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Submissions from 2016

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Text-Dependent Questions: Reflecting and Transcending the Text, Amy L. Boele

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Social Competence and Young Children With Special Needs: Debunking “Mythconceptions”, Jaclyn D. Joseph, Alissa Rausch, and Phillip Strain

Submissions from 2015

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Does it Say That? Tensions in Teacher Questions When the Text Has the Final Say, Amy L. Boele

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Understanding Urban High School Students of Color Motivation to Teach: Validating the FIT-Choice Scale, Nancy L. Leech, Carolyn A. Haug, and Margarita Bianco

Submissions from 2014

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Strength-based RTI: Developing gifted potential in Spanish speaking English language learners, Margarita Bianco and Bryn Harris

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Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children, Janette Klingner, Amy L. Boele, Sylvia Linan-Thompson, and Diane Rodriguez

Submissions from 2013

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Challenging the Idea of Normal in Schools, Subini A. Annamma, Amy L. Boele, Brooke A. Moore, and Janette Klingner

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Building Bridges from Campus to Community, Clarissa E. Rosas, Roberta Kaufman, and Caron Westland

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Capitalizing on Connectors: Paraeducator Supervision Training Infused in Teacher Preparation Programs, Caron Westland and Ritu Chopra

Submissions from 2012

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Review of Inclusive Education: Examining equity on five continents by Artiles, A. J., Kozleski, E.B., & Waitoller, F. R. (Eds), Amy L. Boele

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Response to Intervention: Promises and Pitfalls for Gifted Students With Learning Disabilities, Franci Crepeau-Hobson and Margarita Bianco

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Ganas: A Qualitative Study Examining Mexican Heritage Students’ Motivation to Succeed in Higher Education, Nate Easley Jr., Margarita Bianco, and Nancy Leech

Submissions from 2011

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Collaborative Strategic Reading: Fostering Success for All, Subini A. Annamma, Amy Eppolito, Janette Klingner, Amy L. Boele, Alison Boardman, and Stephanie J. Stillman-Spisak

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Pathways to Teaching: African American Male Teens Explore Teaching as a Career, Margarita Bianco, Nancy Leech, and Kara Mitchell Viesca

Submissions from 2010

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Strength-Based RTI: Conceptualizing a Multi-Tiered System for Developing Gifted Potential, Margarita Bianco

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Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals, Margarita Bianco and Nancy L. Leech

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Identification of gifted students with learning disabilities in a Response-to-Intervention era, Franci Crepeau-Hobson and Margarita Bianco

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Race, Language, and Ability: Deconstructing, Reconstructing, and Transcending Borders of Normal, Brooke Prichard, Subini A. Annamma, Amy L. Boele, and Janette Klingner

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Race, Language, and Ability: Deconstructing, Reconstructing, and Transcending Borders of Normal, Brooke Prichard, Subini A. Annamma, Amy L. Boele, and Janette Klingner

Submissions from 2009

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Gifted Students with Asperger Syndrome: Strategies for Strength-Based Programming, Margarita Bianco, Douglas E. Carothers, and Lydia R. Smiley

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Parents’ Perceptions of Postschool Years for Young Adults With Developmental Disabilities, Margarita Bianco, Dorothy Garrison-Wade, Romie Tobin, and Jean P. Lehmann

Submissions from 2007

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K-12 Outreach: Identifying the Broader Impacts of Four Outreach Projects, Barbara M. Moskal, Catherine Skokan, Agata Dean, Caron Westland, Heidi Barker, Que N. Nguyen, and Jennifer Tafoya

Submissions from 2005

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The Effects of Disability Labels on Special Education and General Education Teachers' Referrals for Gifted Programs, Margarita Bianco

Submissions from 1997

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The Dichotomy between the Concept of Professionalism and the Reality of Sexism in Teaching, Roberta Kaufman, Caron Westland, and Robert Engvall

Submissions from 1989

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Drug Monitoring in the Workplace: Results From the California Commercial Laboratory Drug Testing Project, M. Douglas Anglin and Caron Westland

Submissions from 1978

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A review of educators' attitudes toward handicapped children and the concept of mainstreaming, Cara Alexander and Phillip S. Strain

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Assessment, Modification, and Generalization of Social Interaction Among Severely Retarded, Multihandicapped Children, Robert A. Gable, Jo Mary Hendrickson, and Phillip S. Strain

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Use of precision planning techniques by teacher trainees with behaviorally disordered pupils, M. M. Kerr and Phillip S. Strain

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Effects of feedback timing and motivational content on teachers' delivery of contingent social praise, Beverly L. Lewis and Phillip S. Strain

Submissions from 1977

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The effects of group-administered reinforcement on groups' consensual decisions, A. Gamble and Phillip S. Strain

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The effects of teacher-delivered social reinforcement on the task persistent behavior of educable mentally retarded children, Ada D. Hill and Phillip S. Strain

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Immediate auditory memory thresholds and overload effects between learning disabled and achieving pupils in grades 2, 4, and 6, J. McSpadden and Phillip S. Strain

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The effects of synthetic-multisensory instruction on the reading performance and sensory functions of learning disabled children, B. Ruppert and Phillip S. Strain

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Training and generalization effects of peer social initiations on withdrawn preschool children, Phillip S. Strain

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Direct and vicarous effects of social praise on mentally retarded preschool children's attentive behavior, Phillip S. Strain and James E. Pierce

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Social interaction development among behaviorally handicapped preschool children: Research and educational implications, Phillip S. Strain and Richard E. Shores

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Social reciprocity: A clinical teaching perspective, Phillip S. Strain and Richard E. Shores

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Effects of peer social initiations on the behavior of withdrawn preschool children, Phillip S. Strain, Richard E. Shores, and Matthew A. Timm

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Effects of I-Message use on disruptive classroom behavior, L. Thompson and Phillip S. Strain

Submissions from 1976

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An ecologically-oriented reconceptualization of youth deviance, T. H. Carr, T. P. Cooke, Phillip S. Strain, and D. McMillan

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The effects of amount and type of teacher-child interaction on child-child interaction during free-play, Richard E. Shores, Peggy Hester, and Phillip S. Strain

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Social Reciprocity in the Classroom, Phillip S. Strain

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An observational investigation of two elementary-age autistic children during free-play, Phillip S. Strain and Thomas P. Cooke

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The potential contribution of peers as behavior modifiers, Phillip S. Strain, Thomas P. Cooke, and T. Apolloni

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An experimental analysis of "spill-over" effects on social interaction among behaviorally handicapped preschool children, Phillip S. Strain, Richard E. Shores, and M. M. Kerr

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The Effects of Sociodramatic Activities on Social Interaction among Behaviorally Disordered Preschool Children, Phillip S. Strain and Ronald Wiegerink

Submissions from 1975

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Increasing social play among severely mentally retarded preschool children with socio-dramatic activities, Phillip S. Strain

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The observational study of social reciprocity: Implications for the mentally retarded, Phillip S. Strain and T. H. Carr

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The social play of two behaviorally disordered preschool children during four activities, Phillip S. Strain and Ronald Wiegerink

Submissions from 1974

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An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers, Phillip S. Strain and Matthew A. Timm