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You searched for subject:(Special School). Showing records 1 – 30 of 1236 total matches.

[1] [2] [3] [4] [5] … [42]

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1. Donnelly, Caitlin. Motivation and learning strategies and their relationship to academic achievement in middle school students.

Degree: 2013, California State University, Long Beach

  The purpose of this study was to determine whether there was a relationship between students' self assessments of the learning strategies they use and… (more)

Subjects/Keywords: Education, Middle School; Education, Special

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

APA (6th Edition):

Donnelly, C. (2013). Motivation and learning strategies and their relationship to academic achievement in middle school students. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1522218

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):

Donnelly, Caitlin. “Motivation and learning strategies and their relationship to academic achievement in middle school students.” 2013. Thesis, California State University, Long Beach. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1522218.

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

MLA Handbook (7th Edition):

Donnelly, Caitlin. “Motivation and learning strategies and their relationship to academic achievement in middle school students.” 2013. Web. 16 Oct 2019.

Vancouver:

Donnelly C. Motivation and learning strategies and their relationship to academic achievement in middle school students. [Internet] [Thesis]. California State University, Long Beach; 2013. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1522218.

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

Council of Science Editors:

Donnelly C. Motivation and learning strategies and their relationship to academic achievement in middle school students. [Thesis]. California State University, Long Beach; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1522218

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

2. Hawkins, Ruth Carol. The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities.

Degree: 2011, Walden University

  According to IDEA and NCLB requirements, students with disabilities are held to the same standards established for nondisabled students. The purpose of this quantitative… (more)

Subjects/Keywords: Education, Middle School; Education, Special

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

APA (6th Edition):

Hawkins, R. C. (2011). The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3444883

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):

Hawkins, Ruth Carol. “The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities.” 2011. Thesis, Walden University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3444883.

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

MLA Handbook (7th Edition):

Hawkins, Ruth Carol. “The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities.” 2011. Web. 16 Oct 2019.

Vancouver:

Hawkins RC. The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities. [Internet] [Thesis]. Walden University; 2011. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3444883.

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

Council of Science Editors:

Hawkins RC. The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3444883

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

3. Peper, Karen Ann. Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study.

Degree: 2010, University of Phoenix

  The purpose of this qualitative phenomenological study was to explore the perceptions and lived experiences of teachers in co-teaching classrooms to better understand the… (more)

Subjects/Keywords: Education, Middle School; Education, Special

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

APA (6th Edition):

Peper, K. A. (2010). Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3417612

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):

Peper, Karen Ann. “Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study.” 2010. Thesis, University of Phoenix. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3417612.

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

MLA Handbook (7th Edition):

Peper, Karen Ann. “Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study.” 2010. Web. 16 Oct 2019.

Vancouver:

Peper KA. Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study. [Internet] [Thesis]. University of Phoenix; 2010. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3417612.

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

Council of Science Editors:

Peper KA. Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study. [Thesis]. University of Phoenix; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3417612

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

4. Murley, Rebecca Mae. Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes.

Degree: 2010, University of Phoenix

  The researcher concluded that teacher training was of ultimate importance for a successful outcome of differentiated instruction in sixth-grade inclusion classes. Students with special(more)

Subjects/Keywords: Education, Middle School; Education, Special

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

APA (6th Edition):

Murley, R. M. (2010). Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3424823

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):

Murley, Rebecca Mae. “Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes.” 2010. Thesis, University of Phoenix. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3424823.

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

MLA Handbook (7th Edition):

Murley, Rebecca Mae. “Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes.” 2010. Web. 16 Oct 2019.

Vancouver:

Murley RM. Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes. [Internet] [Thesis]. University of Phoenix; 2010. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3424823.

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

Council of Science Editors:

Murley RM. Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes. [Thesis]. University of Phoenix; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3424823

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

5. Hack, Alan Jay. Pennsylvania Middle School Principals' Attitudes toward the Inclusion of Students with Disabilities in the Regular Education Classroom.

Degree: 2015, Wilkes University

  The purpose of this quantitative study was to examine the attitudes of Pennsylvania public middle school principals toward the inclusion of students with disabilities… (more)

Subjects/Keywords: Education, Middle School; Education, Special

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

APA (6th Edition):

Hack, A. J. (2015). Pennsylvania Middle School Principals' Attitudes toward the Inclusion of Students with Disabilities in the Regular Education Classroom. (Thesis). Wilkes University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3670314

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):

Hack, Alan Jay. “Pennsylvania Middle School Principals' Attitudes toward the Inclusion of Students with Disabilities in the Regular Education Classroom.” 2015. Thesis, Wilkes University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3670314.

