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You searched for subject:(Universal design for learning). Showing records 1 – 30 of 115652 total matches.

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University of Hawaii – Manoa

1. Ortiz, Tracie Renee. Accessibility in distance education : implements of universal design for learning.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

In recent years, upward shifts by universities to encourage faculty to teach in an online environment has increased… (more)

Subjects/Keywords: Universal Design for Learning; Online Accessibility; Andragogy

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

APA (6th Edition):

Ortiz, T. R. (2015). Accessibility in distance education : implements of universal design for learning. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100462

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):

Ortiz, Tracie Renee. “Accessibility in distance education : implements of universal design for learning.” 2015. Thesis, University of Hawaii – Manoa. Accessed July 17, 2019. http://hdl.handle.net/10125/100462.

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

MLA Handbook (7th Edition):

Ortiz, Tracie Renee. “Accessibility in distance education : implements of universal design for learning.” 2015. Web. 17 Jul 2019.

Vancouver:

Ortiz TR. Accessibility in distance education : implements of universal design for learning. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10125/100462.

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

Council of Science Editors:

Ortiz TR. Accessibility in distance education : implements of universal design for learning. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100462

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


Montana Tech

2. Squires, Robert I. UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?.

Degree: Doctor of Education (EdD), 2018, Montana Tech

  This experimental study investigated whether the addition of course features based on the Universal Design for Learning (UDL) framework impacted achievement in an online… (more)

Subjects/Keywords: Educational technology; universal design for learning; Education

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APA (6th Edition):

Squires, R. I. (2018). UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/11243

Chicago Manual of Style (16th Edition):

Squires, Robert I. “UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?.” 2018. Doctoral Dissertation, Montana Tech. Accessed July 17, 2019. https://scholarworks.umt.edu/etd/11243.

MLA Handbook (7th Edition):

Squires, Robert I. “UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?.” 2018. Web. 17 Jul 2019.

Vancouver:

Squires RI. UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?. [Internet] [Doctoral dissertation]. Montana Tech; 2018. [cited 2019 Jul 17]. Available from: https://scholarworks.umt.edu/etd/11243.

Council of Science Editors:

Squires RI. UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?. [Doctoral Dissertation]. Montana Tech; 2018. Available from: https://scholarworks.umt.edu/etd/11243


University of Manitoba

3. Wells-Dyck, Alison. The co-development of a new inclusive pedagogical planner.

Degree: Educational Administration, Foundations and Psychology, 2018, University of Manitoba

 Typically, across Canada, curriculum and special education are separate and distinct branches within provincial departments of education. The development of two branches within one provincial… (more)

Subjects/Keywords: Inclusive pedagogy; Differentiation; Universal design for learning

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APA (6th Edition):

Wells-Dyck, A. (2018). The co-development of a new inclusive pedagogical planner. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33639

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

Chicago Manual of Style (16th Edition):

Wells-Dyck, Alison. “The co-development of a new inclusive pedagogical planner.” 2018. Thesis, University of Manitoba. Accessed July 17, 2019. http://hdl.handle.net/1993/33639.

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

MLA Handbook (7th Edition):

Wells-Dyck, Alison. “The co-development of a new inclusive pedagogical planner.” 2018. Web. 17 Jul 2019.

Vancouver:

Wells-Dyck A. The co-development of a new inclusive pedagogical planner. [Internet] [Thesis]. University of Manitoba; 2018. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1993/33639.

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

Council of Science Editors:

Wells-Dyck A. The co-development of a new inclusive pedagogical planner. [Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33639

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


University of Minnesota

4. Bryans Bongey, Sarah. Evaluating Learning Management System (LMS)-facilitated delivery of Universal Design for Learning (UDL).

Degree: EdD, Teaching and Learning, 2012, University of Minnesota

 This quantitative study involved 157 students in two sections of an undergraduate class in general biology, as well as one instructor who taught both sections… (more)

Subjects/Keywords: diverse; Education; Instructional design; Postsecondary; UDL; Universal Design for Learning

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APA (6th Edition):

Bryans Bongey, S. (2012). Evaluating Learning Management System (LMS)-facilitated delivery of Universal Design for Learning (UDL). (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/126009

Chicago Manual of Style (16th Edition):

Bryans Bongey, Sarah. “Evaluating Learning Management System (LMS)-facilitated delivery of Universal Design for Learning (UDL).” 2012. Doctoral Dissertation, University of Minnesota. Accessed July 17, 2019. http://purl.umn.edu/126009.

MLA Handbook (7th Edition):

Bryans Bongey, Sarah. “Evaluating Learning Management System (LMS)-facilitated delivery of Universal Design for Learning (UDL).” 2012. Web. 17 Jul 2019.

Vancouver:

Bryans Bongey S. Evaluating Learning Management System (LMS)-facilitated delivery of Universal Design for Learning (UDL). [Internet] [Doctoral dissertation]. University of Minnesota; 2012. [cited 2019 Jul 17]. Available from: http://purl.umn.edu/126009.

