central Florida. Accessed January 24, 2019. http://stars.library.ucf.edu/etd/5563.

MLA Handbook (7th Edition):

Slanda, Dena. “Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.” 2017. Web. 24 Jan 2019.

Vancouver:

Slanda D. Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2019 Jan 24]. Available from: http://stars.library.ucf.edu/etd/5563.

Council of Science Editors:

Slanda D. Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings. [Doctoral Dissertation]. University of Central Florida; 2017. Available from: http://stars.library.ucf.edu/etd/5563


University of Central Florida

15. Ezekiel-Wilder, Faith. An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities.

Degree: 2018, University of Central Florida

 The researcher in this investigation describes the similarities and differences of movement in preschool and kindergarten classrooms for young children with developmental delay. Through the… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Ezekiel-Wilder, F. (2018). An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5976

Chicago Manual of Style (16th Edition):

Ezekiel-Wilder, Faith. “An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities.” 2018. Doctoral Dissertation, University of Central Florida. Accessed January 24, 2019. http://stars.library.ucf.edu/etd/5976.

MLA Handbook (7th Edition):

Ezekiel-Wilder, Faith. “An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities.” 2018. Web. 24 Jan 2019.

Vancouver:

Ezekiel-Wilder F. An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2019 Jan 24]. Available from: http://stars.library.ucf.edu/etd/5976.

Council of Science Editors:

Ezekiel-Wilder F. An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: http://stars.library.ucf.edu/etd/5976


University of Central Florida

16. Fulchini, Angelica. Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback.

Degree: 2018, University of Central Florida

 Teachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70%… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Fulchini, A. (2018). Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5977

Chicago Manual of Style (16th Edition):

Fulchini, Angelica. “Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback.” 2018. Doctoral Dissertation, University of Central Florida. Accessed January 24, 2019. http://stars.library.ucf.edu/etd/5977.

MLA Handbook (7th Edition):

Fulchini, Angelica. “Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback.” 2018. Web. 24 Jan 2019.

Vancouver:

Fulchini A. Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2019 Jan 24]. Available from: http://stars.library.ucf.edu/etd/5977.

Council of Science Editors:

Fulchini A. Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: http://stars.library.ucf.edu/etd/5977


University of Central Florida

17. Hopkins, Rebecca. Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study.

Degree: 2018, University of Central Florida

 A rise in the prevalence of students with ASD points to the need for more qualified and effective teachers to meet the needs of this… (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):

Hopkins, R. (2018). Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5978

Chicago Manual of Style (16th Edition):

Hopkins, Rebecca. “Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study.” 2018. Doctoral Dissertation, University of Central Florida. Accessed January 24, 2019. http://stars.library.ucf.edu/etd/5978.

MLA Handbook (7th Edition):

Hopkins, Rebecca. “Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study.” 2018. Web. 24 Jan 2019.

Vancouver:

Hopkins R. Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2019 Jan 24]. Available from: http://stars.library.ucf.edu/etd/5978.

Council of Science Editors:

Hopkins R. Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: http://stars.library.ucf.edu/etd/5978


University of Central Florida

18. 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 http://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 January 24, 2019. http://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. 24 Jan 2019.

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 2019 Jan 24]. Available from: http://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: http://stars.library.ucf.edu/etd/5979


College of William and Mary

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

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 January 24, 2019. 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. 24 Jan 2019.

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 2019 Jan 24]. 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

20. 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 January 24, 2019. 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. 24 Jan 2019.

Vancouver:

Boyd M. Co-teaching: Perceptions of Urban, Secondary Co-Teachers. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Jan 24]. 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


University of New Mexico

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

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 January 24, 2019. 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. 24 Jan 2019.

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 2019 Jan 24]. 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

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

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 January 24, 2019. 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. 24 Jan 2019.

