Doctoral Programs in Special Education
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Publisher
SensePublishers
Link
http://link.springer.com/content/pdf/10.1007/978-94-6091-418-8_10.pdf
Reference11 articles.
1. Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational leadership, 60(8), 6–13.
2. Davis-McCray, A., & Garcia, S. B. (2002). The stories we must tell: Developing a research agenda for multicultural and bilingual special education. Qualitative Studies in Education, 15(6) 599–612.
3. Dunn, L. M. (1968). Special education for the mildly retarded: Is much of it justifiable? Exceptional children, 23, 5–21.
4. McCardle, P., Mele-McCarthy, J., & Leos, K. (2005). English language learners and learning disabilities: Research agenda and implications for practice. Learning Disabilities Research and Practice, 20(1), 68–78.
5. Sindelar, P. T., Buck, G. H., Carpenter, S., & Wantanabe, A. K. (1993). Supply and demand leadership personnel in special education: A follow up study with analysis of failed searches. Teacher Education and Special Education, 16, 240–247.
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