Council of Science Editors:

Bryans Bongey S. Evaluating Learning Management System (LMS)-facilitated delivery of Universal Design for Learning (UDL). [Doctoral Dissertation]. University of Minnesota; 2012. Available from: http://purl.umn.edu/126009


California State University – Sacramento

5. Raga, Justine Mae. Universal design for learning: multiple intelligences and technology in a literature unit in a seventh grade language arts classroom.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 As we move into the 21st century, students need more exposure to newer technologies and ways of learning. These interactions are necessary for students??? success… (more)

Subjects/Keywords: Web 2.0; Multiple intelligences; Universal design for learning

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APA (6th Edition):

Raga, J. M. (2010). Universal design for learning: multiple intelligences and technology in a literature unit in a seventh grade language arts classroom. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/338

Chicago Manual of Style (16th Edition):

Raga, Justine Mae. “Universal design for learning: multiple intelligences and technology in a literature unit in a seventh grade language arts classroom.” 2010. Masters Thesis, California State University – Sacramento. Accessed July 17, 2019. http://hdl.handle.net/10211.9/338.

MLA Handbook (7th Edition):

Raga, Justine Mae. “Universal design for learning: multiple intelligences and technology in a literature unit in a seventh grade language arts classroom.” 2010. Web. 17 Jul 2019.

Vancouver:

Raga JM. Universal design for learning: multiple intelligences and technology in a literature unit in a seventh grade language arts classroom. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10211.9/338.

Council of Science Editors:

Raga JM. Universal design for learning: multiple intelligences and technology in a literature unit in a seventh grade language arts classroom. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/338

6. Johnson-Harris, Kimberly M. THE EFFECTS OF UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC ENGAGEMENT OF MIDDLE SCHOOL STUDENTS.

Degree: PhD, Educational Psychology, 2014, Southern Illinois University

  A multiple baseline across participants design was used to examine the impact of Universal Design for Learning (UDL), implemented as a total framework, on… (more)

Subjects/Keywords: behavior disorders; education; engagement; inclusion; professional development; universal design for learning

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APA (6th Edition):

Johnson-Harris, K. M. (2014). THE EFFECTS OF UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC ENGAGEMENT OF MIDDLE SCHOOL STUDENTS. (Doctoral Dissertation). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/dissertations/827

Chicago Manual of Style (16th Edition):

Johnson-Harris, Kimberly M. “THE EFFECTS OF UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC ENGAGEMENT OF MIDDLE SCHOOL STUDENTS.” 2014. Doctoral Dissertation, Southern Illinois University. Accessed July 17, 2019. http://opensiuc.lib.siu.edu/dissertations/827.

MLA Handbook (7th Edition):

Johnson-Harris, Kimberly M. “THE EFFECTS OF UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC ENGAGEMENT OF MIDDLE SCHOOL STUDENTS.” 2014. Web. 17 Jul 2019.

Vancouver:

Johnson-Harris KM. THE EFFECTS OF UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC ENGAGEMENT OF MIDDLE SCHOOL STUDENTS. [Internet] [Doctoral dissertation]. Southern Illinois University; 2014. [cited 2019 Jul 17]. Available from: http://opensiuc.lib.siu.edu/dissertations/827.

Council of Science Editors:

Johnson-Harris KM. THE EFFECTS OF UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC ENGAGEMENT OF MIDDLE SCHOOL STUDENTS. [Doctoral Dissertation]. Southern Illinois University; 2014. Available from: http://opensiuc.lib.siu.edu/dissertations/827


University of Texas – Austin

7. Hahn, Abby Lynn. An assessment of technology-centered art learning for students with autism spectrum disorder using universal design for learning curriculum.

Degree: Art Education, 2012, University of Texas – Austin

 Working collaboratively with VSA Texas, the research study examined how a Universal Design for Learning (UDL) curriculum functions for students with Autism Spectrum Disorder in… (more)

Subjects/Keywords: Universal Design for Learning; Autism; Autism Spectrum Disorder; Art; Art education

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APA (6th Edition):

Hahn, A. L. (2012). An assessment of technology-centered art learning for students with autism spectrum disorder using universal design for learning curriculum. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5074

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):

Hahn, Abby Lynn. “An assessment of technology-centered art learning for students with autism spectrum disorder using universal design for learning curriculum.” 2012. Thesis, University of Texas – Austin. Accessed July 17, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5074.

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

MLA Handbook (7th Edition):

Hahn, Abby Lynn. “An assessment of technology-centered art learning for students with autism spectrum disorder using universal design for learning curriculum.” 2012. Web. 17 Jul 2019.

Vancouver:

Hahn AL. An assessment of technology-centered art learning for students with autism spectrum disorder using universal design for learning curriculum. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5074.

