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Dept: Educational Leadership

You searched for subject:(Special education teachers Canada). Showing records 1 – 30 of 1960 total matches.

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East Tennessee State University

1. LeMay, Heather N. Administrator and Teacher Attitudes Toward Inclusion.

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

  This study was designed to examine the attitudes of teachers and administrators toward inclusion in the classroom. Specifically this study analyzed grade level, years… (more)

Subjects/Keywords: Special Education; Attitudes; Teachers; Administrators; Inclusion; Special Education and Teaching

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APA (6th Edition):

LeMay, H. N. (2017). Administrator and Teacher Attitudes Toward Inclusion. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3278

Chicago Manual of Style (16th Edition):

LeMay, Heather N. “Administrator and Teacher Attitudes Toward Inclusion.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/3278.

MLA Handbook (7th Edition):

LeMay, Heather N. “Administrator and Teacher Attitudes Toward Inclusion.” 2017. Web. 20 Aug 2019.

Vancouver:

LeMay HN. Administrator and Teacher Attitudes Toward Inclusion. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/3278.

Council of Science Editors:

LeMay HN. Administrator and Teacher Attitudes Toward Inclusion. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3278


East Tennessee State University

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

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

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

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

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APA (6th Edition):

Case, M. (2017). A Qualitative Case Study of Coteaching Relationships. (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 20, 2019. https://dc.etsu.edu/etd/3327.

MLA Handbook (7th Edition):

Case, Matthew. “A Qualitative Case Study of Coteaching Relationships.” 2017. Web. 20 Aug 2019.

Vancouver:

Case M. A Qualitative Case Study of Coteaching Relationships. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Aug 20]. 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

3. Zane, Robin Lee. The Impact of High Stakes Accountability Systems and the New Performance Demands on Special Education Teachers' Attitudes, Beliefs and Practice.

Degree: Educational Leadership, 2012, University of California – Berkeley

 The No Child Left Behind Act of 2001 (NCLB) articulates the goal that all children can learn and are expected to achieve grade level academic… (more)

Subjects/Keywords: Education; Special education; Education policy; High Stakes Accountability Policy; NCLB; Special Education Teachers

special education teachers who volunteered the gifts of their time to support this study – I… …experiences of special education teachers in response to NCLB is far more complicated than focusing… …problem this study explores is the dilemma special education teachers find themselves in as a… …and to make public the test results. The dilemma for special education teachers is whether… …examining the responses of special education teachers in practice, will I understand the impact of… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Zane, R. L. (2012). The Impact of High Stakes Accountability Systems and the New Performance Demands on Special Education Teachers' Attitudes, Beliefs and Practice. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/1kq8v187

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):

Zane, Robin Lee. “The Impact of High Stakes Accountability Systems and the New Performance Demands on Special Education Teachers' Attitudes, Beliefs and Practice.” 2012. Thesis, University of California – Berkeley. Accessed August 20, 2019. http://www.escholarship.org/uc/item/1kq8v187.

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

MLA Handbook (7th Edition):

Zane, Robin Lee. “The Impact of High Stakes Accountability Systems and the New Performance Demands on Special Education Teachers' Attitudes, Beliefs and Practice.” 2012. Web. 20 Aug 2019.

Vancouver:

Zane RL. The Impact of High Stakes Accountability Systems and the New Performance Demands on Special Education Teachers' Attitudes, Beliefs and Practice. [Internet] [Thesis]. University of California – Berkeley; 2012. [cited 2019 Aug 20]. Available from: http://www.escholarship.org/uc/item/1kq8v187.

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

Council of Science Editors:

Zane RL. The Impact of High Stakes Accountability Systems and the New Performance Demands on Special Education Teachers' Attitudes, Beliefs and Practice. [Thesis]. University of California – Berkeley; 2012. Available from: http://www.escholarship.org/uc/item/1kq8v187

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


University of Georgia

4. Adams, Jane Roper. The perspectives of beginning special education teachers regarding their preparation and induction experiences.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The study examined the perspectives of three beginning special education teachers about their induction and preparation levels both prior o their first year of teaching,… (more)

Subjects/Keywords: special education

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APA (6th Edition):

Adams, J. R. (2004). The perspectives of beginning special education teachers regarding their preparation and induction experiences. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/adams_jane_r_200405_edd

Chicago Manual of Style (16th Edition):

Adams, Jane Roper. “The perspectives of beginning special education teachers regarding their preparation and induction experiences.” 2004. Doctoral Dissertation, University of Georgia. Accessed August 20, 2019. http://purl.galileo.usg.edu/uga_etd/adams_jane_r_200405_edd.

