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You searched for subject:(Teachers of children with disabilities Training of). Showing records 1 – 30 of 281786 total matches.

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University of North Carolina – Greensboro

1. Holden, Kara Battin. Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes.

Degree: 2016, University of North Carolina – Greensboro

 Researchers are increasingly calling upon educators to broaden the focus on teaching non-cognitive skills, especially self-regulation, so that all students— with or without disabilities—experience success… (more)

Subjects/Keywords: Teachers of children with disabilities – Training of; Educational technology; Students with disabilities; Motivation in education; Active learning; Self-culture

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

APA (6th Edition):

Holden, K. B. (2016). Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20957

Chicago Manual of Style (16th Edition):

Holden, Kara Battin. “Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed January 20, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20957.

MLA Handbook (7th Edition):

Holden, Kara Battin. “Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes.” 2016. Web. 20 Jan 2020.

Vancouver:

Holden KB. Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2020 Jan 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20957.

Council of Science Editors:

Holden KB. Effects of self-regulated learning training + ecoaching on pre-service general education teacher’s instruction and student outcomes. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20957

2. Almalki, Nabil S. Professional development needs of early intervention providers of preschoolers with moderate and severe disabilities in Saudi Arabia.

Degree: Thesis (D. Ed.), 2013, Ball State University

 Research literature indicates that ongoing professional development makes a difference in enhancing the knowledge, abilities, and necessary skills for early intervention providers of preschoolers with… (more)

Subjects/Keywords: Preschool teachers  – Training of  – Saudi Arabia; Teachers of children with mental disabilities  – Training of  – Saudi Arabia; Children with mental disabilities  – Education (Preschool)  – Saudi Arabia

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APA (6th Edition):

Almalki, N. S. (2013). Professional development needs of early intervention providers of preschoolers with moderate and severe disabilities in Saudi Arabia. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197775

Chicago Manual of Style (16th Edition):

Almalki, Nabil S. “Professional development needs of early intervention providers of preschoolers with moderate and severe disabilities in Saudi Arabia.” 2013. Doctoral Dissertation, Ball State University. Accessed January 20, 2020. http://cardinalscholar.bsu.edu/handle/123456789/197775.

MLA Handbook (7th Edition):

Almalki, Nabil S. “Professional development needs of early intervention providers of preschoolers with moderate and severe disabilities in Saudi Arabia.” 2013. Web. 20 Jan 2020.

Vancouver:

Almalki NS. Professional development needs of early intervention providers of preschoolers with moderate and severe disabilities in Saudi Arabia. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2020 Jan 20]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197775.

Council of Science Editors:

Almalki NS. Professional development needs of early intervention providers of preschoolers with moderate and severe disabilities in Saudi Arabia. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197775


University of Wisconsin – La Cross

3. O'Reilly, Mary. Perceptions of parents of students with Down syndrome regarding physical education programs.

Degree: 2017, University of Wisconsin – La Cross

 Research indicates many barriers to health enhancing physical activity for students with Down syndrome (DS). In addition, low levels of fitness and motor skills are… (more)

Subjects/Keywords: Inclusive education; Physical education teachers  – Training of; Physical education for children with disabilities  – Evaluation

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

APA (6th Edition):

O'Reilly, M. (2017). Perceptions of parents of students with Down syndrome regarding physical education programs. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/76922

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):

O'Reilly, Mary. “Perceptions of parents of students with Down syndrome regarding physical education programs.” 2017. Thesis, University of Wisconsin – La Cross. Accessed January 20, 2020. http://digital.library.wisc.edu/1793/76922.

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

MLA Handbook (7th Edition):

O'Reilly, Mary. “Perceptions of parents of students with Down syndrome regarding physical education programs.” 2017. Web. 20 Jan 2020.

Vancouver:

O'Reilly M. Perceptions of parents of students with Down syndrome regarding physical education programs. [Internet] [Thesis]. University of Wisconsin – La Cross; 2017. [cited 2020 Jan 20]. Available from: http://digital.library.wisc.edu/1793/76922.

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

Council of Science Editors:

O'Reilly M. Perceptions of parents of students with Down syndrome regarding physical education programs. [Thesis]. University of Wisconsin – La Cross; 2017. Available from: http://digital.library.wisc.edu/1793/76922

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


East Carolina University

4. Strickland, Anna. Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities.

Degree: 2011, East Carolina University

 Students with significant cognitive disabilities need to have access to the general curriculum. The Individuals with Disabilities Education Act of 1997 and the Individuals with… (more)

Subjects/Keywords: Special education – Research; Children with disabilities – Education – Research; Curriculum planning; Teachers – Training of

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

APA (6th Edition):

Strickland, A. (2011). Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14817

Chicago Manual of Style (16th Edition):

Strickland, Anna. “Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities.” 2011. Masters Thesis, East Carolina University. Accessed January 20, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14817.

MLA Handbook (7th Edition):

Strickland, Anna. “Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities.” 2011. Web. 20 Jan 2020.

Vancouver:

Strickland A. Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities. [Internet] [Masters thesis]. East Carolina University; 2011. [cited 2020 Jan 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14817.