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

MLA Handbook (7th Edition):

Hack, Alan Jay. “Pennsylvania Middle School Principals' Attitudes toward the Inclusion of Students with Disabilities in the Regular Education Classroom.” 2015. Web. 16 Oct 2019.

Vancouver:

Hack AJ. Pennsylvania Middle School Principals' Attitudes toward the Inclusion of Students with Disabilities in the Regular Education Classroom. [Internet] [Thesis]. Wilkes University; 2015. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3670314.

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

Council of Science Editors:

Hack AJ. Pennsylvania Middle School Principals' Attitudes toward the Inclusion of Students with Disabilities in the Regular Education Classroom. [Thesis]. Wilkes University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3670314

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


The University of Alabama

6. Floyd, Howard Kelly. The effects of a self-monitoring practice in a middle school setting.

Degree: 2016, The University of Alabama

  The purpose of this study is to determine the effectiveness of a self-monitoring practice in a middle school setting. A total of three participants… (more)

Subjects/Keywords: Middle school education; Special education

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

APA (6th Edition):

Floyd, H. K. (2016). The effects of a self-monitoring practice in a middle school setting. (Thesis). The University of Alabama. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10127902

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):

Floyd, Howard Kelly. “The effects of a self-monitoring practice in a middle school setting.” 2016. Thesis, The University of Alabama. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10127902.

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

MLA Handbook (7th Edition):

Floyd, Howard Kelly. “The effects of a self-monitoring practice in a middle school setting.” 2016. Web. 16 Oct 2019.

Vancouver:

Floyd HK. The effects of a self-monitoring practice in a middle school setting. [Internet] [Thesis]. The University of Alabama; 2016. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10127902.

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

Council of Science Editors:

Floyd HK. The effects of a self-monitoring practice in a middle school setting. [Thesis]. The University of Alabama; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10127902

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


University of Dayton

7. Polanco, Noelia Lynne. Cyberbullying in Middle School: Perceptions of Students in Special Education and General Education.

Degree: Specialist in Education (Ed.S.), School Psychology, 2018, University of Dayton

 Cyberbullying is defined as the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, which is… (more)

Subjects/Keywords: Education; special education; middle school

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APA (6th Edition):

Polanco, N. L. (2018). Cyberbullying in Middle School: Perceptions of Students in Special Education and General Education. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533581062538498

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):

Polanco, Noelia Lynne. “Cyberbullying in Middle School: Perceptions of Students in Special Education and General Education.” 2018. Thesis, University of Dayton. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533581062538498.

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

MLA Handbook (7th Edition):

Polanco, Noelia Lynne. “Cyberbullying in Middle School: Perceptions of Students in Special Education and General Education.” 2018. Web. 16 Oct 2019.

Vancouver:

Polanco NL. Cyberbullying in Middle School: Perceptions of Students in Special Education and General Education. [Internet] [Thesis]. University of Dayton; 2018. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533581062538498.

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

Council of Science Editors:

Polanco NL. Cyberbullying in Middle School: Perceptions of Students in Special Education and General Education. [Thesis]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533581062538498

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

8. Tait, Molly. Perceptions of School Counselors Regarding Their Roles in Transition Services for Students with Learning Disabilities Towards Postsecondary Education.

Degree: 2013, Texas Woman's University

 The purpose of this study was to analyze the perceptions of secondary school counselors regarding their roles in the postsecondary transition process for individuals with… (more)

Subjects/Keywords: Special education; Education; School counseling

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

APA (6th Edition):

Tait, M. (2013). Perceptions of School Counselors Regarding Their Roles in Transition Services for Students with Learning Disabilities Towards Postsecondary Education. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/320

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):

Tait, Molly. “Perceptions of School Counselors Regarding Their Roles in Transition Services for Students with Learning Disabilities Towards Postsecondary Education.” 2013. Thesis, Texas Woman's University. Accessed October 16, 2019. http://hdl.handle.net/11274/320.

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

MLA Handbook (7th Edition):

Tait, Molly. “Perceptions of School Counselors Regarding Their Roles in Transition Services for Students with Learning Disabilities Towards Postsecondary Education.” 2013. Web. 16 Oct 2019.

Vancouver:

Tait M. Perceptions of School Counselors Regarding Their Roles in Transition Services for Students with Learning Disabilities Towards Postsecondary Education. [Internet] [Thesis]. Texas Woman's University; 2013. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/11274/320.

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

Council of Science Editors:

Tait M. Perceptions of School Counselors Regarding Their Roles in Transition Services for Students with Learning Disabilities Towards Postsecondary Education. [Thesis]. Texas Woman's University; 2013. Available from: http://hdl.handle.net/11274/320

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


University of North Carolina

9. Yang, Xueyan. Parental Perspectives of Stress and Supports Across the Life Cycle of Individuals with Moderate to Severe Autism.