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

Council of Science Editors:

Hahn AL. An assessment of technology-centered art learning for students with autism spectrum disorder using universal design for learning curriculum. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5074

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


University of Wisconsin – Milwaukee

8. Coffey, Cassandra. Creating Inclusive Experiences in Children's Museums for Children with Autism Spectrum Disorder.

Degree: MS, Anthropology, 2018, University of Wisconsin – Milwaukee

  This study examined daily programming and inclusion efforts for children with Autism Spectrum Disorder (ASD) at a singular study site, a children’s museum located… (more)

Subjects/Keywords: Autism; Children's Museums; Universal Design for Learning; Library and Information Science

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APA (6th Edition):

Coffey, C. (2018). Creating Inclusive Experiences in Children's Museums for Children with Autism Spectrum Disorder. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1981

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):

Coffey, Cassandra. “Creating Inclusive Experiences in Children's Museums for Children with Autism Spectrum Disorder.” 2018. Thesis, University of Wisconsin – Milwaukee. Accessed July 17, 2019. https://dc.uwm.edu/etd/1981.

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

MLA Handbook (7th Edition):

Coffey, Cassandra. “Creating Inclusive Experiences in Children's Museums for Children with Autism Spectrum Disorder.” 2018. Web. 17 Jul 2019.

Vancouver:

Coffey C. Creating Inclusive Experiences in Children's Museums for Children with Autism Spectrum Disorder. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2018. [cited 2019 Jul 17]. Available from: https://dc.uwm.edu/etd/1981.

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

Council of Science Editors:

Coffey C. Creating Inclusive Experiences in Children's Museums for Children with Autism Spectrum Disorder. [Thesis]. University of Wisconsin – Milwaukee; 2018. Available from: https://dc.uwm.edu/etd/1981

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


Boston College

9. Venkatesh, Kavita. Universal design for learning as a framework for social justice: A multi-case analysis of undergraduate pre-service teachers.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2015, Boston College

 The diversity of the student population in K-12 settings has steadily increased over the past few decades. While students who are of a racial/ethnic minority… (more)

Subjects/Keywords: Social Justice; Teacher Preparation; Universal Design for Learning

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APA (6th Edition):

Venkatesh, K. (2015). Universal design for learning as a framework for social justice: A multi-case analysis of undergraduate pre-service teachers. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104147

Chicago Manual of Style (16th Edition):

Venkatesh, Kavita. “Universal design for learning as a framework for social justice: A multi-case analysis of undergraduate pre-service teachers.” 2015. Doctoral Dissertation, Boston College. Accessed July 17, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104147.

MLA Handbook (7th Edition):

Venkatesh, Kavita. “Universal design for learning as a framework for social justice: A multi-case analysis of undergraduate pre-service teachers.” 2015. Web. 17 Jul 2019.

Vancouver:

Venkatesh K. Universal design for learning as a framework for social justice: A multi-case analysis of undergraduate pre-service teachers. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2019 Jul 17]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104147.

Council of Science Editors:

Venkatesh K. Universal design for learning as a framework for social justice: A multi-case analysis of undergraduate pre-service teachers. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104147


University of Southern California

10. Colacino, Terilyn M. Learning 21st century skills In a multicultural setting.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This case study examined how culturally diverse students at a Southeast Asia international school were engaged in learning 21st century skills when multiple means of… (more)

Subjects/Keywords: 21st century skills; culturally diverse; multiculturalism; universal design for learning

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APA (6th Edition):

Colacino, T. M. (2013). Learning 21st century skills In a multicultural setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772

Chicago Manual of Style (16th Edition):

Colacino, Terilyn M. “Learning 21st century skills In a multicultural setting.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772.

MLA Handbook (7th Edition):

Colacino, Terilyn M. “Learning 21st century skills In a multicultural setting.” 2013. Web. 17 Jul 2019.

Vancouver:

Colacino TM. Learning 21st century skills In a multicultural setting. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772.

Council of Science Editors:

Colacino TM. Learning 21st century skills In a multicultural setting. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772

11. Polushin, Sandra. Inclusive andragogy in distance education: A phenomenological perspective.

Degree: 2015, Athabasca University

The purpose of this qualitative study was to understand inclusive andragogy in distance education through the lived experiences of students and stakeholders involved in online… (more)

Subjects/Keywords: Inclusive education; Distance education; Postsecondary; Andragogy; Universal design for learning; Accessibility; Online learning

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

APA (6th Edition):

Polushin, S. (2015). Inclusive andragogy in distance education: A phenomenological perspective. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/65

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):

Polushin, Sandra. “Inclusive andragogy in distance education: A phenomenological perspective.” 2015. Thesis, Athabasca University. Accessed July 17, 2019. http://hdl.handle.net/10791/65.