MLA Handbook (7th Edition):

Adams, Jane Roper. “The perspectives of beginning special education teachers regarding their preparation and induction experiences.” 2004. Web. 20 Aug 2019.

Vancouver:

Adams JR. The perspectives of beginning special education teachers regarding their preparation and induction experiences. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Aug 20]. Available from: http://purl.galileo.usg.edu/uga_etd/adams_jane_r_200405_edd.

Council of Science Editors:

Adams JR. The perspectives of beginning special education teachers regarding their preparation and induction experiences. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/adams_jane_r_200405_edd


University of Georgia

5. Ogden, Cheryl Elaine. The perspectives of young adults on the transition services they received while attending high school.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 This study examined the perspectives of five young adults with learning disabilities and their experiences receiving transition services while attending high school. Purposeful sampling was… (more)

Subjects/Keywords: Special education

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APA (6th Edition):

Ogden, C. E. (2004). The perspectives of young adults on the transition services they received while attending high school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ogden_cheryl_e_200405_edd

Chicago Manual of Style (16th Edition):

Ogden, Cheryl Elaine. “The perspectives of young adults on the transition services they received while attending high school.” 2004. Doctoral Dissertation, University of Georgia. Accessed August 20, 2019. http://purl.galileo.usg.edu/uga_etd/ogden_cheryl_e_200405_edd.

MLA Handbook (7th Edition):

Ogden, Cheryl Elaine. “The perspectives of young adults on the transition services they received while attending high school.” 2004. Web. 20 Aug 2019.

Vancouver:

Ogden CE. The perspectives of young adults on the transition services they received while attending high school. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Aug 20]. Available from: http://purl.galileo.usg.edu/uga_etd/ogden_cheryl_e_200405_edd.

Council of Science Editors:

Ogden CE. The perspectives of young adults on the transition services they received while attending high school. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/ogden_cheryl_e_200405_edd


East Tennessee State University

6. Myers, Mindy D, Mrs. Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  The purpose of this study was to explore regular education teachers’ perceptions of inclusion. The participants of this study were K-12 regular education teachers(more)

Subjects/Keywords: Special Education; Inclusion; Educational Leadership

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APA (6th Edition):

Myers, Mindy D, M. (2013). Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2266

Chicago Manual of Style (16th Edition):

Myers, Mindy D, Mrs. “Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/2266.

MLA Handbook (7th Edition):

Myers, Mindy D, Mrs. “Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion.” 2013. Web. 20 Aug 2019.

Vancouver:

Myers, Mindy D M. Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/2266.

Council of Science Editors:

Myers, Mindy D M. Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/2266


East Tennessee State University

7. Olinger, Becky Lorraine. Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  The purpose of this qualitative study was to examine regular education and special education teacher perceptions of inclusion services in an elementary school setting.… (more)

Subjects/Keywords: Special Education; Inclusion; Educational Leadership

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APA (6th Edition):

Olinger, B. L. (2013). Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1179

Chicago Manual of Style (16th Edition):

Olinger, Becky Lorraine. “Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/1179.

MLA Handbook (7th Edition):

Olinger, Becky Lorraine. “Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom.” 2013. Web. 20 Aug 2019.

Vancouver:

Olinger BL. Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/1179.

Council of Science Editors:

Olinger BL. Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1179

8. Aldosari, Fulwah. Factors Associated with the Academic Success of Fourth and Fifth Grade Autistic and Down Syndrome Students’ Successful Transition in Saudi Arabian Public Schools: Implications for Education Leaders.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, Clark University Atlanta

  Even though the official kick-off of special education was witnessed in 1960 in the Kingdom of Saudi Arabia, its history dates back to 1958… (more)

Subjects/Keywords: Special Education; Educational Leadership

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APA (6th Edition):

Aldosari, F. (2019). Factors Associated with the Academic Success of Fourth and Fifth Grade Autistic and Down Syndrome Students’ Successful Transition in Saudi Arabian Public Schools: Implications for Education Leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/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):

Aldosari, Fulwah. “Factors Associated with the Academic Success of Fourth and Fifth Grade Autistic and Down Syndrome Students’ Successful Transition in Saudi Arabian Public Schools: Implications for Education Leaders.” 2019. Thesis, Clark University Atlanta. Accessed August 20, 2019. http://digitalcommons.auctr.edu/cauetds/169.

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

MLA Handbook (7th Edition):

Aldosari, Fulwah. “Factors Associated with the Academic Success of Fourth and Fifth Grade Autistic and Down Syndrome Students’ Successful Transition in Saudi Arabian Public Schools: Implications for Education Leaders.” 2019. Web. 20 Aug 2019.

