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Methodological Challenges in Estimating Effects of Educational Interventions for Students With Disabilities


by Suzanne E. Graham, Carla M. Evans, Beth S. Fornauf & Joy Dangora Erickson - April 04, 2019


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Cite This Article as: Teachers College Record, Date Published: April 04, 2019
https://www.tcrecord.org ID Number: 22745, Date Accessed: 8/26/2019 1:07:56 AM
 
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About the Author
  • Suzanne Graham
    University of New Hampshire
    E-mail Author
    SUZANNE E. GRAHAM is Associate Professor of Education Statistics and Director of Educational Studies in the Department of Education at the University of New Hampshire, Durham. Her research interests include longitudinal data analysis, multilevel modeling, causal inference, and mathematics achievement.
  • Carla Evans
    National Center for the Improvement of Educational Assessment
    E-mail Author
    CARLA M. EVANS is a Postdoctoral Fellow at the National Center for the Improvement of Educational Assessment (Center for Assessment). Her research focuses on the impacts and implementation of assessment and accountability policies on teaching and learning. She is interested in policy research related to innovative assessment and accountability systems, competency-based education, performance-based assessments, and teacher/teacher preparation program effectiveness initiatives.
  • Beth Fornauf
    University of New Hampshire
    E-mail Author
    BETH S. FORNAUF is a Ph.D. Candidate at the University of New Hampshire. Her research is grounded in Disability Studies and focuses on inclusive education through Universal Design for Learning (UDL) in K-12 and higher education settings.
  • Joy Erickson
    University of New Hampshire
    E-mail Author
    JOY DANGORA ERICKSON is a Ph.D. candidate and Dissertation Year Fellow at the University of New Hampshire. Her research interests include early childhood reading motivation and engagement, early childhood education for citizenship, and culturally responsive literacy instruction.
 
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