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You searched for subject:(Special Education AND Teaching). Showing records 1 – 30 of 19038 total matches.

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University of South Carolina

1. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

2. Boeddeker, Jennifer C. A Comparison of special education teachers’ and administrators’ perceptions of school climate factors leading to teacher attrition.

Degree: PhD, Special Education, 2010, University of Nevada – Las Vegas

 This study examined (a) the difference between special education teachers’ and administrators’ perceptions of school climate factors that influence special education teacher attrition and (b)… (more)

Subjects/Keywords: Education; Special Education and Teaching

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APA (6th Edition):

Boeddeker, J. C. (2010). A Comparison of special education teachers’ and administrators’ perceptions of school climate factors leading to teacher attrition. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/225

Chicago Manual of Style (16th Edition):

Boeddeker, Jennifer C. “A Comparison of special education teachers’ and administrators’ perceptions of school climate factors leading to teacher attrition.” 2010. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed August 07, 2020. https://digitalscholarship.unlv.edu/thesesdissertations/225.

MLA Handbook (7th Edition):

Boeddeker, Jennifer C. “A Comparison of special education teachers’ and administrators’ perceptions of school climate factors leading to teacher attrition.” 2010. Web. 07 Aug 2020.

Vancouver:

Boeddeker JC. A Comparison of special education teachers’ and administrators’ perceptions of school climate factors leading to teacher attrition. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2010. [cited 2020 Aug 07]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/225.

Council of Science Editors:

Boeddeker JC. A Comparison of special education teachers’ and administrators’ perceptions of school climate factors leading to teacher attrition. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/225

3. 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 (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 August 07, 2020. 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. 07 Aug 2020.

Vancouver:

Mayes Z. Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2019. [cited 2020 Aug 07]. 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

4. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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 South Carolina

5. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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


East Tennessee State University

6. 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 August 07, 2020. https://dc.etsu.edu/etd/3327.

MLA Handbook (7th Edition):

Case, Matthew. “A Qualitative Case Study of Coteaching Relationships.” 2017. Web. 07 Aug 2020.

Vancouver:

Case M. A Qualitative Case Study of Coteaching Relationships. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2020 Aug 07]. 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

7. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

8. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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


College of William and Mary

9. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

10. 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 August 07, 2020. 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. 07 Aug 2020.

Vancouver:

Boyd M. Co-teaching: Perceptions of Urban, Secondary Co-Teachers. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2020 Aug 07]. 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

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

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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

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

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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

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

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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

14. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

15. 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 August 07, 2020. 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. 07 Aug 2020.

Vancouver:

Fagin JM. Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2020 Aug 07]. 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

16. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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


University of Central Florida

17. 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 (6th Edition):

Taylor, M. (2017). Computer Programming with Early Elementary Students with and without Intellectual Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://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 August 07, 2020. https://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. 07 Aug 2020.

Vancouver:

Taylor M. Computer Programming with Early Elementary Students with and without Intellectual Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2020 Aug 07]. Available from: https://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: https://stars.library.ucf.edu/etd/5564


University of Central Florida

18. 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 (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 https://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 August 07, 2020. https://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. 07 Aug 2020.

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 2020 Aug 07]. Available from: https://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: https://stars.library.ucf.edu/etd/5563


University of Nevada – Las Vegas

19. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

20. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

21. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

22. 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 (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 August 07, 2020. 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. 07 Aug 2020.

Vancouver:

Love M. Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2020 Aug 07]. 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 Central Florida

23. 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 (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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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


University of Nevada – Las Vegas

24. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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 Central Florida

25. Best, Jaime. Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder.

Degree: 2019, University of Central Florida

 Due to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Best, J. (2019). Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6721

Chicago Manual of Style (16th Edition):

Best, Jaime. “Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder.” 2019. Doctoral Dissertation, University of Central Florida. Accessed August 07, 2020. https://stars.library.ucf.edu/etd/6721.

MLA Handbook (7th Edition):

Best, Jaime. “Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder.” 2019. Web. 07 Aug 2020.

Vancouver:

Best J. Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Central Florida; 2019. [cited 2020 Aug 07]. Available from: https://stars.library.ucf.edu/etd/6721.

Council of Science Editors:

Best J. Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder. [Doctoral Dissertation]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6721


University of Nevada – Las Vegas

26. 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 (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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

27. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

28. 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 (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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

29. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

30. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

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