Vancouver:

Aldosari F. Factors Associated with the Academic Success of Fourth and Fifth Grade Autistic and Down Syndrome Students’ Successful Transition in Saudi Arabian Public Schools: Implications for Education Leaders. [Internet] [Thesis]. Clark University Atlanta; 2019. [cited 2019 Aug 20]. Available from: http://digitalcommons.auctr.edu/cauetds/169.

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

Council of Science Editors:

Aldosari F. Factors Associated with the Academic Success of Fourth and Fifth Grade Autistic and Down Syndrome Students’ Successful Transition in Saudi Arabian Public Schools: Implications for Education Leaders. [Thesis]. Clark University Atlanta; 2019. Available from: http://digitalcommons.auctr.edu/cauetds/169

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

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

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

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

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Benjamin, Vaneisa P. “A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process.” 2013. Thesis, Clark University Atlanta. Accessed August 20, 2019. http://digitalcommons.auctr.edu/dissertations/721.

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

MLA Handbook (7th Edition):

Benjamin, Vaneisa P. “A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process.” 2013. Web. 20 Aug 2019.

Vancouver:

Benjamin VP. A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process. [Internet] [Thesis]. Clark University Atlanta; 2013. [cited 2019 Aug 20]. Available from: http://digitalcommons.auctr.edu/dissertations/721.

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

Council of Science Editors:

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

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


East Tennessee State University

10. Schlauch, Diane L. A Cross-Sectional Study of Preservice and Beginning Teachers' Attitudes and Feelings of Preparedness to work with Students with Disabilities.

Degree: EdD (Doctor of Education), Educational Leadership, 2003, East Tennessee State University

  Students with disabilities need properly trained educators. The capacity of teachers to affect student learning is contingent upon the preparation they receive. Attitudes and… (more)

Subjects/Keywords: Preservice Teachers; Teacher Preparation; Special Education; Beginning Teachers; Inclusion; Students with Disabilities; Teacher Attitudes; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Schlauch, D. L. (2003). A Cross-Sectional Study of Preservice and Beginning Teachers' Attitudes and Feelings of Preparedness to work with Students with Disabilities. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/753

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):

Schlauch, Diane L. “A Cross-Sectional Study of Preservice and Beginning Teachers' Attitudes and Feelings of Preparedness to work with Students with Disabilities.” 2003. Thesis, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/753.

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

MLA Handbook (7th Edition):

Schlauch, Diane L. “A Cross-Sectional Study of Preservice and Beginning Teachers' Attitudes and Feelings of Preparedness to work with Students with Disabilities.” 2003. Web. 20 Aug 2019.

Vancouver:

Schlauch DL. A Cross-Sectional Study of Preservice and Beginning Teachers' Attitudes and Feelings of Preparedness to work with Students with Disabilities. [Internet] [Thesis]. East Tennessee State University; 2003. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/753.

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

Council of Science Editors:

Schlauch DL. A Cross-Sectional Study of Preservice and Beginning Teachers' Attitudes and Feelings of Preparedness to work with Students with Disabilities. [Thesis]. East Tennessee State University; 2003. Available from: https://dc.etsu.edu/etd/753

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

11. Mortrud, Shannon. Academic Interventions in Secondary Schools: Examining Teachers' Perceptions of Implementing a Multi-Tiered System of Support.

Degree: PhD, Educational Leadership, 2017, University of North Dakota

  According to the National Center for Education Statistics (2015) only 34% of eighth grade students in the U.S. scored at or above proficient in… (more)

Subjects/Keywords: Middle school teachers - attitudes; high school teachers - attitudes; mathematics - remedial teaching - public opinion; reading - remedial teaching - public opinion; mathematics - study and teaching; reading; multi-tiered system of support; MTSS; academic intervention; general education; special education; Educational Leadership

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

APA (6th Edition):

Mortrud, S. (2017). Academic Interventions in Secondary Schools: Examining Teachers' Perceptions of Implementing a Multi-Tiered System of Support. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/975

Chicago Manual of Style (16th Edition):

Mortrud, Shannon. “Academic Interventions in Secondary Schools: Examining Teachers' Perceptions of Implementing a Multi-Tiered System of Support.” 2017. Doctoral Dissertation, University of North Dakota. Accessed August 20, 2019. https://commons.und.edu/theses/975.

MLA Handbook (7th Edition):

Mortrud, Shannon. “Academic Interventions in Secondary Schools: Examining Teachers' Perceptions of Implementing a Multi-Tiered System of Support.” 2017. Web. 20 Aug 2019.

Vancouver:

Mortrud S. Academic Interventions in Secondary Schools: Examining Teachers' Perceptions of Implementing a Multi-Tiered System of Support. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Aug 20]. Available from: https://commons.und.edu/theses/975.

