Search results for: Unzueta Caridad H.
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Perceptions of Special Education Professors and Culturally Linguistically Diverse Doctoral Students on Cohorts
The authors investigate the perceptions related to cohort education models (CEMs) of special education professors and doctoral students. The doctoral program was located in a Carnegie-designated research extensive university in a multicultural, urban area in the southeastern United States. Three themes emerged: (a) Organizational efficiency of CEMs and benefits to student learning outweigh concerns, (b) structure of CEMs impacts students who are not in the CEM, and (c) CEM structure impacts professors.
Updated: Oct. 29, 2010