Degree: 2014, University of North Carolina

 Parents of individuals with autism spectrum disorders experience high levels of stress. Nonetheless, they possess resilient qualities and rely on formal and informal supports to… (more)

Subjects/Keywords: Special education; School of Education

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

APA (6th Edition):

Yang, X. (2014). Parental Perspectives of Stress and Supports Across the Life Cycle of Individuals with Moderate to Severe Autism. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:30d72097-5cf9-46ca-95ff-877aea19d2e1

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):

Yang, Xueyan. “Parental Perspectives of Stress and Supports Across the Life Cycle of Individuals with Moderate to Severe Autism.” 2014. Thesis, University of North Carolina. Accessed October 16, 2019. https://cdr.lib.unc.edu/record/uuid:30d72097-5cf9-46ca-95ff-877aea19d2e1.

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

MLA Handbook (7th Edition):

Yang, Xueyan. “Parental Perspectives of Stress and Supports Across the Life Cycle of Individuals with Moderate to Severe Autism.” 2014. Web. 16 Oct 2019.

Vancouver:

Yang X. Parental Perspectives of Stress and Supports Across the Life Cycle of Individuals with Moderate to Severe Autism. [Internet] [Thesis]. University of North Carolina; 2014. [cited 2019 Oct 16]. Available from: https://cdr.lib.unc.edu/record/uuid:30d72097-5cf9-46ca-95ff-877aea19d2e1.

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

Council of Science Editors:

Yang X. Parental Perspectives of Stress and Supports Across the Life Cycle of Individuals with Moderate to Severe Autism. [Thesis]. University of North Carolina; 2014. Available from: https://cdr.lib.unc.edu/record/uuid:30d72097-5cf9-46ca-95ff-877aea19d2e1

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


Ohio University

10. LaBarre, Alison B. Principal Perception Survey of Special Education Legal Knowledge.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2017, Ohio University

 A principal has many responsibilities; high on this list includes the need to be educated in current special education requirements to serve students with disabilities.… (more)

Subjects/Keywords: Education; School Administration; Special Education; PRINCIPAL; SPECIAL EDUCATION LEGAL KNOWLEDGE; PRINCIPAL SPECIAL EDUCATION LEGAL KNOWLEDGE

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APA (6th Edition):

LaBarre, A. B. (2017). Principal Perception Survey of Special Education Legal Knowledge. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490913055986824

Chicago Manual of Style (16th Edition):

LaBarre, Alison B. “Principal Perception Survey of Special Education Legal Knowledge.” 2017. Doctoral Dissertation, Ohio University. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490913055986824.

MLA Handbook (7th Edition):

LaBarre, Alison B. “Principal Perception Survey of Special Education Legal Knowledge.” 2017. Web. 16 Oct 2019.

Vancouver:

LaBarre AB. Principal Perception Survey of Special Education Legal Knowledge. [Internet] [Doctoral dissertation]. Ohio University; 2017. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490913055986824.

Council of Science Editors:

LaBarre AB. Principal Perception Survey of Special Education Legal Knowledge. [Doctoral Dissertation]. Ohio University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490913055986824


UCLA

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Riedell, Kate Elizabeth. “Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students.” 2016. Thesis, UCLA. Accessed October 16, 2019. http://www.escholarship.org/uc/item/3bv393j5.

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

MLA Handbook (7th Edition):

Riedell, Kate Elizabeth. “Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students.” 2016. Web. 16 Oct 2019.

Vancouver:

Riedell KE. Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students. [Internet] [Thesis]. UCLA; 2016. [cited 2019 Oct 16]. Available from: http://www.escholarship.org/uc/item/3bv393j5.

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

Council of Science Editors:

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

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

12. Böhlin, Mimmi. Transitioner i f-9-skolor : - en smidig “röd” tråd eller en med svårlösta knutar.

Degree: Education, 2015, Umeå University

  The aim of this study was to identify and make transitions in Swedish preschool-class-9-years elementary schools visible with a special-needs educational perspective. Transitions in… (more)

Subjects/Keywords: Preschool class; elementary school; transitions; special pedagogue; special needs education.

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

APA (6th Edition):

Böhlin, M. (2015). Transitioner i f-9-skolor : - en smidig “röd” tråd eller en med svårlösta knutar. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105780

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):

Böhlin, Mimmi. “Transitioner i f-9-skolor : - en smidig “röd” tråd eller en med svårlösta knutar.” 2015. Thesis, Umeå University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105780.