Council of Science Editors:

Mortrud S. Academic Interventions in Secondary Schools: Examining Teachers' Perceptions of Implementing a Multi-Tiered System of Support. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/975

12. Olsen, Julie. The Influence Of Instructional Coaches On Special Educators’ Skills And Effectiveness.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  Instructional coaching has been a practice in public schools since the early 1990’s and began in the area of reading coaching. While coaching has… (more)

Subjects/Keywords: Educational Leadership; Educational Methods; Special Education Administration; Special Education and Teaching

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

APA (6th Edition):

Olsen, J. (2017). The Influence Of Instructional Coaches On Special Educators’ Skills And Effectiveness. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/130

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):

Olsen, Julie. “The Influence Of Instructional Coaches On Special Educators’ Skills And Effectiveness.” 2017. Thesis, University of New England. Accessed August 20, 2019. https://dune.une.edu/theses/130.

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

MLA Handbook (7th Edition):

Olsen, Julie. “The Influence Of Instructional Coaches On Special Educators’ Skills And Effectiveness.” 2017. Web. 20 Aug 2019.

Vancouver:

Olsen J. The Influence Of Instructional Coaches On Special Educators’ Skills And Effectiveness. [Internet] [Thesis]. University of New England; 2017. [cited 2019 Aug 20]. Available from: https://dune.une.edu/theses/130.

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

Council of Science Editors:

Olsen J. The Influence Of Instructional Coaches On Special Educators’ Skills And Effectiveness. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/130

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

13. Jefferson, Steven-Kyle. Factors That Affect the Learning Needs and Outcomes of Students with Special Needs in an Inclusive Setting at One Elementary School in the Eastern Region of the United States.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  The purpose of this qualitative case study was to investigate the factors that affect the learning needs and outcomes of students with special needs… (more)

Subjects/Keywords: Special Education; Inclusion; Educational Leadership; Special Education and Teaching

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

APA (6th Edition):

Jefferson, S. (2016). Factors That Affect the Learning Needs and Outcomes of Students with Special Needs in an Inclusive Setting at One Elementary School in the Eastern Region of the United States. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/31

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):

Jefferson, Steven-Kyle. “Factors That Affect the Learning Needs and Outcomes of Students with Special Needs in an Inclusive Setting at One Elementary School in the Eastern Region of the United States.” 2016. Thesis, Clark University Atlanta. Accessed August 20, 2019. http://digitalcommons.auctr.edu/cauetds/31.

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

MLA Handbook (7th Edition):

Jefferson, Steven-Kyle. “Factors That Affect the Learning Needs and Outcomes of Students with Special Needs in an Inclusive Setting at One Elementary School in the Eastern Region of the United States.” 2016. Web. 20 Aug 2019.

Vancouver:

Jefferson S. Factors That Affect the Learning Needs and Outcomes of Students with Special Needs in an Inclusive Setting at One Elementary School in the Eastern Region of the United States. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Aug 20]. Available from: http://digitalcommons.auctr.edu/cauetds/31.

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

Council of Science Editors:

Jefferson S. Factors That Affect the Learning Needs and Outcomes of Students with Special Needs in an Inclusive Setting at One Elementary School in the Eastern Region of the United States. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/31

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


East Tennessee State University

14. Hurt, James Matthew. A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities.

Degree: EdD (Doctor of Education), Educational Leadership, 2012, East Tennessee State University

  Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws… (more)

Subjects/Keywords: inclusion; special education placement; special education; student achievement; Disability and Equity in Education; Education

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APA (6th Edition):

Hurt, J. M. (2012). A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1487

Chicago Manual of Style (16th Edition):

Hurt, James Matthew. “A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities.” 2012. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/1487.

MLA Handbook (7th Edition):

Hurt, James Matthew. “A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities.” 2012. Web. 20 Aug 2019.

Vancouver:

Hurt JM. A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2012. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/1487.

Council of Science Editors:

Hurt JM. A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities. [Doctoral Dissertation]. East Tennessee State University; 2012. Available from: https://dc.etsu.edu/etd/1487


Miami University

15. Angle, Jaclyn. Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion.

Degree: EdD, Educational Leadership, 2018, Miami University

 Purpose. The purpose of this exploratory qualitative single-case study was to investigate the relationship between general education teacher attributes and their perceptions of inclusion at… (more)

Subjects/Keywords: Special Education; Education; Teaching; Special Education, Inclusion, Teacher Attributes, Teacher Perception, Secondary Education

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APA (6th Edition):

Angle, J. (2018). Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142

Chicago Manual of Style (16th Edition):

Angle, Jaclyn. “Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion.” 2018. Doctoral Dissertation, Miami University. Accessed August 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142.

