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You searched for subject:(post secondary education AND students with disabilities). Showing records 1 – 30 of 8565 total matches.

[1] [2] [3] [4] [5] … [286]

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University of Southern California

1. Francis, Chandinie Devi Parasram. Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The overarching aim of this mixed methods study was to explore the online experiences of students with disabilities, with particular focus on students’ use of… (more)

Subjects/Keywords: students with disabilities; college students with disabilities in online courses; college students with disabilities; college students with disabilities in higher education online courses; students with disabilities and online courses; college students with disabilities and online; post secondary education and students with disabilities

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

APA (6th Edition):

Francis, C. D. P. (2012). Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6148

Chicago Manual of Style (16th Edition):

Francis, Chandinie Devi Parasram. “Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6148.

MLA Handbook (7th Edition):

Francis, Chandinie Devi Parasram. “Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media.” 2012. Web. 15 Sep 2019.

Vancouver:

Francis CDP. Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6148.

Council of Science Editors:

Francis CDP. Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/7495/rec/6148


University of Wisconsin – Milwaukee

2. Love, Jacqueline Marie. Wording Matters: the Impact of Disability Identification in Post-Secondary Education.

Degree: MS, Occupational Therapy, 2017, University of Wisconsin – Milwaukee

  Background. The prevalence of students with disabilities (SWD) in postsecondary education has increased over the last 30 years. Moreover, the literature suggests that prevalence… (more)

Subjects/Keywords: Disability Identity; Disability in Education; Educational Accommodation; Post-secondary Education; Students with Disabilities; Education; Occupational Therapy

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APA (6th Edition):

Love, J. M. (2017). Wording Matters: the Impact of Disability Identification in Post-Secondary Education. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1662

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):

Love, Jacqueline Marie. “Wording Matters: the Impact of Disability Identification in Post-Secondary Education.” 2017. Thesis, University of Wisconsin – Milwaukee. Accessed September 15, 2019. https://dc.uwm.edu/etd/1662.

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

MLA Handbook (7th Edition):

Love, Jacqueline Marie. “Wording Matters: the Impact of Disability Identification in Post-Secondary Education.” 2017. Web. 15 Sep 2019.

Vancouver:

Love JM. Wording Matters: the Impact of Disability Identification in Post-Secondary Education. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2017. [cited 2019 Sep 15]. Available from: https://dc.uwm.edu/etd/1662.

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

Council of Science Editors:

Love JM. Wording Matters: the Impact of Disability Identification in Post-Secondary Education. [Thesis]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1662

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


University of Kansas

3. Xie, Jingrong. On the Design of a Mobile Executive Functioning Coaching Solution for Students with and without Disabilities in Post- Secondary STEM Education.

Degree: PhD, Special Education, 2018, University of Kansas

 Existing literature indicated that supporting the executive function skills (EFs) and learning strategies of students with disabilities (SWDs) during the learning process is important for… (more)

Subjects/Keywords: Educational technology; Design; Executive Functioning Coaching; Mobile; Post- Secondary STEM Education; Students with and without Disabilities

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APA (6th Edition):

Xie, J. (2018). On the Design of a Mobile Executive Functioning Coaching Solution for Students with and without Disabilities in Post- Secondary STEM Education. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27968

Chicago Manual of Style (16th Edition):

Xie, Jingrong. “On the Design of a Mobile Executive Functioning Coaching Solution for Students with and without Disabilities in Post- Secondary STEM Education.” 2018. Doctoral Dissertation, University of Kansas. Accessed September 15, 2019. http://hdl.handle.net/1808/27968.

MLA Handbook (7th Edition):

Xie, Jingrong. “On the Design of a Mobile Executive Functioning Coaching Solution for Students with and without Disabilities in Post- Secondary STEM Education.” 2018. Web. 15 Sep 2019.

Vancouver:

Xie J. On the Design of a Mobile Executive Functioning Coaching Solution for Students with and without Disabilities in Post- Secondary STEM Education. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1808/27968.

Council of Science Editors:

Xie J. On the Design of a Mobile Executive Functioning Coaching Solution for Students with and without Disabilities in Post- Secondary STEM Education. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27968

4. Sanford, Karen L. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.

Degree: Doctor of Education (EdD), Learning and Instruction, 2015, University of San Francisco

  Factors that Affect the Reading Comprehension of Secondary Students with Disabilities Thirty-million Americans are considered functionally illiterate and are unable to complete job applications… (more)

Subjects/Keywords: reading; reading comprehension; secondary students; students with disabilities; Education

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APA (6th Edition):

Sanford, K. L. (2015). Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/125

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):

Sanford, Karen L. “Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.” 2015. Thesis, University of San Francisco. Accessed September 15, 2019. https://repository.usfca.edu/diss/125.

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

MLA Handbook (7th Edition):

Sanford, Karen L. “Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.” 2015. Web. 15 Sep 2019.

Vancouver:

Sanford KL. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Sep 15]. Available from: https://repository.usfca.edu/diss/125.

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

Council of Science Editors:

Sanford KL. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/125

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


Northeastern University

5. Centerrino, Stephen L. Evaluating self-advocacy in high school students with learning disabilities through case study analysis.