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 2019 Jan 24]. 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


Utah State University

23. Adams, Melanie D. Perceptions of Customized Employment Among Employers: A Survey and Focus Group.

Degree: MS, Ecology, 2015, Utah State University

  Customized employment for individuals with significant disabilities is becoming a focus of job placement. Customized employment is defined in the Workforce Innovation and Opportunities… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Adams, M. D. (2015). Perceptions of Customized Employment Among Employers: A Survey and Focus Group. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4591

Chicago Manual of Style (16th Edition):

Adams, Melanie D. “Perceptions of Customized Employment Among Employers: A Survey and Focus Group.” 2015. Masters Thesis, Utah State University. Accessed January 24, 2019. https://digitalcommons.usu.edu/etd/4591.

MLA Handbook (7th Edition):

Adams, Melanie D. “Perceptions of Customized Employment Among Employers: A Survey and Focus Group.” 2015. Web. 24 Jan 2019.

Vancouver:

Adams MD. Perceptions of Customized Employment Among Employers: A Survey and Focus Group. [Internet] [Masters thesis]. Utah State University; 2015. [cited 2019 Jan 24]. Available from: https://digitalcommons.usu.edu/etd/4591.

Council of Science Editors:

Adams MD. Perceptions of Customized Employment Among Employers: A Survey and Focus Group. [Masters Thesis]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4591

24. Benjamin, Vaneisa P. A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process.

Degree: EdD, Educational Leadership, 2013, Clark University Atlanta

  The purpose of this research study was to determine if teachers responsible for implementing Response to Intervention (RTI) in elementary schools within the district… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Benjamin, V. P. (2013). A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/721

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):

Benjamin, Vaneisa P. “A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process.” 2013. Thesis, Clark University Atlanta. Accessed January 24, 2019. http://digitalcommons.auctr.edu/dissertations/721.

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

MLA Handbook (7th Edition):

Benjamin, Vaneisa P. “A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process.” 2013. Web. 24 Jan 2019.

Vancouver:

Benjamin VP. A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process. [Internet] [Thesis]. Clark University Atlanta; 2013. [cited 2019 Jan 24]. Available from: http://digitalcommons.auctr.edu/dissertations/721.

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

Council of Science Editors:

Benjamin VP. A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process. [Thesis]. Clark University Atlanta; 2013. Available from: http://digitalcommons.auctr.edu/dissertations/721

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


University of Nevada – Las Vegas

25. 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 January 24, 2019. 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. 24 Jan 2019.

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 2019 Jan 24]. 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

26. Chapple, James W. Co-teaching: From Obstacles to Opportunities.

Degree: EdD, College of Education, 2009, Ashland University

 The purpose of this study was to identify the obstacles to implementing successful co-teaching teams between general and special education teachers. The research questions were… (more)

Subjects/Keywords: Education; Special Education; Co-teaching; inclusive education

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APA (6th Edition):

Chapple, J. W. (2009). Co-teaching: From Obstacles to Opportunities. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807

Chicago Manual of Style (16th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Doctoral Dissertation, Ashland University. Accessed January 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

MLA Handbook (7th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Web. 24 Jan 2019.

Vancouver:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Jan 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

Council of Science Editors:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807


Humboldt State University

27. Kison, Suzanne. Motivating factors for cooperative team teaching in inclusive classrooms.

Degree: MA, Education, 2012, Humboldt State University

 Research and current legislation supports the inclusion of students with disabilities in the general education classroom. Cooperative team teaching between a general education teacher and… (more)

Subjects/Keywords: Cooperative team teaching; Special education; Co-teaching

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

APA (6th Edition):

Kison, S. (2012). Motivating factors for cooperative team teaching in inclusive classrooms. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1027

Chicago Manual of Style (16th Edition):

Kison, Suzanne. “Motivating factors for cooperative team teaching in inclusive classrooms.” 2012. Masters Thesis, Humboldt State University. Accessed January 24, 2019. http://hdl.handle.net/2148/1027.

MLA Handbook (7th Edition):

Kison, Suzanne. “Motivating factors for cooperative team teaching in inclusive classrooms.” 2012. Web. 24 Jan 2019.

Vancouver:

Kison S. Motivating factors for cooperative team teaching in inclusive classrooms. [Internet] [Masters thesis]. Humboldt State University; 2012. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2148/1027.

