MULTIPLE-CASE DESIGN OF SECONDARY SPECIAL EDUCATORS TEACHING STUDENTS WITH HIGH-INCIDENCE DISABILITIES IN SELF-CONTAINED SETTINGS: RATIONALES FOR INSTRUCTIONAL STRATEGY CHOICES AND PERSPECTIVES ON EVIDENCE-BASED PRACTICES

dc.contributor.advisor	King-Sears, Margaret E
dc.contributor.author	Emanuel, Nancy J
dc.creator	Emanuel, Nancy J
dc.date.accessioned	2018-10-22T01:17:11Z
dc.date.available	2018-10-22T01:17:11Z
dc.date.issued	2017
dc.identifier.uri	https://hdl.handle.net/1920/11201
dc.description.abstract	Abstract
dc.format.extent	266 pages
dc.language.iso	en
dc.rights	Copyright 2017 Nancy J Emanuel
dc.subject	Special education	en_US
dc.subject	Educational leadership	en_US
dc.subject	Evidence-Based Practices	en_US
dc.subject	High-Incidence Disabilities	en_US
dc.subject	Instructional Strategies	en_US
dc.subject	Self-Contained Settings	en_US
dc.subject	Special Education	en_US
dc.title	MULTIPLE-CASE DESIGN OF SECONDARY SPECIAL EDUCATORS TEACHING STUDENTS WITH HIGH-INCIDENCE DISABILITIES IN SELF-CONTAINED SETTINGS: RATIONALES FOR INSTRUCTIONAL STRATEGY CHOICES AND PERSPECTIVES ON EVIDENCE-BASED PRACTICES
dc.type	Dissertation
thesis.degree.level	Ph.D.
thesis.degree.discipline	Education
thesis.degree.grantor	George Mason University