Thomas M. Skrtic

School of Education - Special Education
Williamson Family Distinguished Professor of Special Education
Ph.D., Special Education, University of Iowa
Primary office:
785-864-0542
Joseph R. Pearson Hall
Room 525
University of Kansas
1122 West Campus Rd, Room 521
Lawrence, KS 66045-3101


Summary

Thomas M. Skrtic, Ph.D., is the Willamson Family Distinguished Professor of education in the Department of Special Education at the University of Kansas. His academic interests are classical pragmatism, institutional theory, and democratic social reform, which inform several of his published works, including Behind Special Education: A Critical Analysis of Professional Culture and School Organization (1991), Disability and Democracy: Reconstructing (Special) Education for Postmodernity (1995), and more recently, his contributions to Challenging Orthodoxy in Special Education: Dissenting Voices (Gallagher et al., 2004). In 2004 he was recognized in the Encyclopedia of Educational Leadership as one of the two most influential figures in reconceptualizing the philosophy and practice of special education, and in 2009 he received the Senior Scholar Award of the Disability Studies in Education interest group of the American Educational Research Association for his pioneering work in disability studies, as well as Syracuse University's William Pearson Tolley Medal for distinguished leadership in lifelong learning.

Thomas M. Skrtic specializes in organization theory, special education policy and administration, and qualitative research and evaluation.

Web site:

http://kansas.academia.edu/TomSkrtic

Education

Ph.D., Special Education, University of Iowa

M.S., Educational Psychology, California State University, Long Beach

B.S., Special Education, California University of Pennsylvania

Teaching Interests

  • Civic professionalism
  • Qualitative inquiry
  • Special education policy and leadership

Research Interests

  • Racial bias in special education
  • Institutional theory
  • Policy design and implementation

Selected Publications

Skrtic, T. M., & Knackstedt, K. M. (in press). Disability, difference, and justice: Strong democratic leadership for undemocratic times. In J. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of Leadership and Administration for Special Education (pp. 129-150). New York: Routledge.

Saatcioglu, A. & Skrtic, T. M. (in press). Propensity score methodology in the study of student classification: The case of racial/ethnic disproportionality in mild disability identification and labeling. In K. Strunk & L. Locke (Eds.), Research Methods for Social Justice and Equity in Education. New York: Springer.

Skrtic, T. M., & Knackstedt, K. M. (2018). Disability, difference, and justice: Strong democratic leadership for undemocratic times. In J. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of Leadership and Administration for Special Education(2ndnd ed.) (pp. 148-174). New York: Routledge.

Knight, D. Hock, M. Skrtic, T. M., Bradley, B. A., & Knight, J. (2018). Evaluation of video-based instructional coaching for middle school teachers: Evidence from a multiple baseline study. The Education Forum, 82(4), 425-442. DOI:10.1080/00131725.2018.1474985

Beneke, M. R., Skrtic, T. M., Guan, C. Hyland, S. An, Z. G., Alzahrani, T. Uyanik, H. Amilivia, J. M., & Love, H. R. (2018). The mediating role of exclusionary school organizatins in pre-service teachers' constructions of inclusion. International Journal of Inclusive Education. DOI:10.1080/13603116.2018.1530309

Saatcioglu, A. Skrtic, T. M., & DeLuca, T. A. (2016). The use of test accommodations as a gaming strategy: A state-level exploration of potential gaming tendencies in the 2007-2009 period and implications for re-directing research on gaming through test accommodations. Teachers College Record, 118(14), 1-36.

Skrtic, T. M., Saatcioglu, A. & Christensen, C. (2016). Final report, Robert J. Dole Institute of Politics. Exploring data sources for the study of ada effects on employment patterns of individuals with disabilities. 41. University of Kansas.

Skrtic, T. M. (2014). Institutionalized injustice: Construction and use of disability in schools. In J. Bueno, K. Munakata, & D. Chiozzini (Eds.), School as an Object of Study: School, Inequalities and Diversity (pp. 173-210). Araraquara, Sao Paulo, Brazil: Junqueira and Marin Editores.

Kozleski, E. B., Artiles, A. J., & Skrtic, T. M. (2014). What are high quality instruction and support in high need culturally diverse schools? In J. McLeskey, et al. (Eds.), Handbook of Effective Inclusive Schools: Research and Practice. New York: Routledge.

Bradley, B. Knight, J. Harvey, S. Hock, M. Knight, D. & Skrtic, T. (2013). Improving instructional coaching to support middle school teachers in the United States. In T. Plomp & N. Nieveen (Eds.), Educational design research (pp. 299-318). Enschede, Netherlands: Netherlands Institute for Curriculum Development.

Skrtic, T. M., & Kent, J. R. (2013). Rights, needs, and capabilities: Institutional and political barriers to justice for disabled people. In A. Kanter & B. Ferri (Eds.), Righting educational wrongs: Disability studies in law and education (pp. 58-101). Syracuse University Press.

Skrtic, T. M. (2013). The civic professional in Deweyan democracy. Borderlands, 2(1), 1-16.