Degree: EdD, School of Education, 2016, Northeastern University

Students with learning disabilities continue to make advancements in their preparation for post-secondary studies and are one of the largest growing populations to enter colleges… (more)

Subjects/Keywords: motivation; post-secondary transition; self-advocacy; self-advocacy model; self-determination; special education; Learning disabled teenagers; Education (Secondary); Students with disabilities; Education (Secondary); Learning disabilities; High school students; Motivation in education; Autonomy (Psychology)

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APA (6th Edition):

Centerrino, S. L. (2016). Evaluating self-advocacy in high school students with learning disabilities through case study analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20213646

Chicago Manual of Style (16th Edition):

Centerrino, Stephen L. “Evaluating self-advocacy in high school students with learning disabilities through case study analysis.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 15, 2019. http://hdl.handle.net/2047/D20213646.

MLA Handbook (7th Edition):

Centerrino, Stephen L. “Evaluating self-advocacy in high school students with learning disabilities through case study analysis.” 2016. Web. 15 Sep 2019.

Vancouver:

Centerrino SL. Evaluating self-advocacy in high school students with learning disabilities through case study analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/2047/D20213646.

Council of Science Editors:

Centerrino SL. Evaluating self-advocacy in high school students with learning disabilities through case study analysis. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20213646


University of Manitoba

6. Mou, Mandy. A critical discourse analysis of Federal and Provincial government grants for post-secondary students with disabilities in Alberta and Ontario.

Degree: Disability Studies, 2015, University of Manitoba

 Although higher education typically strengthens people with disabilities' chances to be in a competitive job market as a viable leverage to break away from poverty… (more)

Subjects/Keywords: Canada; Critical discourse analysis; Neoliberalism; Post-secondary education; Students with disabilities; Ontario; Alberta; Government disability grants; Financial aid assistance; Higher education; Disability studies

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

APA (6th Edition):

Mou, M. (2015). A critical discourse analysis of Federal and Provincial government grants for post-secondary students with disabilities in Alberta and Ontario. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/30744

Chicago Manual of Style (16th Edition):

Mou, Mandy. “A critical discourse analysis of Federal and Provincial government grants for post-secondary students with disabilities in Alberta and Ontario.” 2015. Masters Thesis, University of Manitoba. Accessed September 15, 2019. http://hdl.handle.net/1993/30744.

MLA Handbook (7th Edition):

Mou, Mandy. “A critical discourse analysis of Federal and Provincial government grants for post-secondary students with disabilities in Alberta and Ontario.” 2015. Web. 15 Sep 2019.

Vancouver:

Mou M. A critical discourse analysis of Federal and Provincial government grants for post-secondary students with disabilities in Alberta and Ontario. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1993/30744.

Council of Science Editors:

Mou M. A critical discourse analysis of Federal and Provincial government grants for post-secondary students with disabilities in Alberta and Ontario. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/30744


University of Kentucky

7. Wheatley, Jason L. BUILDING CAPACITY THROUGH A COMMUNITY OF PRACTICE FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES SEEKING INCLUSION IN HIGHER EDUCATION.

Degree: 2017, University of Kentucky

 Jefferson County Public Schools (JCPS) is an urban school district in Louisville, Kentucky. While serving more than 100,000 students, JCPS is the 27th largest school… (more)

Subjects/Keywords: Community of Practice; Educational Leadership; Moderate to Severe Disabilities; Transition to Higher Education for Students with Intellectual Disability; Post-secondary Outcomes; Special Education; Educational Leadership

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APA (6th Edition):

Wheatley, J. L. (2017). BUILDING CAPACITY THROUGH A COMMUNITY OF PRACTICE FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES SEEKING INCLUSION IN HIGHER EDUCATION. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edl_etds/19

Chicago Manual of Style (16th Edition):

Wheatley, Jason L. “BUILDING CAPACITY THROUGH A COMMUNITY OF PRACTICE FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES SEEKING INCLUSION IN HIGHER EDUCATION.” 2017. Doctoral Dissertation, University of Kentucky. Accessed September 15, 2019. https://uknowledge.uky.edu/edl_etds/19.

MLA Handbook (7th Edition):

Wheatley, Jason L. “BUILDING CAPACITY THROUGH A COMMUNITY OF PRACTICE FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES SEEKING INCLUSION IN HIGHER EDUCATION.” 2017. Web. 15 Sep 2019.

Vancouver:

Wheatley JL. BUILDING CAPACITY THROUGH A COMMUNITY OF PRACTICE FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES SEEKING INCLUSION IN HIGHER EDUCATION. [Internet] [Doctoral dissertation]. University of Kentucky; 2017. [cited 2019 Sep 15]. Available from: https://uknowledge.uky.edu/edl_etds/19.

Council of Science Editors:

Wheatley JL. BUILDING CAPACITY THROUGH A COMMUNITY OF PRACTICE FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES SEEKING INCLUSION IN HIGHER EDUCATION. [Doctoral Dissertation]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/edl_etds/19


California State University – Sacramento

8. Stoops, James Christopher. Are students with disabilities getting quality secondary education in the State of California?.

