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UNIVERSITY OF FLORIDA
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Special education students in selected Florida high schools: Adequate Yearly Progress as measured by the policies set forth in the No Child Left Behind Act
Relationships among teachers' phonemic awareness knowledge and skills and their students' emergent literacy growth
General education pre-service teachers' attitudes toward inclusion in Egypt
Examining teacher knowledge and attitudes about school issues for children with epilepsy: A mixed-method investigation
A comparison of the educational supports needed and provided for undergraduate and graduate students with learning disabilities in higher education
Competing contingencies for escape behavior: Effects of negative reinforcement magnitude and quality
Evaluating the effects of the University of Florida Literacy Initiative (UFLI) on the reading skills of Spanish-speaking English language learners
A profile of special education teachers: Who stays?
The relationship between school counselors' multicultural knowledge and awareness and their likelihood of recommending students for advanced and remedial interventions based upon students' culturally-bound behavioral styles
Effects of a social problem-solving intervention on teacher-student relationships for students exhibiting emotional and behavioral difficulties
Teacher implemented treatment probes: A consultative procedure for functional analysis of classroom behavior
Effects of a training module on pre-service school counselors' knowledge and self-efficacy beliefs about working with students in exceptional student education
Teachers' concerns regarding the implementation and continued use of an evidence-based educational practice
The relationships between secondary general education teachers' beliefs and practices for included students with disabilities
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