Skrtic, T. M. (2012). Disability, difference, and justice: Strong democratic leadership for undemocratic times. In J. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of Leadership and Administration for Special Education. New York: Routledge.

Knight, J. Bradley, B. A., Hock, M. Skrtic, T. M., Knight, D. Brasseur-Hock, I. Clark, J. Ruggles, M. & Hatton, C. (2012). Record, replay, reflect: Videotaped lessons accelerate learning for teachers and coaches. Journal of Staff Development, 33(2), 18-23.

Skrtic, T. M. (2012). Review of Comparing Special Education: Origins to Contemporary Paradoxes, by John G. Richardson and Justin J. W. Powell. Contemporary Sociology, 41(5), 669-671.

Skrtic, T. M. (2010). [Review of Distinguishing Disability: Parents, Privilege, and Special Education, by Colin Ong-Dean]. Contemporary Sociology, 39(2), 188-190.

Skrtic, T. M., & McCall, Z. (2010). Ideology, institutions, and equity: Comments on Christine Sleeter's Why Is There Learning Disabilities? Disability Studies Quarterly, 30(2), 1-31.

Smith, R. Gallagher, D. Owen, V. & Skrtic, T. M. (2009). Disability studies in education: Guidelines and ethical practice for educators. In J. Andrzejewski, M. Baltodano, & L. Symcox (Eds.), Social Justice, Peace, and Environmental Education: Transformative Standards. London: Routledge.

McCall, Z. & Skrtic, T. M. (2009). Intersectional needs politics: A policy frame for the wicked problem of disproportionality. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 3-23.

Skrtic, T. M., Horn, E. M., & Clark, G. M. (2008). Taking stock of special education policy and practice: A retrospective commentary, Denver: Love Publishing.

Skrtic, T. M. (2008). Egon Guba, gentleman and scholar. Qualitative Inquiry, 14(8), 1377-1378.

Skrtic, T. M. (2006). Strong democratic leadership. The Jayhawk Educator, 6-7.

Skrtic, T. M. (2006). Civic professionalism and the struggle over needs. Endowed Lecture, 2005-06 Gene A. Budig Teaching Professorship in Special Education. Lawrence, KS: University of Kansas School of Education.

Skrtic, T. M., Harris, K. R., & Shriner, J. G. (2005). Special education policy and practice:
Accountability, instruction, and social challenges
, Denver, CO: Love Publishing.

Skrtic, T. M. (2005). A political economy of learning disabilities. Learning Disabilities Quarterly, 28(2), 149-155.

Gallagher, D. J., Heshusius, L. Iano, R. P., & Skrtic, T. M. (2004). Challenging orthodoxy in special education: Dissenting voices, Denver, CO: Love Publishing.

Skrtic, T. M., & Kleinhammer-Tramill, P. J. (2004). Final Report, Grant No. H325D990069. Building-Level Special Education Leadership: Preparing School Principals in IDEA Implementation and Alignment with Standards-Based, School Unification, and Full-Service School Reform Efforts. U.S. Department of Education, Office of Special Education Programs. Preparation of Leadership Personnel, 84.325D, 21 pages.

Skrtic, T. M., & Sailor, W. (2004). Final Report, Grant No. H325D980037. Special Education Policy Integration: Leadership Training in IDEA Implementation and Alignment with Standards-Based, School Unification, and Full-Service School Reform Agendas. U.S. Department of Education, Office of Special Education Programs. Preparation of Leadership Personnel, 84.325D, 17 pages.

Skrtic, T. M. (2003). An organizational analysis of the overrepresentation of poor and minority students in special education. Multiple Voices for Ethnically Diverse Exceptional Learners, 6(1), 41-57.

Brownell, M. & Skrtic, T. (2002). Assuring an adequate supply of well qualified teachers to improve the educational outcomes of students with disabilities. Invited testimony submitted to the President's Commission on Excellence in Special Education, 23 pages.

Baker, B. Wortman, J. & Skrtic, T. (2002). Kansas special education funding options. Policy brief prepared for the Kansas Special Education Advisory Council, 4 pages.

Skrtic, T. Levitt, D. & Reith, H. (2002). Policy, program, and funding recommendations for the preparation of qualified personnel under Part D of IDEA. Policy statement of the Higher Education Consortium for Special Education, 8 pages.

Odom, S. Skrtic, T. Lewis, L. Kaufman, M. & Neff, N. (2002). Research in Special Education and the Individuals with Disabilities Education Act. Invited testimony submitted to the President's Commission on Excellence in Special Education by the Higher Education Consortium for Special Education, 4 pages.

Andrews, J. E., Carnine, D. W., Coutinho, M. J., Edgar, E. B., Forness, S. R., Fuchs, L. S., Jordon, D. Kauffman, J. M., Patton, J. M., Paul, J. Rosell, J. Rueda, R. Schiller, E. Skrtic, T. M., & Wong, J. (2000). Bridging the special education divide. Remedial and Special Education, 21(5), 258-260, 267.

Kalyanpur, M. Harry, B. & Skrtic, T. (2000). Equity and advocacy expectations of culturally diverse families' participation in special education. International Journal of Disability, Development and Education, 47(2), 119-136.