Council of Science Editors:

Strickland A. Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities. [Masters Thesis]. East Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14817


University of Wisconsin – La Cross

5. Smith, Rachel L. Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study.

Degree: 2013, University of Wisconsin – La Cross

 During teacher preparation, preservice teacher candidates undergo a variety of professional development opportunities that allow them to gain knowledge and experience that will be useful… (more)

Subjects/Keywords: Physical education for children with disabilities; Physical education teachers – Training of; Inclusive education

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

APA (6th Edition):

Smith, R. L. (2013). Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/71746

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):

Smith, Rachel L. “Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study.” 2013. Thesis, University of Wisconsin – La Cross. Accessed January 20, 2020. http://digital.library.wisc.edu/1793/71746.

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

MLA Handbook (7th Edition):

Smith, Rachel L. “Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study.” 2013. Web. 20 Jan 2020.

Vancouver:

Smith RL. Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study. [Internet] [Thesis]. University of Wisconsin – La Cross; 2013. [cited 2020 Jan 20]. Available from: http://digital.library.wisc.edu/1793/71746.

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

Council of Science Editors:

Smith RL. Effects of adapted physical education teacher preparation experiences on inclusion self-efficacy: a quanitative and qualitative study. [Thesis]. University of Wisconsin – La Cross; 2013. Available from: http://digital.library.wisc.edu/1793/71746

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


Michigan State University

6. Gogoleski, Shirley Beverly. An exploratory study of the perceptions of teachers, parents, and administrators of competencies most critical to the beginning teacher of the severely handicapped.

Degree: PhD, Department of Counseling, Educational Psychology, and Special Education, 1985, Michigan State University

Subjects/Keywords: Teachers of children with disabilities; Teachers of children with disabilities – Training of

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

APA (6th Edition):

Gogoleski, S. B. (1985). An exploratory study of the perceptions of teachers, parents, and administrators of competencies most critical to the beginning teacher of the severely handicapped. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:40389

Chicago Manual of Style (16th Edition):

Gogoleski, Shirley Beverly. “An exploratory study of the perceptions of teachers, parents, and administrators of competencies most critical to the beginning teacher of the severely handicapped.” 1985. Doctoral Dissertation, Michigan State University. Accessed January 20, 2020. http://etd.lib.msu.edu/islandora/object/etd:40389.

MLA Handbook (7th Edition):

Gogoleski, Shirley Beverly. “An exploratory study of the perceptions of teachers, parents, and administrators of competencies most critical to the beginning teacher of the severely handicapped.” 1985. Web. 20 Jan 2020.

Vancouver:

Gogoleski SB. An exploratory study of the perceptions of teachers, parents, and administrators of competencies most critical to the beginning teacher of the severely handicapped. [Internet] [Doctoral dissertation]. Michigan State University; 1985. [cited 2020 Jan 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:40389.

Council of Science Editors:

Gogoleski SB. An exploratory study of the perceptions of teachers, parents, and administrators of competencies most critical to the beginning teacher of the severely handicapped. [Doctoral Dissertation]. Michigan State University; 1985. Available from: http://etd.lib.msu.edu/islandora/object/etd:40389


University of North Carolina – Greensboro

7. Miller, Marva Satterfield. Beginning elementary education teachers' perceptions concerning teaching in inclusive classrooms: beliefs and attitudes toward preparation.

Degree: 2015, University of North Carolina – Greensboro

 Schools and teachers are increasingly faced with meeting the needs of a diverse student population that can be successful with the general curriculum and prepared… (more)

Subjects/Keywords: Teachers – Training of – United States; Inclusive education – United States; Teachers of children with disabilities – United States

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

APA (6th Edition):

Miller, M. S. (2015). Beginning elementary education teachers' perceptions concerning teaching in inclusive classrooms: beliefs and attitudes toward preparation. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18447

Chicago Manual of Style (16th Edition):

Miller, Marva Satterfield. “Beginning elementary education teachers' perceptions concerning teaching in inclusive classrooms: beliefs and attitudes toward preparation.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed January 20, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18447.

MLA Handbook (7th Edition):

Miller, Marva Satterfield. “Beginning elementary education teachers' perceptions concerning teaching in inclusive classrooms: beliefs and attitudes toward preparation.” 2015. Web. 20 Jan 2020.

Vancouver:

Miller MS. Beginning elementary education teachers' perceptions concerning teaching in inclusive classrooms: beliefs and attitudes toward preparation. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2020 Jan 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18447.

Council of Science Editors:

Miller MS. Beginning elementary education teachers' perceptions concerning teaching in inclusive classrooms: beliefs and attitudes toward preparation. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18447


Nelson Mandela Metropolitan University

8. Bosman, Ysanne Bosman. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.

Degree: Faculty of Education, 2010, Nelson Mandela Metropolitan University

 The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed… (more)

Subjects/Keywords: Learning disabilities; Children with disabilities  – Education (Elementary); Inclusive education; Teachers of problem children; Classroom management; Special education teachers  – Training of; Teachers  – Uganda

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

APA (6th Edition):

Bosman, Y. B. (2010). How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1234

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):

Bosman, Ysanne Bosman. “How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.” 2010. Thesis, Nelson Mandela Metropolitan University. Accessed January 20, 2020. http://hdl.handle.net/10948/1234.

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

MLA Handbook (7th Edition):

Bosman, Ysanne Bosman. “How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?.” 2010. Web. 20 Jan 2020.