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

MLA Handbook (7th Edition):

Böhlin, Mimmi. “Transitioner i f-9-skolor : - en smidig “röd” tråd eller en med svårlösta knutar.” 2015. Web. 16 Oct 2019.

Vancouver:

Böhlin M. Transitioner i f-9-skolor : - en smidig “röd” tråd eller en med svårlösta knutar. [Internet] [Thesis]. Umeå University; 2015. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105780.

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

Council of Science Editors:

Böhlin M. Transitioner i f-9-skolor : - en smidig “röd” tråd eller en med svårlösta knutar. [Thesis]. Umeå University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105780

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


University of Missouri – Columbia

13. Boswell, Jake W. Exploring the K-5 special education referral process in one Midwest suburban school district.

Degree: 2017, University of Missouri – Columbia

 Studies have shown referrals for special education evaluations and the evaluation process itself is marred by teacher subjectivity and a lack of quantitative data (Dunn,… (more)

Subjects/Keywords: Special education  – Evaluation; Special education  – Evaluation; Minority students; Elementary school teachers

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

APA (6th Edition):

Boswell, J. W. (2017). Exploring the K-5 special education referral process in one Midwest suburban school district. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/62241

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):

Boswell, Jake W. “Exploring the K-5 special education referral process in one Midwest suburban school district.” 2017. Thesis, University of Missouri – Columbia. Accessed October 16, 2019. http://hdl.handle.net/10355/62241.

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

MLA Handbook (7th Edition):

Boswell, Jake W. “Exploring the K-5 special education referral process in one Midwest suburban school district.” 2017. Web. 16 Oct 2019.

Vancouver:

Boswell JW. Exploring the K-5 special education referral process in one Midwest suburban school district. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10355/62241.

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

Council of Science Editors:

Boswell JW. Exploring the K-5 special education referral process in one Midwest suburban school district. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/62241

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


Kent State University

14. Shannon, Nicole R. AN EXAMINATION OF PARENTAL INVOLVEMENT AND REACTION TO PRESCHOOL SPECIAL EDUCATION ELIGIBILITY DETERMINATION.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2019, Kent State University

 SHANNON, NICOLE R., Ph.D., August 2019 SCHOOL OF LIFESPAN DEVELOPMENT AND EDUCATIONAL SCIENCES AN EXAMINATION OF PARENTAL INVOLVEMENT AND REACTION TO PRESCHOOL SPECIAL EDUCATION ELIGIBILITY… (more)

Subjects/Keywords: Special Education; School Psychology, Special Education, Preschool, Evaluation, Parental Experience

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

APA (6th Edition):

Shannon, N. R. (2019). AN EXAMINATION OF PARENTAL INVOLVEMENT AND REACTION TO PRESCHOOL SPECIAL EDUCATION ELIGIBILITY DETERMINATION. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1561197060763449

Chicago Manual of Style (16th Edition):

Shannon, Nicole R. “AN EXAMINATION OF PARENTAL INVOLVEMENT AND REACTION TO PRESCHOOL SPECIAL EDUCATION ELIGIBILITY DETERMINATION.” 2019. Doctoral Dissertation, Kent State University. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1561197060763449.

MLA Handbook (7th Edition):

Shannon, Nicole R. “AN EXAMINATION OF PARENTAL INVOLVEMENT AND REACTION TO PRESCHOOL SPECIAL EDUCATION ELIGIBILITY DETERMINATION.” 2019. Web. 16 Oct 2019.

Vancouver:

Shannon NR. AN EXAMINATION OF PARENTAL INVOLVEMENT AND REACTION TO PRESCHOOL SPECIAL EDUCATION ELIGIBILITY DETERMINATION. [Internet] [Doctoral dissertation]. Kent State University; 2019. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1561197060763449.

Council of Science Editors:

Shannon NR. AN EXAMINATION OF PARENTAL INVOLVEMENT AND REACTION TO PRESCHOOL SPECIAL EDUCATION ELIGIBILITY DETERMINATION. [Doctoral Dissertation]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1561197060763449

15. Ware, Phyllis. Autism Spectrum Disorder and Individual Education Plans in middle school| A case study.

Degree: 2015, University of Phoenix

  The purpose of the qualitative descriptive case study was to explore the perceptions and experiences of middle school general educators using Individual Education Plans… (more)

Subjects/Keywords: Middle school education; Education; Special education

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

APA (6th Edition):

Ware, P. (2015). Autism Spectrum Disorder and Individual Education Plans in middle school| A case study. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3727500

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):

Ware, Phyllis. “Autism Spectrum Disorder and Individual Education Plans in middle school| A case study.” 2015. Thesis, University of Phoenix. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3727500.

