Effectiveness of a Continuous Vs. Traditional Learning Calendar and the Impact on Reading for Students Receiving Special Education

Author

Molly B. Dotson, University of Nebraska at Omaha

Date of Award

5-1-2005

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

First Advisor

Dr. Lisa Kelly-Vance

Second Advisor

Dr. Leon Dappen

Third Advisor

Dr. Juan Casas

Abstract

Education has been, and certainly will always be, a topic of heightened interest for parents, educators, politicians, and community members, who want the best for their children. The desire for optimal student learning and progress has led to continued debate regarding the efficacy of year-round education and its proposed benefits when compared with traditional education.

Comments

An Ed.S. Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska in Partial Fulfillment of the Requirements for the Degree Specialist in Education

Recommended Citation

Dotson, Molly B., "Effectiveness of a Continuous Vs. Traditional Learning Calendar and the Impact on Reading for Students Receiving Special Education" (2005). Student Work. 2637.
https://digitalcommons.unomaha.edu/studentwork/2637