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

MLA Handbook (7th Edition):

Polushin, Sandra. “Inclusive andragogy in distance education: A phenomenological perspective.” 2015. Web. 17 Jul 2019.

Vancouver:

Polushin S. Inclusive andragogy in distance education: A phenomenological perspective. [Internet] [Thesis]. Athabasca University; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10791/65.

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

Council of Science Editors:

Polushin S. Inclusive andragogy in distance education: A phenomenological perspective. [Thesis]. Athabasca University; 2015. Available from: http://hdl.handle.net/10791/65

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


University of South Africa

12. Mapepa, Peter. A wellness model for teachers in learner support for learners with hearing impairment.

Degree: 2017, University of South Africa

 The purpose of the study was to develop a wellness model for teachers in addressing learning barriers for learners with hearing impairment. The study is… (more)

Subjects/Keywords: Barriers to learning; Disability awareness; Linguistic interdependence theory; Universal design for learning; Wellness theory

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

APA (6th Edition):

Mapepa, P. (2017). A wellness model for teachers in learner support for learners with hearing impairment. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23122

Chicago Manual of Style (16th Edition):

Mapepa, Peter. “A wellness model for teachers in learner support for learners with hearing impairment.” 2017. Doctoral Dissertation, University of South Africa. Accessed July 17, 2019. http://hdl.handle.net/10500/23122.

MLA Handbook (7th Edition):

Mapepa, Peter. “A wellness model for teachers in learner support for learners with hearing impairment.” 2017. Web. 17 Jul 2019.

Vancouver:

Mapepa P. A wellness model for teachers in learner support for learners with hearing impairment. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10500/23122.

Council of Science Editors:

Mapepa P. A wellness model for teachers in learner support for learners with hearing impairment. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23122


Virginia Commonwealth University

13. Best, Kathryn W. UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL).

Degree: PhD, Special Education, 2016, Virginia Commonwealth University

  This case study examined learning components and outcomes of the UDL Virtual Classroom project, a web-based professional development program that was a collaboration between… (more)

Subjects/Keywords: universal design for learning; UDL; professional development; teacher learning; Education; Teacher Education and Professional Development

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

APA (6th Edition):

Best, K. W. (2016). UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL). (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4105

Chicago Manual of Style (16th Edition):

Best, Kathryn W. “UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL).” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 17, 2019. https://scholarscompass.vcu.edu/etd/4105.

MLA Handbook (7th Edition):

Best, Kathryn W. “UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL).” 2016. Web. 17 Jul 2019.

Vancouver:

Best KW. UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL). [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Jul 17]. Available from: https://scholarscompass.vcu.edu/etd/4105.

Council of Science Editors:

Best KW. UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL). [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4105


Kristianstad University

14. Calmerbäck, Sandra. Att se möjligheter där andra ser hinder : uppfattningar om inkludering och tillgänglig undervisning.

Degree: Education and Environment, 2017, Kristianstad University

  Studiens syfte är att analysera hur pedagoger, elever och skolledare vid en gymnasieskola uppfattar fenomenen inkludering och tillgänglig undervisning genom att undersöka deras syn… (more)

Subjects/Keywords: universal design for learning; Inkludering; gymnasiesärskola; tillgänglig undervisning; universal design för lärande; specialpedagogiska perspektiv; uppfattningar; Pedagogy; Pedagogik

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APA (6th Edition):

Calmerbäck, S. (2017). Att se möjligheter där andra ser hinder : uppfattningar om inkludering och tillgänglig undervisning. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-16957

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):

Calmerbäck, Sandra. “Att se möjligheter där andra ser hinder : uppfattningar om inkludering och tillgänglig undervisning.” 2017. Thesis, Kristianstad University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-16957.

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

MLA Handbook (7th Edition):

Calmerbäck, Sandra. “Att se möjligheter där andra ser hinder : uppfattningar om inkludering och tillgänglig undervisning.” 2017. Web. 17 Jul 2019.

Vancouver:

Calmerbäck S. Att se möjligheter där andra ser hinder : uppfattningar om inkludering och tillgänglig undervisning. [Internet] [Thesis]. Kristianstad University; 2017. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-16957.

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

Council of Science Editors:

Calmerbäck S. Att se möjligheter där andra ser hinder : uppfattningar om inkludering och tillgänglig undervisning. [Thesis]. Kristianstad University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-16957

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


Texas A&M University

15. Montague, Marcia. Expert Secondary Inclusive Classroom Management.

Degree: 2011, Texas A&M University

 The purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert… (more)

Subjects/Keywords: classroom management; inclusion; teacher preparation; special education; secondary education; universal design for learning; expert teachers

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

APA (6th Edition):

Montague, M. (2011). Expert Secondary Inclusive Classroom Management. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343

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):

Montague, Marcia. “Expert Secondary Inclusive Classroom Management.” 2011. Thesis, Texas A&M University. Accessed July 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343.