MLA Handbook (7th Edition):

Angle, Jaclyn. “Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion.” 2018. Web. 20 Aug 2019.

Vancouver:

Angle J. Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion. [Internet] [Doctoral dissertation]. Miami University; 2018. [cited 2019 Aug 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142.

Council of Science Editors:

Angle J. Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion. [Doctoral Dissertation]. Miami University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142


East Tennessee State University

16. Widener, Robert Edward, Jr. Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  Legislation enacted by federal and state governments has created a transition in the service delivery model of instruction provided to many students identified as… (more)

Subjects/Keywords: Special Education; Observation; Inclusion; Evaluation; Education; Educational Administration and Supervision; Special Education and Teaching

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APA (6th Edition):

Widener, Robert Edward, J. (2011). Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1287

Chicago Manual of Style (16th Edition):

Widener, Robert Edward, Jr. “Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/1287.

MLA Handbook (7th Edition):

Widener, Robert Edward, Jr. “Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective.” 2011. Web. 20 Aug 2019.

Vancouver:

Widener, Robert Edward J. Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/1287.

Council of Science Editors:

Widener, Robert Edward J. Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1287


East Tennessee State University

17. Goodin, Lori Bellar. Perspectives of Special Education Teachers on Implementation of Inclusion in Four High Schools in East Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The terminology found in state educational policies coupled with congressional intent provides a supportive framework for integration of inclusion into public education (Duhaney, 1999;… (more)

Subjects/Keywords: Inclusion; Special Education; Education; Educational Administration and Supervision; Special Education and Teaching

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APA (6th Edition):

Goodin, L. B. (2011). Perspectives of Special Education Teachers on Implementation of Inclusion in Four High Schools in East Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1371

Chicago Manual of Style (16th Edition):

Goodin, Lori Bellar. “Perspectives of Special Education Teachers on Implementation of Inclusion in Four High Schools in East Tennessee.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/1371.

MLA Handbook (7th Edition):

Goodin, Lori Bellar. “Perspectives of Special Education Teachers on Implementation of Inclusion in Four High Schools in East Tennessee.” 2011. Web. 20 Aug 2019.

Vancouver:

Goodin LB. Perspectives of Special Education Teachers on Implementation of Inclusion in Four High Schools in East Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/1371.

Council of Science Editors:

Goodin LB. Perspectives of Special Education Teachers on Implementation of Inclusion in Four High Schools in East Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1371


East Tennessee State University

18. Scalf, Gerilyn T. Learning-Disabled Students: A Comparison of Achievement Scores of Students Receiving Services in Pull-Out Classrooms and Inclusion Classrooms.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  The purpose of this study was to compare the achievement scores in reading/language arts and math of fourth and fifth grade special education learning-disabled… (more)

Subjects/Keywords: inclusion; learning-disabled; pull-out; special education; TCAP; Education; Special Education and Teaching

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APA (6th Edition):

Scalf, G. T. (2014). Learning-Disabled Students: A Comparison of Achievement Scores of Students Receiving Services in Pull-Out Classrooms and Inclusion Classrooms. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2434

Chicago Manual of Style (16th Edition):

Scalf, Gerilyn T. “Learning-Disabled Students: A Comparison of Achievement Scores of Students Receiving Services in Pull-Out Classrooms and Inclusion Classrooms.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/2434.

MLA Handbook (7th Edition):

Scalf, Gerilyn T. “Learning-Disabled Students: A Comparison of Achievement Scores of Students Receiving Services in Pull-Out Classrooms and Inclusion Classrooms.” 2014. Web. 20 Aug 2019.

Vancouver:

Scalf GT. Learning-Disabled Students: A Comparison of Achievement Scores of Students Receiving Services in Pull-Out Classrooms and Inclusion Classrooms. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/2434.

Council of Science Editors:

Scalf GT. Learning-Disabled Students: A Comparison of Achievement Scores of Students Receiving Services in Pull-Out Classrooms and Inclusion Classrooms. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2434


East Tennessee State University

19. Winstead, Robert A. The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  Over the past few decades thousands of special education teachers have been teaching students with disabilities on emergency or temporary certificates (Barnes, Crow, &… (more)

Subjects/Keywords: special education; paraprofessional; alternative licensure; Educational Leadership; Higher Education; Special Education and Teaching

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APA (6th Edition):

Winstead, R. A. (2013). The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2297

Chicago Manual of Style (16th Edition):

Winstead, Robert A. “The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/2297.