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

MLA Handbook (7th Edition):

Ware, Phyllis. “Autism Spectrum Disorder and Individual Education Plans in middle school| A case study.” 2015. Web. 16 Oct 2019.

Vancouver:

Ware P. Autism Spectrum Disorder and Individual Education Plans in middle school| A case study. [Internet] [Thesis]. University of Phoenix; 2015. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3727500.

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

Council of Science Editors:

Ware P. Autism Spectrum Disorder and Individual Education Plans in middle school| A case study. [Thesis]. University of Phoenix; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3727500

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

16. Miller, Samantha Ann. Designing a middle school gifted education program of excellence using current gifted programming models.

Degree: 2011, Lindenwood University

  In 2004, the National Association for Gifted Children and the National Middle School Association collaborated to create a joint position statement supporting the educational… (more)

Subjects/Keywords: Education, Gifted; Education, Middle School; Education, Special

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

APA (6th Edition):

Miller, S. A. (2011). Designing a middle school gifted education program of excellence using current gifted programming models. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450222

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):

Miller, Samantha Ann. “Designing a middle school gifted education program of excellence using current gifted programming models.” 2011. Thesis, Lindenwood University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3450222.

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

MLA Handbook (7th Edition):

Miller, Samantha Ann. “Designing a middle school gifted education program of excellence using current gifted programming models.” 2011. Web. 16 Oct 2019.

Vancouver:

Miller SA. Designing a middle school gifted education program of excellence using current gifted programming models. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450222.

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

Council of Science Editors:

Miller SA. Designing a middle school gifted education program of excellence using current gifted programming models. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450222

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

17. Bowers, Clinton Todd. Effectiveness of inclusion in an Indiana middle school.

Degree: 2009, Walden University

  Repeated poor performance by students with special needs on the Indiana Statewide Test of Educational Progress (ISTEP) in an Indiana middle school supported the… (more)

Subjects/Keywords: Education, Middle School; Education, Administration; Education, Special

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

APA (6th Edition):

Bowers, C. T. (2009). Effectiveness of inclusion in an Indiana middle school. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3379897

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):

Bowers, Clinton Todd. “Effectiveness of inclusion in an Indiana middle school.” 2009. Thesis, Walden University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3379897.

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

MLA Handbook (7th Edition):

Bowers, Clinton Todd. “Effectiveness of inclusion in an Indiana middle school.” 2009. Web. 16 Oct 2019.

Vancouver:

Bowers CT. Effectiveness of inclusion in an Indiana middle school. [Internet] [Thesis]. Walden University; 2009. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379897.

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

Council of Science Editors:

Bowers CT. Effectiveness of inclusion in an Indiana middle school. [Thesis]. Walden University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379897

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

18. Wilson, Sheryl Marie. Urban middle school instructional special education| Tenured versus non-tenured teachers and the impact on academic achievement.

Degree: 2010, Lindenwood University

  The Iowa Test of Basic Skills (ITBS) is used in the Cahokia Unit School District No. 187 to give insight on student academic skill… (more)

Subjects/Keywords: Education, Middle School; Education, Special; Education, Secondary

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

APA (6th Edition):

Wilson, S. M. (2010). Urban middle school instructional special education| Tenured versus non-tenured teachers and the impact on academic achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427077

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):

Wilson, Sheryl Marie. “Urban middle school instructional special education| Tenured versus non-tenured teachers and the impact on academic achievement.” 2010. Thesis, Lindenwood University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3427077.

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

MLA Handbook (7th Edition):

Wilson, Sheryl Marie. “Urban middle school instructional special education| Tenured versus non-tenured teachers and the impact on academic achievement.” 2010. Web. 16 Oct 2019.

Vancouver:

Wilson SM. Urban middle school instructional special education| Tenured versus non-tenured teachers and the impact on academic achievement. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427077.

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

Council of Science Editors:

Wilson SM. Urban middle school instructional special education| Tenured versus non-tenured teachers and the impact on academic achievement. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427077

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

19. Collins, Rebecca. Attitudes of Middle School Students With Disabilities Toward Physical Education| A Mixed Methods Examination.

Degree: 2013, Northcentral University

  Students with disabilities engage in significantly less physical activity than their nondisabled peers do. Attitudes can influence whether or not a student will regularly… (more)

Subjects/Keywords: Education, Middle School; Education, Physical; Education, Special

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

APA (6th Edition):

Collins, R. (2013). Attitudes of Middle School Students With Disabilities Toward Physical Education| A Mixed Methods Examination. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3536032

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):

Collins, Rebecca. “Attitudes of Middle School Students With Disabilities Toward Physical Education| A Mixed Methods Examination.” 2013. Thesis, Northcentral University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3536032.