Degree: MA, Education (Curriculum and Instruction, 2012, California State University – Sacramento

 This study was to gather and report information from California State University (CSU) professors on whether students with disabilities are receiving quality secondary education in… (more)

Subjects/Keywords: State of California; Students with disabilities; Grounded theory; Secondary education; Teacher preparation program

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APA (6th Edition):

Stoops, J. C. (2012). Are students with disabilities getting quality secondary education in the State of California?. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1453

Chicago Manual of Style (16th Edition):

Stoops, James Christopher. “Are students with disabilities getting quality secondary education in the State of California?.” 2012. Masters Thesis, California State University – Sacramento. Accessed September 15, 2019. http://hdl.handle.net/10211.9/1453.

MLA Handbook (7th Edition):

Stoops, James Christopher. “Are students with disabilities getting quality secondary education in the State of California?.” 2012. Web. 15 Sep 2019.

Vancouver:

Stoops JC. Are students with disabilities getting quality secondary education in the State of California?. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10211.9/1453.

Council of Science Editors:

Stoops JC. Are students with disabilities getting quality secondary education in the State of California?. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1453


California State University – Sacramento

9. Jauregui, Aaron. Managing students with mild to moderate disabilities: secondary general education teachers' attitudes toward inclusive practices.

Degree: MSW, Social Work, 2019, California State University – Sacramento

 Inclusive education is an educational setting where students of all learning levels receive instruction in a general education classroom (Alquraini & Gut, 2012). The review… (more)

Subjects/Keywords: Inclusion; Students with disabilities; General education teachers; Secondary school level; Attitudes; Self-efficacy

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APA (6th Edition):

Jauregui, A. (2019). Managing students with mild to moderate disabilities: secondary general education teachers' attitudes toward inclusive practices. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210278

Chicago Manual of Style (16th Edition):

Jauregui, Aaron. “Managing students with mild to moderate disabilities: secondary general education teachers' attitudes toward inclusive practices.” 2019. Masters Thesis, California State University – Sacramento. Accessed September 15, 2019. http://hdl.handle.net/10211.3/210278.

MLA Handbook (7th Edition):

Jauregui, Aaron. “Managing students with mild to moderate disabilities: secondary general education teachers' attitudes toward inclusive practices.” 2019. Web. 15 Sep 2019.

Vancouver:

Jauregui A. Managing students with mild to moderate disabilities: secondary general education teachers' attitudes toward inclusive practices. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10211.3/210278.

Council of Science Editors:

Jauregui A. Managing students with mild to moderate disabilities: secondary general education teachers' attitudes toward inclusive practices. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210278

10. Cho, Dana W. The Effects of Teacher Coaching in the LINCing Routine on the Vocabulary Knowledge of Secondary Students with Disabilities.

Degree: PhD, Comm Disorders & Special Educ, 2018, Old Dominion University

  A pretest-posttest time series design controlling for teacher coaching was used to evaluate the effects of the LINCing Routine to support secondary students with… (more)

Subjects/Keywords: Secondary; Students with disabilities; Vocabulary knowledge; Language and Literacy Education; Secondary Education; Special Education and Teaching

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APA (6th Edition):

Cho, D. W. (2018). The Effects of Teacher Coaching in the LINCing Routine on the Vocabulary Knowledge of Secondary Students with Disabilities. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780438867123 ; https://digitalcommons.odu.edu/cdse_etds/4

Chicago Manual of Style (16th Edition):

Cho, Dana W. “The Effects of Teacher Coaching in the LINCing Routine on the Vocabulary Knowledge of Secondary Students with Disabilities.” 2018. Doctoral Dissertation, Old Dominion University. Accessed September 15, 2019. 9780438867123 ; https://digitalcommons.odu.edu/cdse_etds/4.

MLA Handbook (7th Edition):

Cho, Dana W. “The Effects of Teacher Coaching in the LINCing Routine on the Vocabulary Knowledge of Secondary Students with Disabilities.” 2018. Web. 15 Sep 2019.

Vancouver:

Cho DW. The Effects of Teacher Coaching in the LINCing Routine on the Vocabulary Knowledge of Secondary Students with Disabilities. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2019 Sep 15]. Available from: 9780438867123 ; https://digitalcommons.odu.edu/cdse_etds/4.

Council of Science Editors:

Cho DW. The Effects of Teacher Coaching in the LINCing Routine on the Vocabulary Knowledge of Secondary Students with Disabilities. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780438867123 ; https://digitalcommons.odu.edu/cdse_etds/4


University of Zambia

11. Musonda, Teddy. Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia .

Degree: 2016, University of Zambia

 The study was an assessment of administrative challenges faced by primary school Headteachers in managing learners with special educational needs in inclusive schooling in Kaputa… (more)

Subjects/Keywords: Education-Primary-Zambia; Students with disabilities-Education

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APA (6th Edition):

Musonda, T. (2016). Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4762

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):

Musonda, Teddy. “Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia .” 2016. Thesis, University of Zambia. Accessed September 15, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4762.