Council of Science Editors:

Kison S. Motivating factors for cooperative team teaching in inclusive classrooms. [Masters Thesis]. Humboldt State University; 2012. Available from: http://hdl.handle.net/2148/1027


Virginia Tech

28. Hedrick, Sandra I. An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.

Degree: Educational Leadership and Policy Studies, 2010, Virginia Tech

 The purpose of this study was to examine the survey responses of participants of collaborative models of instruction in order to determine the existence of… (more)

Subjects/Keywords: Co-teaching; special education; collaborative teaching

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APA (6th Edition):

Hedrick, S. I. (2010). An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. (Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30132

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):

Hedrick, Sandra I. “An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.” 2010. Thesis, Virginia Tech. Accessed January 24, 2019. http://hdl.handle.net/10919/30132.

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

MLA Handbook (7th Edition):

Hedrick, Sandra I. “An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.” 2010. Web. 24 Jan 2019.

Vancouver:

Hedrick SI. An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. [Internet] [Thesis]. Virginia Tech; 2010. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/10919/30132.

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

Council of Science Editors:

Hedrick SI. An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. [Thesis]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/30132

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


Bowling Green State University

29. Doubrava, Julia M. Collaboration is Key: Co-Teaching in Urban Education.

Degree: MEd, Curriculum and Teaching, 2010, Bowling Green State University

 Co-Teaching is when two or more licensed educators create and implement lessons together to meet the needs of all students in the classroom (Friend &… (more)

Subjects/Keywords: Education; Special Education; Co-Teaching; Special Education; Urban Education

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APA (6th Edition):

Doubrava, J. M. (2010). Collaboration is Key: Co-Teaching in Urban Education. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277140667

Chicago Manual of Style (16th Edition):

Doubrava, Julia M. “Collaboration is Key: Co-Teaching in Urban Education.” 2010. Masters Thesis, Bowling Green State University. Accessed January 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277140667.

MLA Handbook (7th Edition):

Doubrava, Julia M. “Collaboration is Key: Co-Teaching in Urban Education.” 2010. Web. 24 Jan 2019.

Vancouver:

Doubrava JM. Collaboration is Key: Co-Teaching in Urban Education. [Internet] [Masters thesis]. Bowling Green State University; 2010. [cited 2019 Jan 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277140667.

Council of Science Editors:

Doubrava JM. Collaboration is Key: Co-Teaching in Urban Education. [Masters Thesis]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277140667


Liberty University

30. Heath, Mimi L. Inclusive Learning Environments: An Analysis of Early Intervention Service Options for Preschoolers with Special Needs.

Degree: 2009, Liberty University

 In the quest to restructure educational programming toward higher student outcomes for preschoolers with special needs, professional educators are continuously challenged to provide with integrity… (more)

Subjects/Keywords: Inclusion; Preschoolers; Special Education; Education, Early Childhood; Education, Special; Special Education and Teaching

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

APA (6th Edition):

Heath, M. L. (2009). Inclusive Learning Environments: An Analysis of Early Intervention Service Options for Preschoolers with Special Needs. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/137

Chicago Manual of Style (16th Edition):

Heath, Mimi L. “Inclusive Learning Environments: An Analysis of Early Intervention Service Options for Preschoolers with Special Needs.” 2009. Doctoral Dissertation, Liberty University. Accessed January 24, 2019. http://digitalcommons.liberty.edu/doctoral/137.

MLA Handbook (7th Edition):

Heath, Mimi L. “Inclusive Learning Environments: An Analysis of Early Intervention Service Options for Preschoolers with Special Needs.” 2009. Web. 24 Jan 2019.

Vancouver:

Heath ML. Inclusive Learning Environments: An Analysis of Early Intervention Service Options for Preschoolers with Special Needs. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2019 Jan 24]. Available from: http://digitalcommons.liberty.edu/doctoral/137.

Council of Science Editors:

Heath ML. Inclusive Learning Environments: An Analysis of Early Intervention Service Options for Preschoolers with Special Needs. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/137

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