MLA Handbook (7th Edition):

Winstead, Robert A. “The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership.” 2013. Web. 20 Aug 2019.

Vancouver:

Winstead RA. The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/2297.

Council of Science Editors:

Winstead RA. The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/2297


University of Florida

20. Kamm, Brandy. Examination of theoretical program models for the delivery of middle school gifted education.

Degree: PhD, Educational Leadership, 2005, University of Florida

Subjects/Keywords: Academically gifted students; Classrooms; Educational research; Gifted education; Learning; Middle schools; Schools; Special education; Students; Teachers

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APA (6th Edition):

Kamm, B. (2005). Examination of theoretical program models for the delivery of middle school gifted education. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00011836

Chicago Manual of Style (16th Edition):

Kamm, Brandy. “Examination of theoretical program models for the delivery of middle school gifted education.” 2005. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/AA00011836.

MLA Handbook (7th Edition):

Kamm, Brandy. “Examination of theoretical program models for the delivery of middle school gifted education.” 2005. Web. 20 Aug 2019.

Vancouver:

Kamm B. Examination of theoretical program models for the delivery of middle school gifted education. [Internet] [Doctoral dissertation]. University of Florida; 2005. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/AA00011836.

Council of Science Editors:

Kamm B. Examination of theoretical program models for the delivery of middle school gifted education. [Doctoral Dissertation]. University of Florida; 2005. Available from: http://ufdc.ufl.edu/AA00011836


University of Florida

21. Herndon, Suzanne K., 1963-. The effect of legislation and litigation on the student services role of the public elementary school administrator.

Degree: Ed. D, Educational Leadership, 1996, University of Florida

Subjects/Keywords: Assistant principals; Education legislation; Educational administration; Educational services; Public schools; School principals; Schools; Special education; Students; Teachers

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APA (6th Edition):

Herndon, Suzanne K., 1. (1996). The effect of legislation and litigation on the student services role of the public elementary school administrator. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00047695

Chicago Manual of Style (16th Edition):

Herndon, Suzanne K., 1963-. “The effect of legislation and litigation on the student services role of the public elementary school administrator.” 1996. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/AA00047695.

MLA Handbook (7th Edition):

Herndon, Suzanne K., 1963-. “The effect of legislation and litigation on the student services role of the public elementary school administrator.” 1996. Web. 20 Aug 2019.

Vancouver:

Herndon, Suzanne K. 1. The effect of legislation and litigation on the student services role of the public elementary school administrator. [Internet] [Doctoral dissertation]. University of Florida; 1996. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/AA00047695.

Council of Science Editors:

Herndon, Suzanne K. 1. The effect of legislation and litigation on the student services role of the public elementary school administrator. [Doctoral Dissertation]. University of Florida; 1996. Available from: http://ufdc.ufl.edu/AA00047695


Penn State University

22. Hermann, David Laurence. SPECIAL EDUCATION SUPERVISION:.

Degree: PhD, Educational Leadership, 2011, Penn State University

 In this study of Pennsylvania charter schools; the focus was on the qualifications, duties, and role perceptions of the special education supervisors. Using role theory… (more)

Subjects/Keywords: ROLES; PERCEPTIONS; SUPERVISION; SPECIAL EDUCATION; CHARTER SCHOOLS

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APA (6th Edition):

Hermann, D. L. (2011). SPECIAL EDUCATION SUPERVISION:. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12489

Chicago Manual of Style (16th Edition):

Hermann, David Laurence. “SPECIAL EDUCATION SUPERVISION:.” 2011. Doctoral Dissertation, Penn State University. Accessed August 20, 2019. https://etda.libraries.psu.edu/catalog/12489.

MLA Handbook (7th Edition):

Hermann, David Laurence. “SPECIAL EDUCATION SUPERVISION:.” 2011. Web. 20 Aug 2019.

Vancouver:

Hermann DL. SPECIAL EDUCATION SUPERVISION:. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Aug 20]. Available from: https://etda.libraries.psu.edu/catalog/12489.

Council of Science Editors:

Hermann DL. SPECIAL EDUCATION SUPERVISION:. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12489


Portland State University

23. Pebly, Melissa. Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime.

Degree: Doctor of Education (EdD) in Educational Leadership: Special and Counselor Education, Educational Leadership, 2019, Portland State University

  Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in… (more)

Subjects/Keywords: Educational Leadership; Special Education and Teaching

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APA (6th Edition):

Pebly, M. (2019). Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/5005

Chicago Manual of Style (16th Edition):

Pebly, Melissa. “Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime.” 2019. Doctoral Dissertation, Portland State University. Accessed August 20, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.