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

MLA Handbook (7th Edition):

Musonda, Teddy. “Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia .” 2016. Web. 15 Sep 2019.

Vancouver:

Musonda T. Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Sep 15]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4762.

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

Council of Science Editors:

Musonda T. Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4762

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


Wright State University

12. Crumbacher, Christine Ann. Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools.

Degree: MA, Classroom Teacher, 2007, Wright State University

 The purpose of this study was to survey core content teachers’ (CCTs) perceptions of working with children with disabilities in the subject areas of English,… (more)

Subjects/Keywords: Education, Special; Inclusion; Education; Students with disabilities.

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APA (6th Edition):

Crumbacher, C. A. (2007). Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools. (Masters Thesis). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507

Chicago Manual of Style (16th Edition):

Crumbacher, Christine Ann. “Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools.” 2007. Masters Thesis, Wright State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507.

MLA Handbook (7th Edition):

Crumbacher, Christine Ann. “Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools.” 2007. Web. 15 Sep 2019.

Vancouver:

Crumbacher CA. Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools. [Internet] [Masters thesis]. Wright State University; 2007. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507.

Council of Science Editors:

Crumbacher CA. Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools. [Masters Thesis]. Wright State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507


University of Central Florida

13. Pawling, Kimberly. Integrating Universal Design For Learning Concepts Into Secondary General Education Instructional Methods Courses.

Degree: 2010, University of Central Florida

 Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith… (more)

Subjects/Keywords: Universal Design for Learning; Secondary Education; Teacher Education; Students with Disabilities; IRIS Center; Online Instruction; Education

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APA (6th Edition):

Pawling, K. (2010). Integrating Universal Design For Learning Concepts Into Secondary General Education Instructional Methods Courses. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4235

Chicago Manual of Style (16th Edition):

Pawling, Kimberly. “Integrating Universal Design For Learning Concepts Into Secondary General Education Instructional Methods Courses.” 2010. Doctoral Dissertation, University of Central Florida. Accessed September 15, 2019. https://stars.library.ucf.edu/etd/4235.

MLA Handbook (7th Edition):

Pawling, Kimberly. “Integrating Universal Design For Learning Concepts Into Secondary General Education Instructional Methods Courses.” 2010. Web. 15 Sep 2019.

Vancouver:

Pawling K. Integrating Universal Design For Learning Concepts Into Secondary General Education Instructional Methods Courses. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2019 Sep 15]. Available from: https://stars.library.ucf.edu/etd/4235.

Council of Science Editors:

Pawling K. Integrating Universal Design For Learning Concepts Into Secondary General Education Instructional Methods Courses. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4235


University of Akron

14. Mann, Nicole M. Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study.

Degree: PhD, Secondary Education, 2018, University of Akron

 Based on the system theories approach, this case study investigated the collaboration process that took place among teachers working with newcomer English learners with disabilities.… (more)

Subjects/Keywords: Education; Teacher Education; Teaching; Special Education; Pedagogy; Multicultural Education; Multilingual Education; Linguistics; Higher Education; English As A Second Language; Elementary Education; Educational Theory; Education Philosophy; Early Childhood Education; Bilingual Education; Secondary Education; Students with disabilities; English language learners; English language learners with disabilities; ELs with Disabilities; Special Education; Newcomers; ELLs; ELLs with Disabilities; Collaboration; Newcomer school; Learning disabilities; EL; Education

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APA (6th Edition):

Mann, N. M. (2018). Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588

Chicago Manual of Style (16th Edition):

Mann, Nicole M. “Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study.” 2018. Doctoral Dissertation, University of Akron. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588.

MLA Handbook (7th Edition):

Mann, Nicole M. “Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study.” 2018. Web. 15 Sep 2019.

Vancouver:

Mann NM. Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study. [Internet] [Doctoral dissertation]. University of Akron; 2018. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588.

Council of Science Editors:

Mann NM. Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study. [Doctoral Dissertation]. University of Akron; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588


East Tennessee State University

15. Hudson, Diana Joy. Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities.

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

  This qualitative study examined high school counselors' perceptions of postsecondary transition services to students with specific learning disabilities. Seven high school counselors in the… (more)

Subjects/Keywords: learning disabilities; students; transition; high school counselors; post-secondary; Disability and Equity in Education; Education; Student Counseling and Personnel Services

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

APA (6th Edition):

Hudson, D. J. (2011). Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1271

Chicago Manual of Style (16th Edition):

Hudson, Diana Joy. “Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed September 15, 2019. https://dc.etsu.edu/etd/1271.

MLA Handbook (7th Edition):

Hudson, Diana Joy. “Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities.” 2011. Web. 15 Sep 2019.

Vancouver:

Hudson DJ. Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Sep 15]. Available from: https://dc.etsu.edu/etd/1271.

Council of Science Editors:

Hudson DJ. Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1271


University of Hong Kong

16. Lau, Wing-yin, Verana. Support for students with special educational needs in Hong Kong.

Degree: EdD, 2012, University of Hong Kong

The implementation of inclusive education has begun in Hong Kong for over a decade. This research is a mixed methods research consisting of two related… (more)

Subjects/Keywords: Students with disabilities - Education - China - Hong Kong.

