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Meta-analysis of single-subject research using hierarchical linear modeling : empirical examination of the procedure and functional behavior assessment-based interventions
(University of Missouri--Columbia, 2010)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The role of evidence-based practices in both research and practice continue to provoke issues of disagreement and definition across multiple fields. ...
Opportunities for sensemaking in science for students with disabilities and students experiencing difficulty: a mixed methods study
(University of Missouri--Columbia, 2022)
beliefs and practice. This study addresses an important gap in the research literature on opportunities students with disabilities have for sensemaking in science classrooms, a grossly under researched area of inquiry....
The relationship between principal leadership skills and school-wide positive behavior support : an exploratory study
(University of Missouri--Columbia, 2006)
The purposes of this study were to (1) identify key principal leadership skills associated proactive school environments, (2) examine the relationship between SW-PBS implementation and increased evidence of those skills, ...
Quality of tier 1 instruction in an integrated multi-tiered system of support: a mixed methods study
(University of Missouri--Columbia, 2022)
found to be either implementing the two initiatives concurrently in Tier 1 or not implementing UDL at all. Follow-up inquiry found additional qualitative characteristics that differentiated these two groups and barriers to implementation were identified....
Pre-service teacher professional noticing for teaching mathematics
(University of Missouri--Columbia, 2021)
Students with disabilities and/or those who have difficulty learning mathematical concepts can be found in almost every classroom. Over the last several decades, the responsibilities and roles of general and special education ...
Capturing the complexity: examining the effect of instructional intensity in the context of a response to intervention framework on learning outcomes for students with academic and behavioral needs
(University of Missouri--Columbia, 2022)
The main purpose of this study was to investigate quality instruction for students with academic and behavioral needs within RTI framework by examining the differential effects of various levels of instructional intensity, ...