Vancouver:

Bosman YB. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/10948/1234.

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

Council of Science Editors:

Bosman YB. How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?. [Thesis]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1234

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


Northeastern University

9. Sherwin, Michele. An investigation into best practices in training para-educators of students with autism.

Degree: EdD, School of Education, 2014, Northeastern University

 Para-educators have become the backbone of special education classes providing services for students with Autism Spectrum Disorder (ASD), (Crawford, 2005). As a result, they have… (more)

Subjects/Keywords: ABA; autism; discrete trials; para-educator; training; Special Education and Teaching; Teachers of children with disabilities; Training of; Teachers' assistants; Training of; Students with disabilities; Education; Children with autism spectrum disorders; Education; Autistic children; Education; Special education; Mentoring in education

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APA (6th Edition):

Sherwin, M. (2014). An investigation into best practices in training para-educators of students with autism. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128417

Chicago Manual of Style (16th Edition):

Sherwin, Michele. “An investigation into best practices in training para-educators of students with autism.” 2014. Doctoral Dissertation, Northeastern University. Accessed January 20, 2020. http://hdl.handle.net/2047/d20128417.

MLA Handbook (7th Edition):

Sherwin, Michele. “An investigation into best practices in training para-educators of students with autism.” 2014. Web. 20 Jan 2020.

Vancouver:

Sherwin M. An investigation into best practices in training para-educators of students with autism. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/2047/d20128417.

Council of Science Editors:

Sherwin M. An investigation into best practices in training para-educators of students with autism. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128417


University of Western Sydney

10. Walker, Nolene. Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching.

Degree: 2017, University of Western Sydney

 Over the last three decades the practice of including students with additional needs and disabilities in regular classes has gained momentum and is now contemporary… (more)

Subjects/Keywords: student teachers; teachers, training of; inclusive education; special education; children with disabilities; education; Australia; Thesis (Ph.D.) – Western Sydney University, 2017

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APA (6th Edition):

Walker, N. (2017). Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:47834

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):

Walker, Nolene. “Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching.” 2017. Thesis, University of Western Sydney. Accessed January 20, 2020. http://hdl.handle.net/1959.7/uws:47834.

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

MLA Handbook (7th Edition):

Walker, Nolene. “Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching.” 2017. Web. 20 Jan 2020.

Vancouver:

Walker N. Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching. [Internet] [Thesis]. University of Western Sydney; 2017. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/1959.7/uws:47834.

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

Council of Science Editors:

Walker N. Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching. [Thesis]. University of Western Sydney; 2017. Available from: http://hdl.handle.net/1959.7/uws:47834

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


Stellenbosch University

11. Bergstedt, Jo-Ann. Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms.

Degree: MEd, Educational Psychology, 2015, Stellenbosch University

ENGLISH ABSTRACT: Learning facilitation is a growing phenomenon in mainstream schools in South Africa, as learning facilitators are increasingly being employed by parents as a… (more)

Subjects/Keywords: Mainstreaming in education; Inclusive education; Children with disabilities  – Education; Teachers of children with disabilities; UCTD

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APA (6th Edition):

Bergstedt, J. (2015). Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96807

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):

Bergstedt, Jo-Ann. “Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms.” 2015. Thesis, Stellenbosch University. Accessed January 20, 2020. http://hdl.handle.net/10019.1/96807.

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

MLA Handbook (7th Edition):

Bergstedt, Jo-Ann. “Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms.” 2015. Web. 20 Jan 2020.

Vancouver:

Bergstedt J. Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/10019.1/96807.

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

Council of Science Editors:

Bergstedt J. Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96807

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


University of North Carolina – Greensboro

12. Johnson, Amy V. A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty.

Degree: 2016, University of North Carolina – Greensboro

 A large number of young children experiencing poverty are receiving some type of formal early care and education. Effective early childhood teachers are an important… (more)

Subjects/Keywords: Student teachers – Attitudes; Early childhood teachers – Training of; Teachers of children with social disabilities – Training of; Early childhood education – Study and teaching

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

APA (6th Edition):

Johnson, A. V. (2016). A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19586

Chicago Manual of Style (16th Edition):

Johnson, Amy V. “A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed January 20, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19586.

MLA Handbook (7th Edition):

Johnson, Amy V. “A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty.” 2016. Web. 20 Jan 2020.

Vancouver:

Johnson AV. A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2020 Jan 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19586.

Council of Science Editors:

Johnson AV. A mixed methods study of early childhood preservice teachers: beliefs about poverty, perceived learning from specific instructional strategies, and preparedness to serve children and families in poverty. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19586


Ryerson University

13. Diamantouros, Penny. Examining preparation of general education teachers for working with children with disabilities.

Degree: 2010, Ryerson University

 This qualitative study explored how well prepared first year teachers feel in teaching children with disabilities in the regular classroom. Six elementary school teachers, recent… (more)

Subjects/Keywords: Mainstreaming in education  – Ontario.; Children with disabilities  – Education (Primary)  – Ontario.; Teachers of children with disabilities  – Training of.; Early childhood education  – Ontario.; Individualized education programs.; Inclusive education  – Ontario.