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

MLA Handbook (7th Edition):

Montague, Marcia. “Expert Secondary Inclusive Classroom Management.” 2011. Web. 17 Jul 2019.

Vancouver:

Montague M. Expert Secondary Inclusive Classroom Management. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343.

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

Council of Science Editors:

Montague M. Expert Secondary Inclusive Classroom Management. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343

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

16. Grohowski, Mariana. At War with Words: Understanding U.S. Service-Personnel's Literate Practices for a Universal Design for Learning Worldview.

Degree: PhD, English (Rhetoric and Writing) PhD, 2015, Bowling Green State University

 Learners—e.g., students and research participants—face unique and invisible barriers to making and sharing knowledge. In fact, some individuals prefer to express themselves in modes that… (more)

Subjects/Keywords: Rhetoric; Composition; Universal design for learning; Military service personnel; Mixed methods research; Writing studies

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APA (6th Edition):

Grohowski, M. (2015). At War with Words: Understanding U.S. Service-Personnel's Literate Practices for a Universal Design for Learning Worldview. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1421692543

Chicago Manual of Style (16th Edition):

Grohowski, Mariana. “At War with Words: Understanding U.S. Service-Personnel's Literate Practices for a Universal Design for Learning Worldview.” 2015. Doctoral Dissertation, Bowling Green State University. Accessed July 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1421692543.

MLA Handbook (7th Edition):

Grohowski, Mariana. “At War with Words: Understanding U.S. Service-Personnel's Literate Practices for a Universal Design for Learning Worldview.” 2015. Web. 17 Jul 2019.

Vancouver:

Grohowski M. At War with Words: Understanding U.S. Service-Personnel's Literate Practices for a Universal Design for Learning Worldview. [Internet] [Doctoral dissertation]. Bowling Green State University; 2015. [cited 2019 Jul 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1421692543.

Council of Science Editors:

Grohowski M. At War with Words: Understanding U.S. Service-Personnel's Literate Practices for a Universal Design for Learning Worldview. [Doctoral Dissertation]. Bowling Green State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1421692543

17. Taylor, Tammy Marie. Teacher perspectives on the impact of high-stakes testing on students with disabilities : a grounded theory study.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of North Dakota

  The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has changed… (more)

Subjects/Keywords: achievement standards; assessment; high-stakes testing; access; Universal Design for Learning; Educational Leadership

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APA (6th Edition):

Taylor, T. M. (2017). Teacher perspectives on the impact of high-stakes testing on students with disabilities : a grounded theory study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1070

Chicago Manual of Style (16th Edition):

Taylor, Tammy Marie. “Teacher perspectives on the impact of high-stakes testing on students with disabilities : a grounded theory study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed July 17, 2019. https://commons.und.edu/theses/1070.

MLA Handbook (7th Edition):

Taylor, Tammy Marie. “Teacher perspectives on the impact of high-stakes testing on students with disabilities : a grounded theory study.” 2017. Web. 17 Jul 2019.

Vancouver:

Taylor TM. Teacher perspectives on the impact of high-stakes testing on students with disabilities : a grounded theory study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Jul 17]. Available from: https://commons.und.edu/theses/1070.

Council of Science Editors:

Taylor TM. Teacher perspectives on the impact of high-stakes testing on students with disabilities : a grounded theory study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/1070

18. Steger, Daniel George. Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors.

Degree: MSin Life Sciences, Agricultural, Leadership, and Community Education, 2018, Virginia Tech

 Integrated STEM education and Universal Design for Learning (UDL) have been often theorized as compatible. However, there has been little research done to understand how… (more)

Subjects/Keywords: Integrated STEM education; Inclusive education; Universal Design for Learning; STEM education; Diffusion of Innovation theory

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

APA (6th Edition):

Steger, D. G. (2018). Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86519

Chicago Manual of Style (16th Edition):

Steger, Daniel George. “Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors.” 2018. Masters Thesis, Virginia Tech. Accessed July 17, 2019. http://hdl.handle.net/10919/86519.

MLA Handbook (7th Edition):

Steger, Daniel George. “Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors.” 2018. Web. 17 Jul 2019.

Vancouver:

Steger DG. Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors. [Internet] [Masters thesis]. Virginia Tech; 2018. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10919/86519.

Council of Science Editors:

Steger DG. Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors. [Masters Thesis]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/86519


Loyola University Chicago

19. Hatley, Marylou. What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  This study examines teacher perceptions of universal design for learning (UDL) and the systemic changes that might occur during implementation. The study compares differences… (more)

Subjects/Keywords: educational theory; instruction; teaching; technology; UDL; universal design for learning; Curriculum and Instruction

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

APA (6th Edition):

Hatley, M. (2011). What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/42

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):

Hatley, Marylou. “What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process.” 2011. Thesis, Loyola University Chicago. Accessed July 17, 2019. https://ecommons.luc.edu/luc_diss/42.