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

MLA Handbook (7th Edition):

Collins, Rebecca. “Attitudes of Middle School Students With Disabilities Toward Physical Education| A Mixed Methods Examination.” 2013. Web. 16 Oct 2019.

Vancouver:

Collins R. Attitudes of Middle School Students With Disabilities Toward Physical Education| A Mixed Methods Examination. [Internet] [Thesis]. Northcentral University; 2013. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3536032.

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

Council of Science Editors:

Collins R. Attitudes of Middle School Students With Disabilities Toward Physical Education| A Mixed Methods Examination. [Thesis]. Northcentral University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3536032

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

20. Rigdon, Misty B. The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment.

Degree: 2010, Walden University

  Coteaching strategies have been implemented in many of the inclusion math classrooms in an attempt to improve the achievement of students. Math achievement continues… (more)

Subjects/Keywords: Education, Mathematics; Education, Middle School; Education, Special

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

APA (6th Edition):

Rigdon, M. B. (2010). The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3403056

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):

Rigdon, Misty B. “The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment.” 2010. Thesis, Walden University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3403056.

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

MLA Handbook (7th Edition):

Rigdon, Misty B. “The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment.” 2010. Web. 16 Oct 2019.

Vancouver:

Rigdon MB. The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment. [Internet] [Thesis]. Walden University; 2010. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3403056.

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

Council of Science Editors:

Rigdon MB. The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment. [Thesis]. Walden University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3403056

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

21. Kite, Toby G. Academic Interventions and Academic Achievement in the Middle School Grades.

Degree: 2016, Lindenwood University

  After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of… (more)

Subjects/Keywords: Educational evaluation; Middle school education; Special education

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

APA (6th Edition):

Kite, T. G. (2016). Academic Interventions and Academic Achievement in the Middle School Grades. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027597

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):

Kite, Toby G. “Academic Interventions and Academic Achievement in the Middle School Grades.” 2016. Thesis, Lindenwood University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.

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

MLA Handbook (7th Edition):

Kite, Toby G. “Academic Interventions and Academic Achievement in the Middle School Grades.” 2016. Web. 16 Oct 2019.

Vancouver:

Kite TG. Academic Interventions and Academic Achievement in the Middle School Grades. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.

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

Council of Science Editors:

Kite TG. Academic Interventions and Academic Achievement in the Middle School Grades. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027597

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


University of Canterbury

22. McMaster, Christopher Todd. Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school.

Degree: School of Educational Studies and Leadership, 2014, University of Canterbury

 This qualitative study is concerned with the development of inclusive values and practices in an Aotearoa New Zealand school. It focuses on the experiences of… (more)

Subjects/Keywords: inclusion; school change; special education; educational reform

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APA (6th Edition):

McMaster, C. T. (2014). Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10059

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):

McMaster, Christopher Todd. “Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school.” 2014. Thesis, University of Canterbury. Accessed October 16, 2019. http://hdl.handle.net/10092/10059.

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

MLA Handbook (7th Edition):

McMaster, Christopher Todd. “Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school.” 2014. Web. 16 Oct 2019.

Vancouver:

McMaster CT. Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10092/10059.

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

Council of Science Editors:

McMaster CT. Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/10059

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

23. Rana, Nikki Boyd. Effects of a Virtual Manipulative on Male African American Middle School Special Education Students' Knowledge in Social Studies.

Degree: 2015, Northcentral University

  Assistive technology is used in education to support and increase students’ learning. Many of these are math and science virtual manipulative applications, studies of… (more)

Subjects/Keywords: Middle school education; Special education; Educational technology

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APA (6th Edition):

Rana, N. B. (2015). Effects of a Virtual Manipulative on Male African American Middle School Special Education Students' Knowledge in Social Studies. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3731710

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):

Rana, Nikki Boyd. “Effects of a Virtual Manipulative on Male African American Middle School Special Education Students' Knowledge in Social Studies.” 2015. Thesis, Northcentral University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3731710.

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

MLA Handbook (7th Edition):

Rana, Nikki Boyd. “Effects of a Virtual Manipulative on Male African American Middle School Special Education Students' Knowledge in Social Studies.” 2015. Web. 16 Oct 2019.

Vancouver:

Rana NB. Effects of a Virtual Manipulative on Male African American Middle School Special Education Students' Knowledge in Social Studies. [Internet] [Thesis]. Northcentral University; 2015. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3731710.