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

APA (6th Edition):

Diamantouros, P. (2010). Examining preparation of general education teachers for working with children with disabilities. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6165

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):

Diamantouros, Penny. “Examining preparation of general education teachers for working with children with disabilities.” 2010. Thesis, Ryerson University. Accessed January 20, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A6165.

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

MLA Handbook (7th Edition):

Diamantouros, Penny. “Examining preparation of general education teachers for working with children with disabilities.” 2010. Web. 20 Jan 2020.

Vancouver:

Diamantouros P. Examining preparation of general education teachers for working with children with disabilities. [Internet] [Thesis]. Ryerson University; 2010. [cited 2020 Jan 20]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6165.

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

Council of Science Editors:

Diamantouros P. Examining preparation of general education teachers for working with children with disabilities. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6165

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

14. Flores, Jennifer L. Examining aided input intervention in a classroom setting for children labeled with significant disabilities.

Degree: 2016, University of Northern Iowa

1 PDF file (viii, 76 pages) Advisors/Committee Members: Frank Kohler, Chair.

Subjects/Keywords: Children with disabilities – Means of communication; Teachers – Training of

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APA (6th Edition):

Flores, J. L. (2016). Examining aided input intervention in a classroom setting for children labeled with significant disabilities. (Thesis). University of Northern Iowa. Retrieved from https://scholarworks.uni.edu/etd/227

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):

Flores, Jennifer L. “Examining aided input intervention in a classroom setting for children labeled with significant disabilities.” 2016. Thesis, University of Northern Iowa. Accessed January 20, 2020. https://scholarworks.uni.edu/etd/227.

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

MLA Handbook (7th Edition):

Flores, Jennifer L. “Examining aided input intervention in a classroom setting for children labeled with significant disabilities.” 2016. Web. 20 Jan 2020.

Vancouver:

Flores JL. Examining aided input intervention in a classroom setting for children labeled with significant disabilities. [Internet] [Thesis]. University of Northern Iowa; 2016. [cited 2020 Jan 20]. Available from: https://scholarworks.uni.edu/etd/227.

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

Council of Science Editors:

Flores JL. Examining aided input intervention in a classroom setting for children labeled with significant disabilities. [Thesis]. University of Northern Iowa; 2016. Available from: https://scholarworks.uni.edu/etd/227

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


Oregon State University

15. Tindall, Daniel William Sanchez. The effects of three knowledge interventions on novice volunteer tutors' teaching performance with children with developmental disabilities in a motor development lab setting.

Degree: PhD, Human Performance, 2005, Oregon State University

 According to Block (1999), the greatest problem with inclusion in physical education is the lack of personnel support. Most help comes in the form of… (more)

Subjects/Keywords: Teachers of children with disabilities  – Training of

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APA (6th Edition):

Tindall, D. W. S. (2005). The effects of three knowledge interventions on novice volunteer tutors' teaching performance with children with developmental disabilities in a motor development lab setting. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/22571

Chicago Manual of Style (16th Edition):

Tindall, Daniel William Sanchez. “The effects of three knowledge interventions on novice volunteer tutors' teaching performance with children with developmental disabilities in a motor development lab setting.” 2005. Doctoral Dissertation, Oregon State University. Accessed January 20, 2020. http://hdl.handle.net/1957/22571.

MLA Handbook (7th Edition):

Tindall, Daniel William Sanchez. “The effects of three knowledge interventions on novice volunteer tutors' teaching performance with children with developmental disabilities in a motor development lab setting.” 2005. Web. 20 Jan 2020.

Vancouver:

Tindall DWS. The effects of three knowledge interventions on novice volunteer tutors' teaching performance with children with developmental disabilities in a motor development lab setting. [Internet] [Doctoral dissertation]. Oregon State University; 2005. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/1957/22571.

Council of Science Editors:

Tindall DWS. The effects of three knowledge interventions on novice volunteer tutors' teaching performance with children with developmental disabilities in a motor development lab setting. [Doctoral Dissertation]. Oregon State University; 2005. Available from: http://hdl.handle.net/1957/22571


Michigan State University

16. Kozlowski, Virginia Bernice, 1943-. The adequacy of a course in vocational education for handicapped students for special education undergraduate majors.

Degree: PhD, 1976, Michigan State University

Subjects/Keywords: Teachers of children with disabilities – Training of

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

APA (6th Edition):

Kozlowski, Virginia Bernice, 1. (1976). The adequacy of a course in vocational education for handicapped students for special education undergraduate majors. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:19708

Chicago Manual of Style (16th Edition):

Kozlowski, Virginia Bernice, 1943-. “The adequacy of a course in vocational education for handicapped students for special education undergraduate majors.” 1976. Doctoral Dissertation, Michigan State University. Accessed January 20, 2020. http://etd.lib.msu.edu/islandora/object/etd:19708.

MLA Handbook (7th Edition):

Kozlowski, Virginia Bernice, 1943-. “The adequacy of a course in vocational education for handicapped students for special education undergraduate majors.” 1976. Web. 20 Jan 2020.

Vancouver:

Kozlowski, Virginia Bernice 1. The adequacy of a course in vocational education for handicapped students for special education undergraduate majors. [Internet] [Doctoral dissertation]. Michigan State University; 1976. [cited 2020 Jan 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:19708.