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APA (6th Edition):

Lau, Wing-yin, V. (2012). Support for students with special educational needs in Hong Kong. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lau, W. V. [劉穎賢]. (2012). Support for students with special educational needs in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4812859 ; http://dx.doi.org/10.5353/th_b4812859 ; http://hdl.handle.net/10722/167186

Chicago Manual of Style (16th Edition):

Lau, Wing-yin, Verana. “Support for students with special educational needs in Hong Kong.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed September 15, 2019. Lau, W. V. [劉穎賢]. (2012). Support for students with special educational needs in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4812859 ; http://dx.doi.org/10.5353/th_b4812859 ; http://hdl.handle.net/10722/167186.

MLA Handbook (7th Edition):

Lau, Wing-yin, Verana. “Support for students with special educational needs in Hong Kong.” 2012. Web. 15 Sep 2019.

Vancouver:

Lau, Wing-yin V. Support for students with special educational needs in Hong Kong. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2019 Sep 15]. Available from: Lau, W. V. [劉穎賢]. (2012). Support for students with special educational needs in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4812859 ; http://dx.doi.org/10.5353/th_b4812859 ; http://hdl.handle.net/10722/167186.

Council of Science Editors:

Lau, Wing-yin V. Support for students with special educational needs in Hong Kong. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Lau, W. V. [劉穎賢]. (2012). Support for students with special educational needs in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4812859 ; http://dx.doi.org/10.5353/th_b4812859 ; http://hdl.handle.net/10722/167186


Virginia Commonwealth University

17. Beasley, Kathy. AN ANALYSIS OF SPECIALIZED READING INSTRUCTION IN HIGH SCHOOL ENGLISH CLASSES FOR STUDENTS WITH DISABILITIES INCLUDED IN GENERAL EDUCATION.

Degree: PhD, Educational Studies, 2010, Virginia Commonwealth University

 Abstract An Analysis of Specialized Reading Instruction in High School English Classes for Students with Disabilities Included In General Education By Kathy Rosvold Beasley, M.Ed.… (more)

Subjects/Keywords: students with disabilities; reading instruction; differentiation; Education

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APA (6th Edition):

Beasley, K. (2010). AN ANALYSIS OF SPECIALIZED READING INSTRUCTION IN HIGH SCHOOL ENGLISH CLASSES FOR STUDENTS WITH DISABILITIES INCLUDED IN GENERAL EDUCATION. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2146

Chicago Manual of Style (16th Edition):

Beasley, Kathy. “AN ANALYSIS OF SPECIALIZED READING INSTRUCTION IN HIGH SCHOOL ENGLISH CLASSES FOR STUDENTS WITH DISABILITIES INCLUDED IN GENERAL EDUCATION.” 2010. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 15, 2019. https://scholarscompass.vcu.edu/etd/2146.

MLA Handbook (7th Edition):

Beasley, Kathy. “AN ANALYSIS OF SPECIALIZED READING INSTRUCTION IN HIGH SCHOOL ENGLISH CLASSES FOR STUDENTS WITH DISABILITIES INCLUDED IN GENERAL EDUCATION.” 2010. Web. 15 Sep 2019.

Vancouver:

Beasley K. AN ANALYSIS OF SPECIALIZED READING INSTRUCTION IN HIGH SCHOOL ENGLISH CLASSES FOR STUDENTS WITH DISABILITIES INCLUDED IN GENERAL EDUCATION. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2010. [cited 2019 Sep 15]. Available from: https://scholarscompass.vcu.edu/etd/2146.

Council of Science Editors:

Beasley K. AN ANALYSIS OF SPECIALIZED READING INSTRUCTION IN HIGH SCHOOL ENGLISH CLASSES FOR STUDENTS WITH DISABILITIES INCLUDED IN GENERAL EDUCATION. [Doctoral Dissertation]. Virginia Commonwealth University; 2010. Available from: https://scholarscompass.vcu.edu/etd/2146


University of Johannesburg

18. Blaauw, Herculina Johanna. Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief.

Degree: 2010, University of Johannesburg

M.Ed.

The constitution of South Africa provides for the rights of all citizens in respect of equality of opportunities. Education is seen as the right… (more)

Subjects/Keywords: Students with disabilities; Higher education; Cerebral palsy

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APA (6th Edition):

Blaauw, H. J. (2010). Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3534

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):

Blaauw, Herculina Johanna. “Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief.” 2010. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/3534.

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

MLA Handbook (7th Edition):

Blaauw, Herculina Johanna. “Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief.” 2010. Web. 15 Sep 2019.

Vancouver:

Blaauw HJ. Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/3534.

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

Council of Science Editors:

Blaauw HJ. Serebrale gestremdheid in hoër onderwys : 'n outobiografiese narratief. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3534

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


Brock University

19. Harrison, Keri. Ontario's curriculum for individuals with disabilities : a textual analysis .

Degree: Department ofChild and Youth Studies, 2011, Brock University

 The purpose of this study was to examine the disability discourses present in Ontario elementary schools curriculum. The study used a critical social analysis perspective… (more)

Subjects/Keywords: Students with disabilities; Special education  – Ontario

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APA (6th Edition):

Harrison, K. (2011). Ontario's curriculum for individuals with disabilities : a textual analysis . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3168

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):

Harrison, Keri. “Ontario's curriculum for individuals with disabilities : a textual analysis .” 2011. Thesis, Brock University. Accessed September 15, 2019. http://hdl.handle.net/10464/3168.

