| LDR | | 00000nmm u2200205 4500 |
| 001 | | 000000331072 |
| 005 | | 20241108111238 |
| 008 | | 181129s2018 ||| | | | eng d |
| 020 | |
▼a 9780438348554 |
| 035 | |
▼a (MiAaPQ)AAI10837288 |
| 035 | |
▼a (MiAaPQ)unc:17968 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 049 | 1 |
▼f DP |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Aslan, Sevgi. |
| 245 | 13 |
▼a An Examination of Administrators', Teachers', and School Psychologists' Concerns About and Perceptions of the Implementation of Multi-Tiered System of Supports Across North Carolina. |
| 260 | |
▼a [S.l.] :
▼b The University of North Carolina at Chapel Hill.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 113 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A. |
| 500 | |
▼a Adviser: Steven Knotek. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2018. |
| 520 | |
▼a Response to intervention (RTI) has become one of the most discussed innovation initiatives since its recognition by the Individuals with Disabilities Education Act (IDEA) in 2004. With the 2004 reauthorization of IDEA, RTI was recognized as an a |
| 520 | |
▼a The purpose of this study was to investigate how administrators, teachers, and school psychologists in North Carolina perceive their MTSS skills and their school's MTSS implementation and to what extent their perceptions predict their stages o |
| 590 | |
▼a School code: 0153. |
| 650 | 4 |
▼a Education. |
| 690 | |
▼a 0515 |
| 710 | 20 |
▼a The University of North Carolina at Chapel Hill.
▼b Education (School Psychology). |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 80-01A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0153 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14999551
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자
▼b 관리자 |