Council of Science Editors:

Kozlowski, Virginia Bernice 1. The adequacy of a course in vocational education for handicapped students for special education undergraduate majors. [Doctoral Dissertation]. Michigan State University; 1976. Available from: http://etd.lib.msu.edu/islandora/object/etd:19708


Michigan State University

17. Smith, Carol Payne, 1933-. Preparing teachers for the disadvantaged : development and procedures of an experimental program.

Degree: PhD, Department of Administration and Higher Education, 1971, Michigan State University

Subjects/Keywords: Teachers of children with social disabilities – Training of

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APA (6th Edition):

Smith, Carol Payne, 1. (1971). Preparing teachers for the disadvantaged : development and procedures of an experimental program. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:36948

Chicago Manual of Style (16th Edition):

Smith, Carol Payne, 1933-. “Preparing teachers for the disadvantaged : development and procedures of an experimental program.” 1971. Doctoral Dissertation, Michigan State University. Accessed January 20, 2020. http://etd.lib.msu.edu/islandora/object/etd:36948.

MLA Handbook (7th Edition):

Smith, Carol Payne, 1933-. “Preparing teachers for the disadvantaged : development and procedures of an experimental program.” 1971. Web. 20 Jan 2020.

Vancouver:

Smith, Carol Payne 1. Preparing teachers for the disadvantaged : development and procedures of an experimental program. [Internet] [Doctoral dissertation]. Michigan State University; 1971. [cited 2020 Jan 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:36948.

Council of Science Editors:

Smith, Carol Payne 1. Preparing teachers for the disadvantaged : development and procedures of an experimental program. [Doctoral Dissertation]. Michigan State University; 1971. Available from: http://etd.lib.msu.edu/islandora/object/etd:36948


Michigan State University

18. Herbert, Benson Robert, 1942-. The Active Response In-service Training Method as a model for use with with teachers and aides in public school programs for moderate to severely retarded students.

Degree: PhD, Department of Elementary and Special Education, 1975, Michigan State University

Subjects/Keywords: Teachers of children with disabilities – Training of

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APA (6th Edition):

Herbert, Benson Robert, 1. (1975). The Active Response In-service Training Method as a model for use with with teachers and aides in public school programs for moderate to severely retarded students. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:18662

Chicago Manual of Style (16th Edition):

Herbert, Benson Robert, 1942-. “The Active Response In-service Training Method as a model for use with with teachers and aides in public school programs for moderate to severely retarded students.” 1975. Doctoral Dissertation, Michigan State University. Accessed January 20, 2020. http://etd.lib.msu.edu/islandora/object/etd:18662.

MLA Handbook (7th Edition):

Herbert, Benson Robert, 1942-. “The Active Response In-service Training Method as a model for use with with teachers and aides in public school programs for moderate to severely retarded students.” 1975. Web. 20 Jan 2020.

Vancouver:

Herbert, Benson Robert 1. The Active Response In-service Training Method as a model for use with with teachers and aides in public school programs for moderate to severely retarded students. [Internet] [Doctoral dissertation]. Michigan State University; 1975. [cited 2020 Jan 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:18662.

Council of Science Editors:

Herbert, Benson Robert 1. The Active Response In-service Training Method as a model for use with with teachers and aides in public school programs for moderate to severely retarded students. [Doctoral Dissertation]. Michigan State University; 1975. Available from: http://etd.lib.msu.edu/islandora/object/etd:18662


University of Arizona

19. MYERS, CHRISTOPHER JOHN. SPECIAL EDUCATOR IMPROVEMENT PROCEDURE (SEIP): AN INNOVATIVE APPROACH TO SPECIAL EDUCATION TEACHER EVALUATION FOR THE IMPROVEMENT OF INSTRUCTION.

Degree: 1983, University of Arizona

 The purpose of this study was to investigate the effectiveness of an evaluation procedure designed to assist special educators improve their instruction. A single subject,… (more)

Subjects/Keywords: Teachers of children with disabilities.; Teachers of children with disabilities  – Training of.; Teachers  – In-service training.; Follow-up in teacher training.

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APA (6th Edition):

MYERS, C. J. (1983). SPECIAL EDUCATOR IMPROVEMENT PROCEDURE (SEIP): AN INNOVATIVE APPROACH TO SPECIAL EDUCATION TEACHER EVALUATION FOR THE IMPROVEMENT OF INSTRUCTION. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/187578

Chicago Manual of Style (16th Edition):

MYERS, CHRISTOPHER JOHN. “SPECIAL EDUCATOR IMPROVEMENT PROCEDURE (SEIP): AN INNOVATIVE APPROACH TO SPECIAL EDUCATION TEACHER EVALUATION FOR THE IMPROVEMENT OF INSTRUCTION. ” 1983. Doctoral Dissertation, University of Arizona. Accessed January 20, 2020. http://hdl.handle.net/10150/187578.

MLA Handbook (7th Edition):

MYERS, CHRISTOPHER JOHN. “SPECIAL EDUCATOR IMPROVEMENT PROCEDURE (SEIP): AN INNOVATIVE APPROACH TO SPECIAL EDUCATION TEACHER EVALUATION FOR THE IMPROVEMENT OF INSTRUCTION. ” 1983. Web. 20 Jan 2020.