MLA Handbook (7th Edition):

Pebly, Melissa. “Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime.” 2019. Web. 20 Aug 2019.

Vancouver:

Pebly M. Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime. [Internet] [Doctoral dissertation]. Portland State University; 2019. [cited 2019 Aug 20]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/5005.

Council of Science Editors:

Pebly M. Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime. [Doctoral Dissertation]. Portland State University; 2019. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/5005

24. Gruhn, Janine E. An Alternative Program To Help Special Education Students Transition Back Into High School: A Program Evaluation.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  This program evaluation examines the effectiveness of transitioning students from an alternative program (O’PLUS) back to a general high school setting. Research on effective… (more)

Subjects/Keywords: Alternative Program; Special Education; Transition; High School; Program Evaluation; Special Education and Teaching

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APA (6th Edition):

Gruhn, J. E. (2016). An Alternative Program To Help Special Education Students Transition Back Into High School: A Program Evaluation. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/201

Chicago Manual of Style (16th Edition):

Gruhn, Janine E. “An Alternative Program To Help Special Education Students Transition Back Into High School: A Program Evaluation.” 2016. Doctoral Dissertation, National-Louis University. Accessed August 20, 2019. http://digitalcommons.nl.edu/diss/201.

MLA Handbook (7th Edition):

Gruhn, Janine E. “An Alternative Program To Help Special Education Students Transition Back Into High School: A Program Evaluation.” 2016. Web. 20 Aug 2019.

Vancouver:

Gruhn JE. An Alternative Program To Help Special Education Students Transition Back Into High School: A Program Evaluation. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Aug 20]. Available from: http://digitalcommons.nl.edu/diss/201.

Council of Science Editors:

Gruhn JE. An Alternative Program To Help Special Education Students Transition Back Into High School: A Program Evaluation. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/201


East Tennessee State University

25. Frizzell, Allecia. The Inclusive Classroom: Perceptions of General and Special Educators’ Preparedness to Meet the Needs of Students with Disabilities.

Degree: EdD (Doctor of Education), Educational Leadership, 2018, East Tennessee State University

  This study was designed to determine whether kindergarten through eighth grade general education teachers and special education teachers were prepared to meet the needs… (more)

Subjects/Keywords: Special Education; Inclusion; Preparedness; Attitudes; Efficacy; Support; Accessibility; Special Education and Teaching

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APA (6th Edition):

Frizzell, A. (2018). The Inclusive Classroom: Perceptions of General and Special Educators’ Preparedness to Meet the Needs of Students with Disabilities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3370

Chicago Manual of Style (16th Edition):

Frizzell, Allecia. “The Inclusive Classroom: Perceptions of General and Special Educators’ Preparedness to Meet the Needs of Students with Disabilities.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/3370.

MLA Handbook (7th Edition):

Frizzell, Allecia. “The Inclusive Classroom: Perceptions of General and Special Educators’ Preparedness to Meet the Needs of Students with Disabilities.” 2018. Web. 20 Aug 2019.

Vancouver:

Frizzell A. The Inclusive Classroom: Perceptions of General and Special Educators’ Preparedness to Meet the Needs of Students with Disabilities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/3370.

Council of Science Editors:

Frizzell A. The Inclusive Classroom: Perceptions of General and Special Educators’ Preparedness to Meet the Needs of Students with Disabilities. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3370


Miami University

26. eddie, april. Don't Blame the Help: Calling Out Special Education Malpractice in a Predominantly Black Urban School District.

Degree: PhD, Educational Leadership, 2018, Miami University

 This study explores how institutional practices within a school district limit general education teachers’ ability to comply with special education policies. While numerous special education(more)

Subjects/Keywords: Special Education; Educational Leadership; Educational Psychology; Education Policy; Teacher Education; Teaching; special education, inclusion, urban schools, gentrification, education policy

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APA (6th Edition):

eddie, a. (2018). Don't Blame the Help: Calling Out Special Education Malpractice in a Predominantly Black Urban School District. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1542629615980727

Chicago Manual of Style (16th Edition):

eddie, april. “Don't Blame the Help: Calling Out Special Education Malpractice in a Predominantly Black Urban School District.” 2018. Doctoral Dissertation, Miami University. Accessed August 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1542629615980727.

MLA Handbook (7th Edition):

eddie, april. “Don't Blame the Help: Calling Out Special Education Malpractice in a Predominantly Black Urban School District.” 2018. Web. 20 Aug 2019.

Vancouver:

eddie a. Don't Blame the Help: Calling Out Special Education Malpractice in a Predominantly Black Urban School District. [Internet] [Doctoral dissertation]. Miami University; 2018. [cited 2019 Aug 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1542629615980727.

