Rose M. Allinder
Affiliations: | The University of Nebraska - Lincoln, Lincoln, NE |
Area:
Special Education, Developmental PsychologyGoogle:
"Rose Allinder"Mean distance: 35622
Children
Sign in to add traineeLinda J. Dunnigan | grad student | 2000 | University of Nebraska - Lincoln |
Janette L. Sodoro | grad student | 2000 | University of Nebraska - Lincoln |
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Publications
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Kelly KM, Siegel EB, Allinder RM. (2001) Personal Profile Assessment Summary Intervention in School and Clinic. 36: 202-210 |
Allinder RM. (2001) Effects of Modeling on Attitudes and Perceptions of Preservice Special Education Teachers Teacher Education and Special Education. 24: 362-372 |
Foegen A, Espin CA, Allinder RM, et al. (2001) Translating Research Into Practice Preservice Teachers' Beliefs About Curriculum-Based Measurement Journal of Special Education. 34: 226-236 |
Allinder RM, Bolling RM, Oats RG, et al. (2000) Effects of teacher self-monitoring on implementation of curriculum-based measurement and mathematics computation achievement of students with disabilities Remedial and Special Education. 21: 219-226 |
Allinder RM, Eccarius MA. (1999) Exploring the Technical Adequacy of Curriculum-Based Measurement in Reading for Children Who Use Manually Coded English Exceptional Children. 65: 271-283 |
Allinder RM, Oats RG. (1997) Effects of Acceptability on Teachers' Implementation of Curriculum-Based Measurement and Student Achievement in Mathematics Computation Remedial and Special Education. 18: 113-120 |
Allinder RM. (1996) When Some is Not Better Than None: Effects of Differential Implementation of Curriculum-Based Measurement Exceptional Children. 62: 525-535 |
Allinder RM. (1995) An Examination of the Relationship Between Teacher Efficacy and Curriculum-Based Measurement and Student Achievement: Remedial and Special Education. 16: 247-254 |
Allinder RM. (1994) The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants Teacher Education and Special Education. 17: 86-95 |
Allinder RM, Peterson RL. (1992) Readability, Interest, and Content of Current Mainstreaming Textbooks: Teacher Education and Special Education. 15: 202-210 |