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dc.contributor.advisorLewis, Timothy J., 1960-eng
dc.contributor.authorGreen, Ambra Lashareng
dc.date.issued2016eng
dc.date.submitted2016 Summereng
dc.descriptionIncludes vita.eng
dc.description.abstractThe purpose of this study was to determine to what extent teachers use evidence-based practices during classroom instruction and if those practices were applied differentially across demographic groups (i.e., ethnicity, gender, and disability risk) in Title 1 schools located within the city limits of a large urban center. A descriptive analysis was used to answer the research questions. Results of the study provide evidence that teachers use evidence-based practices at rates lower than advocated in the literature. Additionally, results demonstrated that when teachers did use evidence-based practices they were distributed inequitably across demographic groups. Findings from the study support the need to research parsimonious strategies to increase teachers' equitable use of evidence-based practices.eng
dc.description.bibrefIncludes bibliographical references (pages 67-82).eng
dc.description.statementofresponsibilityDr. Timothy J. Lewis, Dissertation Supervisor.|Includes vita.eng
dc.identifier.merlinb121190171eng
dc.identifier.oclc1020322128eng
dc.identifier.urihttps://hdl.handle.net/10355/57163
dc.identifier.urihttps://doi.org/10-32469/10355/57163eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.titleA descriptive analysis of teachers' use of evidence-based practices across ethnicity, gender, and disability risk /eng
dc.typeThesiseng
thesis.degree.disciplineSpecial education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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