Council of Science Editors:

eddie a. Don't Blame the Help: Calling Out Special Education Malpractice in a Predominantly Black Urban School District. [Doctoral Dissertation]. Miami University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1542629615980727


East Tennessee State University

27. Tilson, Linda Karen. A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  This study examined general education teachers who have taught students with disabilities and their perceived knowledge of special education law, processes, and procedures. Results… (more)

Subjects/Keywords: special education; law; processes; procedures; Disability and Equity in Education; Education

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APA (6th Edition):

Tilson, L. K. (2011). A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1344

Chicago Manual of Style (16th Edition):

Tilson, Linda Karen. “A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/1344.

MLA Handbook (7th Edition):

Tilson, Linda Karen. “A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures.” 2011. Web. 20 Aug 2019.

Vancouver:

Tilson LK. A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/1344.

Council of Science Editors:

Tilson LK. A Quantitative Analysis of General Education Teachers Perceptions of Their Knowledge of Special Education Law Processes and Procedures. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1344

28. Morley, Kim M. Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, National-Louis University

  In February 2013, the Illinois State Board of Education (ISBE) informed school districts that they were considering changing the rules related to special education(more)

Subjects/Keywords: special education; staffing assignments; educational leadership; Disability and Equity in Education; Education; Educational Administration and Supervision; Educational Leadership; Special Education Administration

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APA (6th Edition):

Morley, K. M. (2014). Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/82

Chicago Manual of Style (16th Edition):

Morley, Kim M. “Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document.” 2014. Doctoral Dissertation, National-Louis University. Accessed August 20, 2019. http://digitalcommons.nl.edu/diss/82.

MLA Handbook (7th Edition):

Morley, Kim M. “Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document.” 2014. Web. 20 Aug 2019.

Vancouver:

Morley KM. Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2019 Aug 20]. Available from: http://digitalcommons.nl.edu/diss/82.

Council of Science Editors:

Morley KM. Implementing a Flexible Approach to Teacher Assignments and Placement of Students with Special Needs: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/82


Miami University

29. Kelly, Molly Dames. A Case Study of an Inclusive Elementary and Special Education Teacher Preparation Program.

Degree: PhD, Educational Leadership, 2018, Miami University

Special Education has been dominated by discourses of deficit, practices of exclusion and segregation and a behaviorist approach to education. Disability Studies provides a theoretical… (more)

Subjects/Keywords: Education; Elementary Education; Special Education; Education Philosophy; Higher Education; Disability Studies, teacher preparation, inclusion, ableism

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APA (6th Edition):

Kelly, M. D. (2018). A Case Study of an Inclusive Elementary and Special Education Teacher Preparation Program. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1543353817073722

Chicago Manual of Style (16th Edition):

Kelly, Molly Dames. “A Case Study of an Inclusive Elementary and Special Education Teacher Preparation Program.” 2018. Doctoral Dissertation, Miami University. Accessed August 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1543353817073722.

MLA Handbook (7th Edition):

Kelly, Molly Dames. “A Case Study of an Inclusive Elementary and Special Education Teacher Preparation Program.” 2018. Web. 20 Aug 2019.

Vancouver:

Kelly MD. A Case Study of an Inclusive Elementary and Special Education Teacher Preparation Program. [Internet] [Doctoral dissertation]. Miami University; 2018. [cited 2019 Aug 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1543353817073722.

Council of Science Editors:

Kelly MD. A Case Study of an Inclusive Elementary and Special Education Teacher Preparation Program. [Doctoral Dissertation]. Miami University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1543353817073722


East Tennessee State University

30. Valentine, Tammy Conchita. Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade.

Degree: EdD (Doctor of Education), Educational Leadership, 2010, East Tennessee State University

  The passage of the Individuals with Disabilities Education Improvement Act (2004) increased educators' awareness of Response to Intervention (RTI) as a means of providing… (more)

Subjects/Keywords: at-risk students; Special Education; Response to Intervention; Education; Educational Sociology; Social and Behavioral Sciences; Sociology; Special Education and Teaching

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APA (6th Edition):

Valentine, T. C. (2010). Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1763

Chicago Manual of Style (16th Edition):

Valentine, Tammy Conchita. “Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed August 20, 2019. https://dc.etsu.edu/etd/1763.

MLA Handbook (7th Edition):

Valentine, Tammy Conchita. “Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade.” 2010. Web. 20 Aug 2019.

Vancouver:

Valentine TC. Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2019 Aug 20]. Available from: https://dc.etsu.edu/etd/1763.

Council of Science Editors:

Valentine TC. Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade. [Doctoral Dissertation]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1763

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