Vancouver:

MYERS CJ. SPECIAL EDUCATOR IMPROVEMENT PROCEDURE (SEIP): AN INNOVATIVE APPROACH TO SPECIAL EDUCATION TEACHER EVALUATION FOR THE IMPROVEMENT OF INSTRUCTION. [Internet] [Doctoral dissertation]. University of Arizona; 1983. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/10150/187578.

Council of Science Editors:

MYERS CJ. SPECIAL EDUCATOR IMPROVEMENT PROCEDURE (SEIP): AN INNOVATIVE APPROACH TO SPECIAL EDUCATION TEACHER EVALUATION FOR THE IMPROVEMENT OF INSTRUCTION. [Doctoral Dissertation]. University of Arizona; 1983. Available from: http://hdl.handle.net/10150/187578


Michigan State University

20. Tolbert, William A. A survey of Michigan vocational teachers of students with special needs to determine the effect of specialized training on selected attitudes.

Degree: PhD, Department of Secondary Education and Curriculum, 1980, Michigan State University

Subjects/Keywords: Teachers of children with disabilities – Training of; Vocational education; Vocational teachers – Training of

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APA (6th Edition):

Tolbert, W. A. (1980). A survey of Michigan vocational teachers of students with special needs to determine the effect of specialized training on selected attitudes. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:6207

Chicago Manual of Style (16th Edition):

Tolbert, William A. “A survey of Michigan vocational teachers of students with special needs to determine the effect of specialized training on selected attitudes.” 1980. Doctoral Dissertation, Michigan State University. Accessed January 20, 2020. http://etd.lib.msu.edu/islandora/object/etd:6207.

MLA Handbook (7th Edition):

Tolbert, William A. “A survey of Michigan vocational teachers of students with special needs to determine the effect of specialized training on selected attitudes.” 1980. Web. 20 Jan 2020.

Vancouver:

Tolbert WA. A survey of Michigan vocational teachers of students with special needs to determine the effect of specialized training on selected attitudes. [Internet] [Doctoral dissertation]. Michigan State University; 1980. [cited 2020 Jan 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:6207.

Council of Science Editors:

Tolbert WA. A survey of Michigan vocational teachers of students with special needs to determine the effect of specialized training on selected attitudes. [Doctoral Dissertation]. Michigan State University; 1980. Available from: http://etd.lib.msu.edu/islandora/object/etd:6207


University of KwaZulu-Natal

21. [No author]. Novice teachers' experiences of teaching visually impaired learners in the foundation phase : a case study of one special school.

Degree: 2015, University of KwaZulu-Natal

 Previous research has indicated that novice teachers in special schools usually require more training and support from their schools to have a positive teaching experience.… (more)

Subjects/Keywords: Children with visual disabilities  – Education.; Special education teachers  – Training of.; Special education schools.; Education.; Visually impaired learners.

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APA (6th Edition):

author], [. (2015). Novice teachers' experiences of teaching visually impaired learners in the foundation phase : a case study of one special school. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13758

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):

author], [No. “Novice teachers' experiences of teaching visually impaired learners in the foundation phase : a case study of one special school. ” 2015. Thesis, University of KwaZulu-Natal. Accessed January 20, 2020. http://hdl.handle.net/10413/13758.

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

MLA Handbook (7th Edition):

author], [No. “Novice teachers' experiences of teaching visually impaired learners in the foundation phase : a case study of one special school. ” 2015. Web. 20 Jan 2020.

Vancouver:

author] [. Novice teachers' experiences of teaching visually impaired learners in the foundation phase : a case study of one special school. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/10413/13758.

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

Council of Science Editors:

author] [. Novice teachers' experiences of teaching visually impaired learners in the foundation phase : a case study of one special school. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13758

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


University of Wisconsin – La Cross

22. Helser, William. Physical education teachers' sport recommendations for high school students with autism spectrum disorder.

Degree: 2014, University of Wisconsin – La Cross

 Students with autism spectrum disorder (ASD) display a wide variety of cognitive, behavioral, physical/motor, and social abilities that often require some level of support in… (more)

Subjects/Keywords: Autism spectrum disorder; Inclusive education; Physical education teachers – Training of; Physical education for children with disabilities

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

APA (6th Edition):

Helser, W. (2014). Physical education teachers' sport recommendations for high school students with autism spectrum disorder. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/71756

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):

Helser, William. “Physical education teachers' sport recommendations for high school students with autism spectrum disorder.” 2014. Thesis, University of Wisconsin – La Cross. Accessed January 20, 2020. http://digital.library.wisc.edu/1793/71756.

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

MLA Handbook (7th Edition):

Helser, William. “Physical education teachers' sport recommendations for high school students with autism spectrum disorder.” 2014. Web. 20 Jan 2020.

Vancouver:

Helser W. Physical education teachers' sport recommendations for high school students with autism spectrum disorder. [Internet] [Thesis]. University of Wisconsin – La Cross; 2014. [cited 2020 Jan 20]. Available from: http://digital.library.wisc.edu/1793/71756.