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

MLA Handbook (7th Edition):

Hatley, Marylou. “What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process.” 2011. Web. 17 Jul 2019.

Vancouver:

Hatley M. What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Jul 17]. Available from: https://ecommons.luc.edu/luc_diss/42.

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

Council of Science Editors:

Hatley M. What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/42

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


Loyola University Chicago

20. Ryan-Toye, Martha. Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  Martha Ryan-Toye Loyola University Chicago UNIVERSAL DESIGN FOR LEARNING: AN EXAMINATION OF LEADERSHIP PROMOTING STUDENT LEARNING FOR ALL This study examines the intersection of… (more)

Subjects/Keywords: change; continuous improvement; Ethics; leadership; MTSS; universal design for learning; Educational Administration and Supervision

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APA (6th Edition):

Ryan-Toye, M. (2018). Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2849

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):

Ryan-Toye, Martha. “Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All.” 2018. Thesis, Loyola University Chicago. Accessed July 17, 2019. https://ecommons.luc.edu/luc_diss/2849.

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

MLA Handbook (7th Edition):

Ryan-Toye, Martha. “Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All.” 2018. Web. 17 Jul 2019.

Vancouver:

Ryan-Toye M. Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Jul 17]. Available from: https://ecommons.luc.edu/luc_diss/2849.

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

Council of Science Editors:

Ryan-Toye M. Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2849

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

21. Mayer, Tammy. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of North Dakota

  ABSTRACT The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has… (more)

Subjects/Keywords: access; achievment standards; assessment; high-stakes testing; Students with Disabilities; Universal Design for Learning

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

APA (6th Edition):

Mayer, T. (2017). Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2128

Chicago Manual of Style (16th Edition):

Mayer, Tammy. “Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed July 17, 2019. https://commons.und.edu/theses/2128.

MLA Handbook (7th Edition):

Mayer, Tammy. “Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.” 2017. Web. 17 Jul 2019.

Vancouver:

Mayer T. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Jul 17]. Available from: https://commons.und.edu/theses/2128.

Council of Science Editors:

Mayer T. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2128


University of Southern California

22. Callaham, Artis Marie. Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 “We are the nation that has always understood that our future is inextricably linked to the education of our children—all of them. We are the… (more)

Subjects/Keywords: partnerships; educational partnerships; co-construction; constructivist theory; Vygotsky; universal design for learning; accommodating all learners

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

APA (6th Edition):

Callaham, A. M. (2011). Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/624318/rec/7972

Chicago Manual of Style (16th Edition):

Callaham, Artis Marie. “Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/624318/rec/7972.

MLA Handbook (7th Edition):

Callaham, Artis Marie. “Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners.” 2011. Web. 17 Jul 2019.

Vancouver:

Callaham AM. Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/624318/rec/7972.

Council of Science Editors:

Callaham AM. Year two study of a community, school, and university partnership for urban school transformation in providing access to education for all learners. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/624318/rec/7972


University of Manitoba

23. Stacey, Robin. Resource teacher perspectives on student service delivery models.

Degree: Educational Administration, Foundations and Psychology, 2018, University of Manitoba

 Manitoba Education and Training has recommended that all schools and/or school divisions adopt a model of service delivery in order to best meet the learning(more)

Subjects/Keywords: consultative-collaborative; co-teaching; resource teacher; response to intervention; universal design for learning

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APA (6th Edition):

Stacey, R. (2018). Resource teacher perspectives on student service delivery models. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32995

Chicago Manual of Style (16th Edition):

Stacey, Robin. “Resource teacher perspectives on student service delivery models.” 2018. Masters Thesis, University of Manitoba. Accessed July 17, 2019. http://hdl.handle.net/1993/32995.

MLA Handbook (7th Edition):

Stacey, Robin. “Resource teacher perspectives on student service delivery models.” 2018. Web. 17 Jul 2019.

Vancouver:

Stacey R. Resource teacher perspectives on student service delivery models. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1993/32995.

Council of Science Editors:

Stacey R. Resource teacher perspectives on student service delivery models. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/32995


Boston University

24. Vinciguerra, Salvatore. Lived experiences of secondary instrumental music teachers who teach students with learning disabilities.

Degree: DMA, Music Education, 2016, Boston University

 Very little research is published on teaching music to students with learning disabilities. Nevertheless, federal law mandates that instruction of such students take place in… (more)

Subjects/Keywords: Music education; Instrumental music; Learning disabilities; Music education; Special education; Universal design for learning; Attention deficit disorder

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

APA (6th Edition):

Vinciguerra, S. (2016). Lived experiences of secondary instrumental music teachers who teach students with learning disabilities. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/16836

Chicago Manual of Style (16th Edition):

Vinciguerra, Salvatore. “Lived experiences of secondary instrumental music teachers who teach students with learning disabilities.” 2016. Doctoral Dissertation, Boston University. Accessed July 17, 2019. http://hdl.handle.net/2144/16836.

