Global ETD Search

91	Implicit and explicit attitudes of educators towards the emotional disturbance label Jones, James P. January 2009 (has links) This study examined implicit and explicit attitudes of teachers toward the Emotional Disturbance (ED) label, the strength of association between implicit and explicit ratings, and the variance in attitudes between different types of teachers or among teachers in different settings. Ninety-eight teachers (52 regular education and 46 special education teachers), from a mix of urban and rural school districts in central Indiana, completed three computer-based attitudinal measures: an implicit association test (IAT), a Social Distance Scale (SDS), and the Scale of Attitudes toward Disabled Persons (SADP). Results indicated that teachers possess a significant preference for the category of Learning Disability (LD) compared to ED, and the correspondence between implicit and explicit attitudes toward those two labels was strong. This data supports the notion that the ED label is perceived far too negatively by educators to serve as an effective category of services for children with serious mental health issues. / Department of Educational Psychology Emotional problems of children Teachers--Attitudes Special education teachers--Attitudes
92	Teacher and school variables associated with the academic and social outcomes of students with special needs in general education classrooms. McGee, Melissa Romain, January 2004 (has links) Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Paula Stanovich.
93	Third grade teachers' views and perceptions of the participation of students with disabilities in statewide testing / McVey, Ann Francis. January 2008 (has links) Dissertation (Ed.D.)--University of Toledo, 2008. / Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Education Degree in Educational Administration & Supervision ." Bibliography: leaves 159-171.
94	Collaboration efforts between special educators and the Division of Vocational Rehabilitation in school to work transition of students with disabilities Keys, Deborah. January 1998 (has links) (PDF) Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.
95	The effect of staff intervention practices on child behavior in special education day school settings Edwards, Kathleen Marie. January 2009 (has links) Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 87-106).
96	Learning style preferences of undergraduate students with and without learning disabilities / Foley, Nancy E. January 1997 (has links) Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 134-147). Also available on the Internet.
97	The roles and responsibilities of the Georgia Special Education paraprofessionals and the impact of the NCLB mandates an assessment by Georgia administrators, Special Education teachers, and Special Education paraprofessionals / Archibald, Donna Lynn. January 2008 (has links) (PDF) Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 139-151) and appendices.
98	Learning style preferences of undergraduate students with and without learning disabilities Foley, Nancy E. January 1997 (has links) Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 134-147). Also available on the Internet.
99	Special education educator's attitudes toward inclusion and its effects on collaboration / Marquardt, Jennifer. January 2009 (has links) (PDF) Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
100	Special education teachers' perceptions of a principal's leadership characteristics / Avery, Royce Douglas, January 2003 (has links) Thesis (Ed. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references (leaves 81-95). Also availabel in an electronic version.

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