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

MLA Handbook (7th Edition):

Harrison, Keri. “Ontario's curriculum for individuals with disabilities : a textual analysis .” 2011. Web. 15 Sep 2019.

Vancouver:

Harrison K. Ontario's curriculum for individuals with disabilities : a textual analysis . [Internet] [Thesis]. Brock University; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10464/3168.

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

Council of Science Editors:

Harrison K. Ontario's curriculum for individuals with disabilities : a textual analysis . [Thesis]. Brock University; 2011. Available from: http://hdl.handle.net/10464/3168

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

20. Zatzman, Samahra Ariele. Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study.

Degree: MEd - Master of Education, Education, 2017, York University

 This qualitative, arts-based research [ABR] opens dialogue and contributes to the limited literature on Canadian faculty development practices supporting students with disabilities. The project explores… (more)

Subjects/Keywords: Education; Post-Secondary Education; Higher Education; University; Qualitative research; Mixed qualitative methods; Arts-Based Research; Research Informed Theatre; Research-Based Theatre; Case Study; Faculty Development; Students with Disabilities; Disability; Accessibility; Social Model of Disability; Lived Experiences; Ontario; Canada; Toronto

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

APA (6th Edition):

Zatzman, S. A. (2017). Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/33580

Chicago Manual of Style (16th Edition):

Zatzman, Samahra Ariele. “Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study.” 2017. Masters Thesis, York University. Accessed September 15, 2019. http://hdl.handle.net/10315/33580.

MLA Handbook (7th Edition):

Zatzman, Samahra Ariele. “Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study.” 2017. Web. 15 Sep 2019.

Vancouver:

Zatzman SA. Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study. [Internet] [Masters thesis]. York University; 2017. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10315/33580.

Council of Science Editors:

Zatzman SA. Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study. [Masters Thesis]. York University; 2017. Available from: http://hdl.handle.net/10315/33580


Louisiana State University

21. Brackin, Laura Schexnayder. Self-determination of students with disabilities in post-secondary education.

Degree: PhD, Education, 2005, Louisiana State University

 This research study sought to discover how students with disabilities utilized self-determination in the pursuit of and participation in post-secondary education. Qualitative methods were employed… (more)

Subjects/Keywords: post-secondary education; higher education; students with disabilities; probelm-solving; self-determination; goal-setting; family support; accommodations; americans with disabilities act; transition; decision-making

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APA (6th Edition):

Brackin, L. S. (2005). Self-determination of students with disabilities in post-secondary education. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04142005-152625 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1713

Chicago Manual of Style (16th Edition):

Brackin, Laura Schexnayder. “Self-determination of students with disabilities in post-secondary education.” 2005. Doctoral Dissertation, Louisiana State University. Accessed September 15, 2019. etd-04142005-152625 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1713.

MLA Handbook (7th Edition):

Brackin, Laura Schexnayder. “Self-determination of students with disabilities in post-secondary education.” 2005. Web. 15 Sep 2019.

Vancouver:

Brackin LS. Self-determination of students with disabilities in post-secondary education. [Internet] [Doctoral dissertation]. Louisiana State University; 2005. [cited 2019 Sep 15]. Available from: etd-04142005-152625 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1713.

Council of Science Editors:

Brackin LS. Self-determination of students with disabilities in post-secondary education. [Doctoral Dissertation]. Louisiana State University; 2005. Available from: etd-04142005-152625 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1713


Kennesaw State University

22. Wheeler, Jeffrey R. How General and Special Educators’ Conceptualizations of Critical Thinking Influence Their Pedagogy for Students with Disabilities in Secondary English Inclusive Classrooms.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2015, Kennesaw State University

  The purpose of the study was to explore the intersection of critical thinking, teachers’ thought processes and values, and students with disabilities. More specifically,… (more)

Subjects/Keywords: critical thinking; pedagogy; students with disabilities; secondary education; English and Language Arts; theory and practice; Special Education and Teaching

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APA (6th Edition):

Wheeler, J. R. (2015). How General and Special Educators’ Conceptualizations of Critical Thinking Influence Their Pedagogy for Students with Disabilities in Secondary English Inclusive Classrooms. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/4

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):

Wheeler, Jeffrey R. “How General and Special Educators’ Conceptualizations of Critical Thinking Influence Their Pedagogy for Students with Disabilities in Secondary English Inclusive Classrooms.” 2015. Thesis, Kennesaw State University. Accessed September 15, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/4.

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

MLA Handbook (7th Edition):

Wheeler, Jeffrey R. “How General and Special Educators’ Conceptualizations of Critical Thinking Influence Their Pedagogy for Students with Disabilities in Secondary English Inclusive Classrooms.” 2015. Web. 15 Sep 2019.

