Bullying perpetration and victimization in special education: A review of the literature CA Rose, LE Monda-Amaya, DL Espelage Remedial and special education 32 (2), 114-130, 2011 | 672 | 2011 |
Principals' knowledge of and attitudes toward inclusion C Barnett, LE Monda-Amaya Remedial and Special Education 19 (3), 181-192, 1998 | 365 | 1998 |
Effects of repeated readings on instructional-and mastery-level readers PT Sindelar, LE Monda, LJ O’Shea The Journal of Educational Research 83 (4), 220-226, 1990 | 283 | 1990 |
Bullying and victimisation rates among students in general and special education: A comparative analysis CA Rose, DL Espelage, LE Monda‐Amaya Educational Psychology 29 (7), 761-776, 2009 | 281 | 2009 |
Collaboration to promote social competence for students with mild disabilities in the general classroom: A structure for providing social support H Meadan, L Monda-Amaya Intervention in school and clinic 43 (3), 158-167, 2008 | 201 | 2008 |
Social support in inclusive schools: Student and teacher perspectives S Pavri, L Monda-Amaya Exceptional children 67 (3), 391-411, 2001 | 197 | 2001 |
Bullying and middle school students with and without specific learning disabilities: An examination of social-ecological predictors CA Rose, DL Espelage, LE Monda-Amaya, KA Shogren, SR Aragon Journal of learning disabilities 48 (3), 239-254, 2015 | 154 | 2015 |
Loneliness and students with learning disabilities in inclusive classrooms: Self-perceptions, coping strategies, and preferred interventions S Pavri, L Monda-Amaya Learning Disabilities Research & Practice 15 (1), 22-33, 2000 | 147 | 2000 |
Bullying and victimization among students with disabilities: Effective strategies for classroom teachers CA Rose, LE Monda-Amaya Intervention in School and Clinic 48 (2), 99-107, 2012 | 135 | 2012 |
Process variables critical for team effectiveness: A Delphi study of wraparound team members JL Fleming, LE Monda-Amaya Remedial and Special Education 22 (3), 158-171, 2001 | 130 | 2001 |
Preservice teachers’ perceptions of challenging behavior A Butler, L Monda-Amaya Teacher Education and Special Education 39 (4), 276-292, 2016 | 120 | 2016 |
Reflective teaching: A process for analyzing journals of preservice educators LA Dieker, LE Monda-Amaya Teacher Education and Special Education 18 (4), 240-252, 1995 | 85 | 1995 |
Preparing preservice general educators for inclusion: A survey of teacher preparation programs in Illinois F Reed, LE Monda-Amaya Teacher Education and Special Education 18 (4), 262-274, 1995 | 82 | 1995 |
Usmg Problem Solving and Effective Teaching Frameworks to Promote Reflective Thinking in Preservice Special Educators LA Dieker, LE Monda-Amaya Teacher Education and Special Education 20 (1), 22-36, 1997 | 53 | 1997 |
Conflict resolution: Preparing preservice special educators to work in collaborative settings JF Bradley, LE Monda-Amaya Teacher Education and Special Education 28 (3-4), 171-184, 2005 | 41 | 2005 |
The effects of oral repeated reading with and without corrective feedback on middle school struggling readers D Sukhram, L Ellen Monda‐Amaya British Journal of Special Education 44 (1), 95-111, 2017 | 33 | 2017 |
Perceptions of collaboration: A content analysis of student journals PA Gallagher, CO Vail, L Monda-Amaya Teacher education and special education 31 (1), 12-20, 2008 | 30 | 2008 |
Pre-service special and general educators’ perceptions of bullying CA Rose, LE Monda-Amaya, JL Preast Exceptionality Education International 28 (2), 2018 | 19 | 2018 |
Preparing students with learning disabilities to participate in inclusive classrooms. LE Monda-Amaya, L Dieker, F Reed Learning Disabilities Research and Practice 13 (3), 171-82, 1998 | 19 | 1998 |
Use the News: Newspapers and LD Students. LE Monda Journal of Reading 31 (7), 678-79, 1988 | 18 | 1988 |