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

Council of Science Editors:

Rana NB. Effects of a Virtual Manipulative on Male African American Middle School Special Education Students' Knowledge in Social Studies. [Thesis]. Northcentral University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3731710

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


California State University – Sacramento

24. Ramsay, Paula Mary Virginia. Using home visits to connect with families: a classroom action research project.

Degree: MA, Education (Special Education, 2010, California State University – Sacramento

 Federal guidelines mandate that schools find meaningful ways to communicate with families. One of the most effective means of communication is the home visit. This… (more)

Subjects/Keywords: Parent involvement; Home/school connections; Special education

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

APA (6th Edition):

Ramsay, P. M. V. (2010). Using home visits to connect with families: a classroom action research project. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/831

Chicago Manual of Style (16th Edition):

Ramsay, Paula Mary Virginia. “Using home visits to connect with families: a classroom action research project.” 2010. Masters Thesis, California State University – Sacramento. Accessed October 16, 2019. http://hdl.handle.net/10211.9/831.

MLA Handbook (7th Edition):

Ramsay, Paula Mary Virginia. “Using home visits to connect with families: a classroom action research project.” 2010. Web. 16 Oct 2019.

Vancouver:

Ramsay PMV. Using home visits to connect with families: a classroom action research project. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10211.9/831.

Council of Science Editors:

Ramsay PMV. Using home visits to connect with families: a classroom action research project. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/831

25. Peck, Michael. Use of Process Communication Model in Middle School Special Education Classes .

Degree: 2012, California State University – San Marcos

 Abstract Students benefit from positive interactions with one another and with their teachers through effective communication in the classroom. Within the characteristics of every student… (more)

Subjects/Keywords: Process Communication Model; middle school; Special Education

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

APA (6th Edition):

Peck, M. (2012). Use of Process Communication Model in Middle School Special Education Classes . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/169

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):

Peck, Michael. “Use of Process Communication Model in Middle School Special Education Classes .” 2012. Thesis, California State University – San Marcos. Accessed October 16, 2019. http://hdl.handle.net/10211.8/169.

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

MLA Handbook (7th Edition):

Peck, Michael. “Use of Process Communication Model in Middle School Special Education Classes .” 2012. Web. 16 Oct 2019.

Vancouver:

Peck M. Use of Process Communication Model in Middle School Special Education Classes . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10211.8/169.

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

Council of Science Editors:

Peck M. Use of Process Communication Model in Middle School Special Education Classes . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/169

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


Louisiana State University

26. Abel, Joseph Martin. Leaving special educators behind?: an analysis of the No Child Behind Act and its impact on special education teachers.

Degree: MSW, Social Work, 2009, Louisiana State University

 From its inception in 2001, the No Child Left Behind Act (NCLB) has been the subject of much debate among politicians, educators, researchers, and citizens.… (more)

Subjects/Keywords: teacher satisfaction; school social work; special education

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APA (6th Edition):

Abel, J. M. (2009). Leaving special educators behind?: an analysis of the No Child Behind Act and its impact on special education teachers. (Masters Thesis). Louisiana State University. Retrieved from etd-11102009-150148 ; https://digitalcommons.lsu.edu/gradschool_theses/1711

Chicago Manual of Style (16th Edition):

Abel, Joseph Martin. “Leaving special educators behind?: an analysis of the No Child Behind Act and its impact on special education teachers.” 2009. Masters Thesis, Louisiana State University. Accessed October 16, 2019. etd-11102009-150148 ; https://digitalcommons.lsu.edu/gradschool_theses/1711.

MLA Handbook (7th Edition):

Abel, Joseph Martin. “Leaving special educators behind?: an analysis of the No Child Behind Act and its impact on special education teachers.” 2009. Web. 16 Oct 2019.

Vancouver:

Abel JM. Leaving special educators behind?: an analysis of the No Child Behind Act and its impact on special education teachers. [Internet] [Masters thesis]. Louisiana State University; 2009. [cited 2019 Oct 16]. Available from: etd-11102009-150148 ; https://digitalcommons.lsu.edu/gradschool_theses/1711.

Council of Science Editors:

Abel JM. Leaving special educators behind?: an analysis of the No Child Behind Act and its impact on special education teachers. [Masters Thesis]. Louisiana State University; 2009. Available from: etd-11102009-150148 ; https://digitalcommons.lsu.edu/gradschool_theses/1711


University of California – Riverside

27. Llanes, Elizabeth. Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement.

Degree: Education, 2016, University of California – Riverside

 According to the Center for Disease Control (CDC; 2014), the prevalence rate of autism spectrum disorders (ASD) is now 1 in 68. Among children with… (more)

Subjects/Keywords: Special education; ADHD; Anxiety; Autism; School Placement

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APA (6th Edition):

Llanes, E. (2016). Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/3dc8p465

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):

Llanes, Elizabeth. “Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement.” 2016. Thesis, University of California – Riverside. Accessed October 16, 2019. http://www.escholarship.org/uc/item/3dc8p465.