Vancouver:

Wheeler JR. How General and Special Educators’ Conceptualizations of Critical Thinking Influence Their Pedagogy for Students with Disabilities in Secondary English Inclusive Classrooms. [Internet] [Thesis]. Kennesaw State University; 2015. [cited 2019 Sep 15]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/4.

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

Council of Science Editors:

Wheeler JR. How General and Special Educators’ Conceptualizations of Critical Thinking Influence Their Pedagogy for Students with Disabilities in Secondary English Inclusive Classrooms. [Thesis]. Kennesaw State University; 2015. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/4

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


University of KwaZulu-Natal

23. [No author]. Experiences of students with physical impairments studying at Durban Univerisity of Technology.

Degree: Higher education, 2009, University of KwaZulu-Natal

 This document summarizes the results of an investigation into the experiences of students with physical impairments studying at Durban University of Technology. The purpose of… (more)

Subjects/Keywords: Students with disabilities – KwaZulu-Natal.; Higher education.; People with disabilities – Education (Higher); Students – Services for.

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APA (6th Edition):

author], [. (2009). Experiences of students with physical impairments studying at Durban Univerisity of Technology. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1401

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. “Experiences of students with physical impairments studying at Durban Univerisity of Technology. ” 2009. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/1401.

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. “Experiences of students with physical impairments studying at Durban Univerisity of Technology. ” 2009. Web. 15 Sep 2019.

Vancouver:

author] [. Experiences of students with physical impairments studying at Durban Univerisity of Technology. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/1401.

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

Council of Science Editors:

author] [. Experiences of students with physical impairments studying at Durban Univerisity of Technology. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/1401

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


Stellenbosch University

24. Joubert, Karien. Access denied? The holistic lived experience of disabled students at Stellenbosch University : 1986-2007.

Degree: MA, History, 2019, Stellenbosch University

ENGLISH ABSTRACT: This study explores the holistic lived experience of physically disabled students who studied at Stellenbosch University (SU) between 1986, the national year of… (more)

Subjects/Keywords: Students with disabilities; Students with disabilities  – Education(Higher)  – Stellenbosch  – 1986-2007; Students with disabilities  – Services for; Societal narratives concerning disability; UCTD

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APA (6th Edition):

Joubert, K. (2019). Access denied? The holistic lived experience of disabled students at Stellenbosch University : 1986-2007. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/106007

Chicago Manual of Style (16th Edition):

Joubert, Karien. “Access denied? The holistic lived experience of disabled students at Stellenbosch University : 1986-2007.” 2019. Masters Thesis, Stellenbosch University. Accessed September 15, 2019. http://hdl.handle.net/10019.1/106007.

MLA Handbook (7th Edition):

Joubert, Karien. “Access denied? The holistic lived experience of disabled students at Stellenbosch University : 1986-2007.” 2019. Web. 15 Sep 2019.

Vancouver:

Joubert K. Access denied? The holistic lived experience of disabled students at Stellenbosch University : 1986-2007. [Internet] [Masters thesis]. Stellenbosch University; 2019. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10019.1/106007.

Council of Science Editors:

Joubert K. Access denied? The holistic lived experience of disabled students at Stellenbosch University : 1986-2007. [Masters Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/106007


University of North Carolina – Greensboro

25. Bocci, Melissa Cochrane. (Re)framing service-learning with youth participatory action research: examining students’ critical agency.

Degree: 2016, University of North Carolina – Greensboro

 The current push for K-12 service-learning, particularly as an intervention strategy for “at-risk” youth, makes more urgent the need for critical service-learning constructions that counter… (more)

Subjects/Keywords: Action research in education; Service learning; Social justice – Study and teaching (Secondary); Hispanic American high school students; Hispanic American youth – Education (Secondary); Youth with social disabilities – Education (Secondary)

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APA (6th Edition):

Bocci, M. C. (2016). (Re)framing service-learning with youth participatory action research: examining students’ critical agency. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19538

Chicago Manual of Style (16th Edition):

Bocci, Melissa Cochrane. “(Re)framing service-learning with youth participatory action research: examining students’ critical agency.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 15, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19538.

MLA Handbook (7th Edition):

Bocci, Melissa Cochrane. “(Re)framing service-learning with youth participatory action research: examining students’ critical agency.” 2016. Web. 15 Sep 2019.

Vancouver:

Bocci MC. (Re)framing service-learning with youth participatory action research: examining students’ critical agency. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Sep 15]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19538.

Council of Science Editors:

Bocci MC. (Re)framing service-learning with youth participatory action research: examining students’ critical agency. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19538


University of Western Sydney

26. Zhang, Yanyuan. A Chinese teacher's exploration of teaching strategies for support class students : an action research in a Western Sydney school.

