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      Cover image for Reading Comprehension Instruction for Young Students With High Functioning Autism: Forming Contextual Connections
      1. 
      Reading Comprehension Instruction for Young Students With High Functioning Autism: Forming Contextual Connections
      by 
      Engel, Karen S., author. (orcid)0000-0002-5036-5652
      http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10838455
      Format: 
      Excerpt: 
      narrative text. Weak central coherence theory describes a detail-focused cognitive style of processing
      Cover image for Classroom Teachers' Perceptions of the PBIS Program in an Inner-City School
      2. 
      Classroom Teachers' Perceptions of the PBIS Program in an Inner-City School
      by 
      Scott, Laura Marie, author.
      http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10816982
      Format: 
      Excerpt: 
      in their classrooms, and how PBIS affected teachers' self-efficacy. Power's perceptual control theory
      Cover image for Social Studies Curriculum Integration: Classification, Framing, and Teacher Autonomy
      3. 
      Social Studies Curriculum Integration: Classification, Framing, and Teacher Autonomy
      by 
      Huck, Adam, author. (orcid)0000-0001-7235-0008
      http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10813295
      Format: 
      Excerpt: 
      framing theory of pedagogic and instructional control. A qualitative, multi-case study design examined how
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