Thesis (M.A.)--The University of North Carolina at Greensboro, 2009. / Directed by Susan Calkins; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed May 7, 2010). Includes bibliographical references (p. 46-59).

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-137). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: Mark Swerdlik (chair), E. Paula Crowley, Daniel Graybill, Jeffry Kahn, Douglas H. Lamb. Includes bibliographical references (leaves 131-155) and abstract. Also available in print.

Thesis (M.S.)--University of Florida, 2004. / Typescript. Title from title page of source document. Document formatted into pages; contains 36 pages. Includes Vita. Includes bibliographical references.

Thesis (M.S.)--Ohio University, June, 2004. / Title from PDF t.p. Includes bibliographical references (p. 93-104)

Thesis (M.S.)--University of Florida, 2005. / Typescript. Title from title page of source document. Document formatted into pages; contains 47 pages. Includes Vita. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 135 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2001. / Vita. Includes bibliographical references (leaves 98-107).

A multiple baseline across participants design was used to examine the impact of Universal Design for Learning (UDL), implemented as a total framework, on the academic engagement of middle school students with emotional or behavioral disorders (EBD), and students who are at-risk for academic failure due to behavior problems, who are included in general education classes. Five teachers from two middle schools participated in professional development on UDL and UDL lesson plan design and then implemented UDL lessons in their classes. Data were collected on the fidelity of UDL implementation, student academic engagement during lesson plan implementation, and teacher acceptability of UDL. Results from implementation fidelity data indicated that after professional development on UDL, the teachers designed and implemented UDL lessons with limited fidelity. Results from student engagement data indicated that brief and limited exposure to UDL is insufficient to produce measureable improvements in student engagement, although increased interest and involvement was noted during specific types of UDL-related learning activities. Results from the teacher acceptability survey indicated that the teachers found UDL to be an acceptable treatment for improving engagement, but they were somewhat uncomfortable with a student-centered classroom and thought UDL was time consuming to implement.

The study reported herein addressed the identification of the classroom management techniques utilized by teachers of behaviorally disordered children and youth and by teachers of adjudicated children and youth. Specifically the purpose was to examine (a) the self-reported classroom management techniques utilized by teachers of adjudicated or behaviorally disordered children and youth assigned to four types of educational and therapeutic settings, (b) the self-reported classroom management techniques utilized by teachers who have been teaching in a single type educational and therapeutic setting for behaviorally disordered or adjudicated children and youth for various numbers of years, and (c) the self-reported classroom management techniques utilized by teachers of behaviorally disordered or adjudicated children and youth in different age groups assigned to a single type educational and therapeutic setting.