Degree: 2015, University of Western Sydney

 This research aims to explore Chinese teaching strategies for support class students. The data of a designed three-cycle action research was collected in a Western… (more)

Subjects/Keywords: Chinese language; study and teaching; students with disabilities; education (secondary); Australia; Thesis (M.Ed. (Hons.)) – University of Western Sydney, 2015

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APA (6th Edition):

Zhang, Y. (2015). A Chinese teacher's exploration of teaching strategies for support class students : an action research in a Western Sydney school. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:33624

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):

Zhang, Yanyuan. “A Chinese teacher's exploration of teaching strategies for support class students : an action research in a Western Sydney school.” 2015. Thesis, University of Western Sydney. Accessed September 15, 2019. http://hdl.handle.net/1959.7/uws:33624.

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

MLA Handbook (7th Edition):

Zhang, Yanyuan. “A Chinese teacher's exploration of teaching strategies for support class students : an action research in a Western Sydney school.” 2015. Web. 15 Sep 2019.

Vancouver:

Zhang Y. A Chinese teacher's exploration of teaching strategies for support class students : an action research in a Western Sydney school. [Internet] [Thesis]. University of Western Sydney; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1959.7/uws:33624.

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

Council of Science Editors:

Zhang Y. A Chinese teacher's exploration of teaching strategies for support class students : an action research in a Western Sydney school. [Thesis]. University of Western Sydney; 2015. Available from: http://hdl.handle.net/1959.7/uws:33624

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


Royal Roads University

27. Joseph, Derik. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .

Degree: 2013, Royal Roads University

 These stories of successful First Nations students, from a First Nations student technical staff and graduate student, allow for a unique Indigenous perspective to contribute… (more)

Subjects/Keywords: Communication; Education; First Nations; Indigenous; Post-secondary institutions; Post-secondary students

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

APA (6th Edition):

Joseph, D. (2013). How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/645

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):

Joseph, Derik. “How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .” 2013. Thesis, Royal Roads University. Accessed September 15, 2019. http://hdl.handle.net/10170/645.

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

MLA Handbook (7th Edition):

Joseph, Derik. “How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .” 2013. Web. 15 Sep 2019.

Vancouver:

Joseph D. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . [Internet] [Thesis]. Royal Roads University; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10170/645.

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

Council of Science Editors:

Joseph D. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . [Thesis]. Royal Roads University; 2013. Available from: http://hdl.handle.net/10170/645

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


University of New Mexico

28. Lozano, Marvin F. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.

Degree: Teacher Education, Educational Leadership & Policy, 2012, University of New Mexico

 This exploratory study examines students perceptions of faculty involvement at a New Mexico community college and contributes to the existing literature and professional practice in… (more)

Subjects/Keywords: students' perceptions; faculty involvement; post-secondary education

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

APA (6th Edition):

Lozano, M. F. (2012). Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/21055

Chicago Manual of Style (16th Edition):

Lozano, Marvin F. “Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.” 2012. Doctoral Dissertation, University of New Mexico. Accessed September 15, 2019. http://hdl.handle.net/1928/21055.

MLA Handbook (7th Edition):

Lozano, Marvin F. “Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.” 2012. Web. 15 Sep 2019.

Vancouver:

Lozano MF. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/1928/21055.

Council of Science Editors:

Lozano MF. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/21055


University of Johannesburg

29. Dyantyi, Vuyo Cedric. The need for support : analysing discourses of students without barriers on inclusive education.

Degree: 2011, University of Johannesburg

D.Tech.

This research analyses the discourses of students without barriers on inclusive higher education. It is assumed that the discursive practices of students without barriers… (more)

Subjects/Keywords: Inclusive education; Discourse analysis; Students attitudes; Students with disabilities; Higher education

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

APA (6th Edition):

Dyantyi, V. C. (2011). The need for support : analysing discourses of students without barriers on inclusive education. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4121

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):

Dyantyi, Vuyo Cedric. “The need for support : analysing discourses of students without barriers on inclusive education.” 2011. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/4121.

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

MLA Handbook (7th Edition):

Dyantyi, Vuyo Cedric. “The need for support : analysing discourses of students without barriers on inclusive education.” 2011. Web. 15 Sep 2019.

Vancouver:

Dyantyi VC. The need for support : analysing discourses of students without barriers on inclusive education. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/4121.

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

Council of Science Editors:

Dyantyi VC. The need for support : analysing discourses of students without barriers on inclusive education. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/4121

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


University of North Carolina – Greensboro

30. Harrington, Lalenja Giddens. (Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education.

Degree: 2017, University of North Carolina – Greensboro

 This dissertation explores the intersection of community engaged research and arts-based methodologies involving students with Intellectual Disabilities (ID) on a college campus, with broader theoretical… (more)

Subjects/Keywords: People with mental disabilities – Education (Higher); Learning disabled – Education (Higher); College students with disabilities

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

APA (6th Edition):

Harrington, L. G. (2017). (Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21920

Chicago Manual of Style (16th Edition):

Harrington, Lalenja Giddens. “(Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 15, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21920.

MLA Handbook (7th Edition):

Harrington, Lalenja Giddens. “(Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education.” 2017. Web. 15 Sep 2019.

Vancouver:

Harrington LG. (Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Sep 15]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21920.

Council of Science Editors:

Harrington LG. (Un)restricting the imagination: community engaged research involving college students with intellectual disabilities and implications on scholarship, postsecondary programming and pedagogy in higher education. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21920

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