A Case Study of Which Beliefs and Practices Foster or Inhibit the Overidentification and Overrepresentation of Minority Students in Elementary Special Education Classes.

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dc.contributor.advisorMatthew Militello, Co-Chairen_US
dc.contributor.advisorLance Fusarelli, Co-Chairen_US
dc.contributor.advisorMicha Jeffries, Memberen_US
dc.contributor.advisorGregory Hicks, Memberen_US
dc.contributor.authorSmith, Wynne Randyen_US
dc.date.accepted2014-04-22en_US
dc.date.accessioned2014-04-23T09:30:20Z
dc.date.available2014-04-23T09:30:20Z
dc.date.defense2014-03-19en_US
dc.date.issued2014-03-19en_US
dc.date.released2014-04-23en_US
dc.date.reviewed2014-03-28en_US
dc.date.submitted2014-03-26en_US
dc.degree.disciplineEducational Adm & Supervisionen_US
dc.degree.leveldissertationen_US
dc.degree.nameDoctor of Educationen_US
dc.identifier.otherdeg3367en_US
dc.identifier.urihttp://www.lib.ncsu.edu/resolver/1840.16/9414
dc.rightsen_US
dc.titleA Case Study of Which Beliefs and Practices Foster or Inhibit the Overidentification and Overrepresentation of Minority Students in Elementary Special Education Classes.en_US

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