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

MLA Handbook (7th Edition):

Llanes, Elizabeth. “Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement.” 2016. Web. 16 Oct 2019.

Vancouver:

Llanes E. Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement. [Internet] [Thesis]. University of California – Riverside; 2016. [cited 2019 Oct 16]. Available from: http://www.escholarship.org/uc/item/3dc8p465.

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

Council of Science Editors:

Llanes E. Comorbid Anxiety and ADHD in Children With ASD: Prevalence, Presentation, and School Placement. [Thesis]. University of California – Riverside; 2016. Available from: http://www.escholarship.org/uc/item/3dc8p465

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

28. Rutner, Lisa Ellen. How Florida Middle School Teachers Describe the Implementation of the Multi-Tiered Response to Intervention Model| A Qualitative Case Study.

Degree: 2018, Grand Canyon University

  This qualitative single case study explored how general education middle school teachers implement the three tiers of the Multi-Tiered Response to Intervention (MTSS/RTI) model… (more)

Subjects/Keywords: Middle school education; Special education; Teacher education

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

APA (6th Edition):

Rutner, L. E. (2018). How Florida Middle School Teachers Describe the Implementation of the Multi-Tiered Response to Intervention Model| A Qualitative Case Study. (Thesis). Grand Canyon University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10977762

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):

Rutner, Lisa Ellen. “How Florida Middle School Teachers Describe the Implementation of the Multi-Tiered Response to Intervention Model| A Qualitative Case Study.” 2018. Thesis, Grand Canyon University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977762.

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

MLA Handbook (7th Edition):

Rutner, Lisa Ellen. “How Florida Middle School Teachers Describe the Implementation of the Multi-Tiered Response to Intervention Model| A Qualitative Case Study.” 2018. Web. 16 Oct 2019.

Vancouver:

Rutner LE. How Florida Middle School Teachers Describe the Implementation of the Multi-Tiered Response to Intervention Model| A Qualitative Case Study. [Internet] [Thesis]. Grand Canyon University; 2018. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10977762.

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

Council of Science Editors:

Rutner LE. How Florida Middle School Teachers Describe the Implementation of the Multi-Tiered Response to Intervention Model| A Qualitative Case Study. [Thesis]. Grand Canyon University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10977762

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

29. Phelan, Michelle P. General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms.

Degree: 2018, Lindenwood University

  While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in… (more)

Subjects/Keywords: Middle school education; Special education; Science education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Phelan, M. P. (2018). General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10816481

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):

Phelan, Michelle P. “General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms.” 2018. Thesis, Lindenwood University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10816481.

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

MLA Handbook (7th Edition):

Phelan, Michelle P. “General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms.” 2018. Web. 16 Oct 2019.

Vancouver:

Phelan MP. General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms. [Internet] [Thesis]. Lindenwood University; 2018. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10816481.

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

Council of Science Editors:

Phelan MP. General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms. [Thesis]. Lindenwood University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10816481

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


Oklahoma State University

30. McKay, Maxine Charishia. Factors Influencing Belize District Primary School Teachers' Attitudes Toward Inclusive Education.

Degree: School of Hotel and Restaurant Administration, 2012, Oklahoma State University

 Inclusive education continues to be a reoccurring challenge as various factors affect to what extent teachers or educators are willing to educate children with disabilities… (more)

Subjects/Keywords: disabilites; primary school; special education; teachers' attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McKay, M. C. (2012). Factors Influencing Belize District Primary School Teachers' Attitudes Toward Inclusive Education. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7256

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):

McKay, Maxine Charishia. “Factors Influencing Belize District Primary School Teachers' Attitudes Toward Inclusive Education.” 2012. Thesis, Oklahoma State University. Accessed October 16, 2019. http://hdl.handle.net/11244/7256.

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

MLA Handbook (7th Edition):

McKay, Maxine Charishia. “Factors Influencing Belize District Primary School Teachers' Attitudes Toward Inclusive Education.” 2012. Web. 16 Oct 2019.

Vancouver:

McKay MC. Factors Influencing Belize District Primary School Teachers' Attitudes Toward Inclusive Education. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/11244/7256.

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

Council of Science Editors:

McKay MC. Factors Influencing Belize District Primary School Teachers' Attitudes Toward Inclusive Education. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/7256

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

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