MLA Handbook (7th Edition):

Vinciguerra, Salvatore. “Lived experiences of secondary instrumental music teachers who teach students with learning disabilities.” 2016. Web. 17 Jul 2019.

Vancouver:

Vinciguerra S. Lived experiences of secondary instrumental music teachers who teach students with learning disabilities. [Internet] [Doctoral dissertation]. Boston University; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2144/16836.

Council of Science Editors:

Vinciguerra S. Lived experiences of secondary instrumental music teachers who teach students with learning disabilities. [Doctoral Dissertation]. Boston University; 2016. Available from: http://hdl.handle.net/2144/16836

25. Mathews, Kai Monet. Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention.

Degree: PhD, Leadership Studies, 2016, University of San Diego

  Accountability measures, by way of standardized curriculum and assessments, have played a large part in the attempt to ensure that students from all backgrounds… (more)

Subjects/Keywords: Blended Learning; Experimental; Intervention; Math; Mixed methods; Universal Design for Learning; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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

APA (6th Edition):

Mathews, K. M. (2016). Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention. (Doctoral Dissertation). University of San Diego. Retrieved from https://digital.sandiego.edu/dissertations/53

Chicago Manual of Style (16th Edition):

Mathews, Kai Monet. “Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention.” 2016. Doctoral Dissertation, University of San Diego. Accessed July 17, 2019. https://digital.sandiego.edu/dissertations/53.

MLA Handbook (7th Edition):

Mathews, Kai Monet. “Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention.” 2016. Web. 17 Jul 2019.

Vancouver:

Mathews KM. Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention. [Internet] [Doctoral dissertation]. University of San Diego; 2016. [cited 2019 Jul 17]. Available from: https://digital.sandiego.edu/dissertations/53.

Council of Science Editors:

Mathews KM. Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention. [Doctoral Dissertation]. University of San Diego; 2016. Available from: https://digital.sandiego.edu/dissertations/53


Washington State University

26. [No author]. Online Instruction with Universal Design for Learning in the Synchronous K-8 Classroom .

Degree: 2013, Washington State University

 Each year witnesses an increased number of students with disabilities participating in online schools. Unfortunately, most online courses fail to provide adequate learning outcomes for… (more)

Subjects/Keywords: Special education; Educational technology; Teacher education; Asynchronous; Online education; Synchronous; Universal Design for Learning; Virtual learning

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APA (6th Edition):

author], [. (2013). Online Instruction with Universal Design for Learning in the Synchronous K-8 Classroom . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4922

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. “Online Instruction with Universal Design for Learning in the Synchronous K-8 Classroom .” 2013. Thesis, Washington State University. Accessed July 17, 2019. http://hdl.handle.net/2376/4922.

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. “Online Instruction with Universal Design for Learning in the Synchronous K-8 Classroom .” 2013. Web. 17 Jul 2019.

Vancouver:

author] [. Online Instruction with Universal Design for Learning in the Synchronous K-8 Classroom . [Internet] [Thesis]. Washington State University; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2376/4922.

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

Council of Science Editors:

author] [. Online Instruction with Universal Design for Learning in the Synchronous K-8 Classroom . [Thesis]. Washington State University; 2013. Available from: http://hdl.handle.net/2376/4922

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


University of North Texas

27. Alamri, Abdulrahman Saleh. University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies.

Degree: 2017, University of North Texas

 This dissertation examines a university faculty (n = 41) and diverse students (n = 93) including students with disability (n = 44), students without disability… (more)

Subjects/Keywords: Universal Design for Learning; Inclusive Teaching Strategies; Instruction Design; Usability; Accessibility; Learners with Disabilities; International Students

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

APA (6th Edition):

Alamri, A. S. (2017). University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984244/

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):

Alamri, Abdulrahman Saleh. “University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies.” 2017. Thesis, University of North Texas. Accessed July 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc984244/.

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

MLA Handbook (7th Edition):

Alamri, Abdulrahman Saleh. “University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies.” 2017. Web. 17 Jul 2019.

Vancouver:

Alamri AS. University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jul 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984244/.

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

Council of Science Editors:

Alamri AS. University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984244/

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

28. Janaina Ramos Marcos. Usabilidade, acessibilidade e desenho universal para aprendizagem : a experiÃncia de usuÃrios com deficiÃncia na educaÃÃo a distÃncia.

Degree: 2013, Universidade do Estado de Santa Catarina

O objetivo deste estudo foi avaliar quais soluÃÃes ergonÃmicas, fundamentadas nos conceitos de usabilidade, acessibilidade e desenho universal para aprendizagem podem ser adequadas para o… (more)

Subjects/Keywords: usability; Ensino à distÃncia; Desenho universal para aprendizagem; E-learning; Acessibility; Universal design for learning; Interface.; DESENHO; EducaÃÃo inclusiva; Usabilidade; Acessibilidade; Interface.