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

Council of Science Editors:

Helser W. Physical education teachers' sport recommendations for high school students with autism spectrum disorder. [Thesis]. University of Wisconsin – La Cross; 2014. Available from: http://digital.library.wisc.edu/1793/71756

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


Kansas State University

23. Cave, Barbara Ann. Learning disability survey : teacher training and diagnostic tests used.

Degree: 1974, Kansas State University

Subjects/Keywords: Children with disabilities – Education; Teachers – Training of

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APA (6th Edition):

Cave, B. A. (1974). Learning disability survey : teacher training and diagnostic tests used. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/8340

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):

Cave, Barbara Ann. “Learning disability survey : teacher training and diagnostic tests used.” 1974. Thesis, Kansas State University. Accessed January 20, 2020. http://hdl.handle.net/2097/8340.

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

MLA Handbook (7th Edition):

Cave, Barbara Ann. “Learning disability survey : teacher training and diagnostic tests used.” 1974. Web. 20 Jan 2020.

Vancouver:

Cave BA. Learning disability survey : teacher training and diagnostic tests used. [Internet] [Thesis]. Kansas State University; 1974. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/2097/8340.

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

Council of Science Editors:

Cave BA. Learning disability survey : teacher training and diagnostic tests used. [Thesis]. Kansas State University; 1974. Available from: http://hdl.handle.net/2097/8340

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


University of North Carolina – Greensboro

24. Cheek, Aftynne Elizabeth. Effects of online module + ecoaching on comprehension instruction for students with significant intellectual disability.

Degree: 2016, University of North Carolina – Greensboro

 Comprehension is a vital part of learning to read (Copeland, 2007); however, research on comprehension instruction for students with SID is limited (e.g., Browder, Wakeman,… (more)

Subjects/Keywords: Teachers of children with disabilities – In-service training; Reading comprehension – Study and teaching; Mentoring in education; Reflective teaching

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APA (6th Edition):

Cheek, A. E. (2016). Effects of online module + ecoaching on comprehension instruction for students with significant intellectual disability. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20934

Chicago Manual of Style (16th Edition):

Cheek, Aftynne Elizabeth. “Effects of online module + ecoaching on comprehension instruction for students with significant intellectual disability.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed January 20, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20934.

MLA Handbook (7th Edition):

Cheek, Aftynne Elizabeth. “Effects of online module + ecoaching on comprehension instruction for students with significant intellectual disability.” 2016. Web. 20 Jan 2020.

Vancouver:

Cheek AE. Effects of online module + ecoaching on comprehension instruction for students with significant intellectual disability. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2020 Jan 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20934.

Council of Science Editors:

Cheek AE. Effects of online module + ecoaching on comprehension instruction for students with significant intellectual disability. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20934


Portland State University

25. Daniels, Jacqulyn Anne Donnenwirth. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments.

Degree: Doctor of Education (EdD) in Educational Leadership: Special and Counselor Education, Special Education, 2018, Portland State University

  The primary question for this dissertation was: Does online professional development increase novice itinerant Teachers of Students with Visual impairments' (TVI) efficacy for assessing… (more)

Subjects/Keywords: Special education teachers  – Training of  – Evaluation; Teachers  – Training of  – Evaluation; Distance education  – Evaluation; Children with visual disabilities  – Study and teaching; Disability studies; Educational Leadership; Special Education and Teaching

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

APA (6th Edition):

Daniels, J. A. D. (2018). The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4400

Chicago Manual of Style (16th Edition):

Daniels, Jacqulyn Anne Donnenwirth. “The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments.” 2018. Doctoral Dissertation, Portland State University. Accessed January 20, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/4400.

MLA Handbook (7th Edition):

Daniels, Jacqulyn Anne Donnenwirth. “The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments.” 2018. Web. 20 Jan 2020.

Vancouver:

Daniels JAD. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. [Internet] [Doctoral dissertation]. Portland State University; 2018. [cited 2020 Jan 20]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4400.

Council of Science Editors:

Daniels JAD. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. [Doctoral Dissertation]. Portland State University; 2018. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4400

26. Megginson, Nancy L. Adapted physical education needs assessment: a cooperative manpower planning model for the local school district.

Degree: 1982, Texas Woman's University

Subjects/Keywords: Physical education for children with disabilities; Children with disabilities  – Education; Teachers of children with disabilities  – Training of

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APA (6th Edition):

Megginson, N. L. (1982). Adapted physical education needs assessment: a cooperative manpower planning model for the local school district. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/7660

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):

Megginson, Nancy L. “Adapted physical education needs assessment: a cooperative manpower planning model for the local school district.” 1982. Thesis, Texas Woman's University. Accessed January 20, 2020. http://hdl.handle.net/11274/7660.

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

MLA Handbook (7th Edition):

Megginson, Nancy L. “Adapted physical education needs assessment: a cooperative manpower planning model for the local school district.” 1982. Web. 20 Jan 2020.

Vancouver:

Megginson NL. Adapted physical education needs assessment: a cooperative manpower planning model for the local school district. [Internet] [Thesis]. Texas Woman's University; 1982. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/11274/7660.

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

Council of Science Editors:

Megginson NL. Adapted physical education needs assessment: a cooperative manpower planning model for the local school district. [Thesis]. Texas Woman's University; 1982. Available from: http://hdl.handle.net/11274/7660

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


Florida State University

27. Ryan, Jeanne Lawrence. The homebound child: A guidepost for teachers, parents, and others interested in his welfare.

Degree: 1956, Florida State University

"This paper is concerned with the various phases of the homebound program, including the problems and the progress. What is the relationship between the child… (more)

Subjects/Keywords: Children with disabilities; Education; Children with disabilities; Home care; Teachers of children with disabilities; Training of

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APA (6th Edition):

Ryan, J. L. (1956). The homebound child: A guidepost for teachers, parents, and others interested in his welfare. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_historic_akp4876 ;

Chicago Manual of Style (16th Edition):

Ryan, Jeanne Lawrence. “The homebound child: A guidepost for teachers, parents, and others interested in his welfare.” 1956. Masters Thesis, Florida State University. Accessed January 20, 2020. http://purl.flvc.org/fsu/fd/FSU_historic_akp4876 ;.

MLA Handbook (7th Edition):

Ryan, Jeanne Lawrence. “The homebound child: A guidepost for teachers, parents, and others interested in his welfare.” 1956. Web. 20 Jan 2020.

Vancouver:

Ryan JL. The homebound child: A guidepost for teachers, parents, and others interested in his welfare. [Internet] [Masters thesis]. Florida State University; 1956. [cited 2020 Jan 20]. Available from: http://purl.flvc.org/fsu/fd/FSU_historic_akp4876 ;.

Council of Science Editors:

Ryan JL. The homebound child: A guidepost for teachers, parents, and others interested in his welfare. [Masters Thesis]. Florida State University; 1956. Available from: http://purl.flvc.org/fsu/fd/FSU_historic_akp4876 ;


University of North Carolina – Greensboro

28. Kang, Jeongae. Effects of modified dialogic reading on listening comprehension and initiation skills to students with Autism Spectrum Disorders.

Degree: 2017, University of North Carolina – Greensboro

 Literacy plays a critical role to the life of students with Autism Spectrum Disorders (ASD). Although it is evident that individuals with ASD need effective… (more)

Subjects/Keywords: Special education teachers – In-service training; Teachers of children with disabilities – In-service training; Learning disabled children – Education – Language arts; Autistic children – Education – Language arts; Students with disabilities – Education; Language arts – Remedial teaching; Language disorders in children; Listening comprehension

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APA (6th Edition):

Kang, J. (2017). Effects of modified dialogic reading on listening comprehension and initiation skills to students with Autism Spectrum Disorders. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22574

Chicago Manual of Style (16th Edition):

Kang, Jeongae. “Effects of modified dialogic reading on listening comprehension and initiation skills to students with Autism Spectrum Disorders.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed January 20, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22574.

MLA Handbook (7th Edition):

Kang, Jeongae. “Effects of modified dialogic reading on listening comprehension and initiation skills to students with Autism Spectrum Disorders.” 2017. Web. 20 Jan 2020.

Vancouver:

Kang J. Effects of modified dialogic reading on listening comprehension and initiation skills to students with Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2020 Jan 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22574.

Council of Science Editors:

Kang J. Effects of modified dialogic reading on listening comprehension and initiation skills to students with Autism Spectrum Disorders. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22574


University of KwaZulu-Natal

29. Hoosen, Zaheera Bibi. Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.

Degree: 2016, University of KwaZulu-Natal

 After the first democratic elections in 1994 the South African Government was faced with many challenges within the Education System. The Government committed itself to… (more)

Subjects/Keywords: Inclusive Education.; Special Education.; Teachers of Children with Disabilities.; Theses - Education.

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

APA (6th Edition):

Hoosen, Z. B. (2016). Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15381

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):

Hoosen, Zaheera Bibi. “Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.” 2016. Thesis, University of KwaZulu-Natal. Accessed January 20, 2020. http://hdl.handle.net/10413/15381.

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

MLA Handbook (7th Edition):

Hoosen, Zaheera Bibi. “Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.” 2016. Web. 20 Jan 2020.

Vancouver:

Hoosen ZB. Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/10413/15381.

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

Council of Science Editors:

Hoosen ZB. Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15381

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


Michigan State University

30. Hoeksema, Thomas Brian, 1946-. The development of teaching competencies : a study of teachers of the mentally impaired.

Degree: PhD, Department of Elementary and Special Education, 1975, Michigan State University

Subjects/Keywords: Teachers of children with disabilities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hoeksema, Thomas Brian, 1. (1975). The development of teaching competencies : a study of teachers of the mentally impaired. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:41702

Chicago Manual of Style (16th Edition):

Hoeksema, Thomas Brian, 1946-. “The development of teaching competencies : a study of teachers of the mentally impaired.” 1975. Doctoral Dissertation, Michigan State University. Accessed January 20, 2020. http://etd.lib.msu.edu/islandora/object/etd:41702.

MLA Handbook (7th Edition):

Hoeksema, Thomas Brian, 1946-. “The development of teaching competencies : a study of teachers of the mentally impaired.” 1975. Web. 20 Jan 2020.

Vancouver:

Hoeksema, Thomas Brian 1. The development of teaching competencies : a study of teachers of the mentally impaired. [Internet] [Doctoral dissertation]. Michigan State University; 1975. [cited 2020 Jan 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:41702.

Council of Science Editors:

Hoeksema, Thomas Brian 1. The development of teaching competencies : a study of teachers of the mentally impaired. [Doctoral Dissertation]. Michigan State University; 1975. Available from: http://etd.lib.msu.edu/islandora/object/etd:41702

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