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APA (6th Edition):

Marcos, J. R. (2013). Usabilidade, acessibilidade e desenho universal para aprendizagem : a experiÃncia de usuÃrios com deficiÃncia na educaÃÃo a distÃncia. (Thesis). Universidade do Estado de Santa Catarina. Retrieved from http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3462

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):

Marcos, Janaina Ramos. “Usabilidade, acessibilidade e desenho universal para aprendizagem : a experiÃncia de usuÃrios com deficiÃncia na educaÃÃo a distÃncia.” 2013. Thesis, Universidade do Estado de Santa Catarina. Accessed July 17, 2019. http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3462.

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

MLA Handbook (7th Edition):

Marcos, Janaina Ramos. “Usabilidade, acessibilidade e desenho universal para aprendizagem : a experiÃncia de usuÃrios com deficiÃncia na educaÃÃo a distÃncia.” 2013. Web. 17 Jul 2019.

Vancouver:

Marcos JR. Usabilidade, acessibilidade e desenho universal para aprendizagem : a experiÃncia de usuÃrios com deficiÃncia na educaÃÃo a distÃncia. [Internet] [Thesis]. Universidade do Estado de Santa Catarina; 2013. [cited 2019 Jul 17]. Available from: http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3462.

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

Council of Science Editors:

Marcos JR. Usabilidade, acessibilidade e desenho universal para aprendizagem : a experiÃncia de usuÃrios com deficiÃncia na educaÃÃo a distÃncia. [Thesis]. Universidade do Estado de Santa Catarina; 2013. Available from: http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3462

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


Universidad Andrés Bello

29. Fuentes Zapata, Karen Cristina. Universal design for learning principles used as an effective tool for the development of reading comprehension .

Degree: 2015, Universidad Andrés Bello

 The purpose of this research project was to explore the Universal Design for Learning (UDL) principles as an effective tool in a EFL class for… (more)

Subjects/Keywords: Inglés; Comprensión de Lectura; Aprendizaje; Universal Design for Learning; Young learners; English as a foreign language; Reading comprehension

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

APA (6th Edition):

Fuentes Zapata, K. C. (2015). Universal design for learning principles used as an effective tool for the development of reading comprehension . (Thesis). Universidad Andrés Bello. Retrieved from http://repositorio.unab.cl/xmlui/handle/ria/4282

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):

Fuentes Zapata, Karen Cristina. “Universal design for learning principles used as an effective tool for the development of reading comprehension .” 2015. Thesis, Universidad Andrés Bello. Accessed July 17, 2019. http://repositorio.unab.cl/xmlui/handle/ria/4282.

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

MLA Handbook (7th Edition):

Fuentes Zapata, Karen Cristina. “Universal design for learning principles used as an effective tool for the development of reading comprehension .” 2015. Web. 17 Jul 2019.

Vancouver:

Fuentes Zapata KC. Universal design for learning principles used as an effective tool for the development of reading comprehension . [Internet] [Thesis]. Universidad Andrés Bello; 2015. [cited 2019 Jul 17]. Available from: http://repositorio.unab.cl/xmlui/handle/ria/4282.

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

Council of Science Editors:

Fuentes Zapata KC. Universal design for learning principles used as an effective tool for the development of reading comprehension . [Thesis]. Universidad Andrés Bello; 2015. Available from: http://repositorio.unab.cl/xmlui/handle/ria/4282

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


University of Colorado

30. McNish, Deric. The 19 Percent: Disability and Actor Training in Higher Education.

Degree: PhD, Theatre & Dance, 2013, University of Colorado

  The purpose of this dissertation is to study training methods for students with disabilities in college acting courses. Although more than 19% of Americans… (more)

Subjects/Keywords: Actor Training; Disability; Performance; Universal Design for Learning; Voice; Disability and Equity in Education; Performance Studies; Theatre and Performance Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McNish, D. (2013). The 19 Percent: Disability and Actor Training in Higher Education. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/thtr_gradetds/26

Chicago Manual of Style (16th Edition):

McNish, Deric. “The 19 Percent: Disability and Actor Training in Higher Education.” 2013. Doctoral Dissertation, University of Colorado. Accessed July 17, 2019. http://scholar.colorado.edu/thtr_gradetds/26.

MLA Handbook (7th Edition):

McNish, Deric. “The 19 Percent: Disability and Actor Training in Higher Education.” 2013. Web. 17 Jul 2019.

Vancouver:

McNish D. The 19 Percent: Disability and Actor Training in Higher Education. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Jul 17]. Available from: http://scholar.colorado.edu/thtr_gradetds/26.

Council of Science Editors:

McNish D. The 19 Percent: Disability and Actor Training in Higher Education. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/thtr_gradetds/26

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