Skrtic, T. M. (1999). Discapacidad y democracia: Voz, colaboración e inclusión en la enseñanza y la sociedad. In A. F. Ramírez (Ed.), Políticas contemporáneas de atención a la diversidad: Repensar la educación (especial) en el tercer milenio. Málaga, Spain: Grupo de Investigación Hum 181 de la Junta de Andalucía.

Skrtic, T. M. (1999). Learning disabilities as organizational pathologies. In R. J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on learning disabilities: Biological, cognitive, contextual (pp. 193-226). Boulder, CO: Westview Press.

Smith, C. L., Alexander, L. Skrtic, T. M., & Sailor, W. (1998). A cross-case analysis of critical issues in two communities implementing school-linked service integration. Final Report, Field Initiated Research, Grant No. H023D40024, U.S. Department of Education, Office of Special Education and Rehabilitative Services, Volumes I & II, 343 pages.

Skrtic, T. M. (1997). Special education and student disability: A social/political perspective. In A. Kylén (Ed.), Special education research in an international and interdisciplinary perspective, (pp. 49-81). Stockholm, Sweden: Stockholm Institute of Education.

Simpson, R. & Skrtic, T. (1997). Department of special education curriculum redesign: Modified preliminary report. Department of Special Education, University of Kansas, 31 pages.

Fulton, D. & Skrtic, T. M. (1997). Participant constructions of an established service integration project. Field Initiated Research, Grant No. H023D40024, U.S. Department of Education, Office of Special Education and Rehabilitative Services, 21 pages.

Sailor, W. Kleinhammer-Tramill, J. Skrtic, T. & Oas, B. K. (1996). Family participation in new community schools. In G. Singer, L. Powers, & A. Olson (Eds.), Redefining family support: Innovations in public-private partnerships (pp. 313-332). Baltimore: Paul H. Brookes.

Skrtic, T. M. (1996). School organization, inclusive education and democracy. In J. Lupart, A. McKeough, & C. Yewchuck (Eds.), Schools in transition (pp. 81-118). Scarborough, Ontario: Nelson Canada.

Skrtic, T. M. (1996). The crisis in special education knowledge: A perspective on perspective. In B. Franklin (Ed.), Deconstructing disability: Essays in the history and theory of special education. Barcelona: Ediciones Pomares.

Skrtic, T. M., & Sailor, W. (1996). School-linked services integration: Crisis and opportunity in the transition to postmodern society. Remedial and Special Education, 17(5), 271-283.

Sailor, W. & Skrtic, T. M. (1996). School/community partnerships and educational reform: Introduction to the topical issue. Remedial and Special Education, 17(5), 267-270, 283.

Skrtic, T. M., Sailor, W. & Gee, K. (1996). Voice, collaboration and inclusion: Democratic themes in educational and social reform initiatives. Remedial and Special Education, 17(3), 142-157.

Buchele-Ash, A. Skrtic, T. M., & Sailor, W. (1996). Barriers and bridges to inclusive education: An analysis of Kansas special education policies on least restrictive environment. University Affiliated Program, University of Kansas, 36 pages.

Skrtic, T. M., Green, S. Hiner, R. Lichtenberg, J. Mahlios, M. & Sheldon, J. (1996). Final proposal for reorganizing the University of Kansas School of Education. School of Education, University of Kansas, 26 pages.

Ware, L. Beegle, G. & Skrtic, T. (1996). Lawrence school-linked community services project: Formative evaluation. Kansas State Board of Education, Title VI-B, Discretionary Special Project, 7 pages.

Skrtic, T. M. (1996). School restructuring, social constructivism, and democracy: Implications for special education in a postindustrial age. Research Institute of Special Education and Rehabilitation, Taegu University, Korea, 48 pages.

Skrtic, T. M. (1996). Special education and student disability: A social/political perspective. Stockholm Institute of Education, Stockholm University, Sweden, 54 pages.

Sailor, W. & Skrtic, T. M. (1995). American education in the postmodern era. In J. Paul, R. Roselli, & D. Evans (Eds.), Integrating school restructuring and special education reform (pp. 418-432). Fort Worth, TX: Harcourt Brace.

Skrtic, T. M. (1995). Theory/practice and objectivism: The modern view of the professions. In T. Skrtic (Ed.), Disability and democracy: Reconstructing (special) education for postmodernity (pp. 3-24). New York: Teachers College Press.

Skrtic, T. M. (1995). Disability and democracy: Reconstructing (special) education for postmodernity, New York: Teachers College Press.

Meyen, E. L., & Skrtic, T. M. (1995). Special education and student disability: Traditional, emerging, and alternative perspectives, Denver: Love Publishing.

Skrtic, T. M., Sailor, W. & Buchele-Ash, A. (1995). Barriers and bridges to inclusive education: An analysis of Georgia special education policy. University Affiliated Program, University of Kansas, 34 pages.

Skrtic, T. M., Wyatt, F. Hamilton, M. L., Gee, K. Moran, M. R., Thompson, B. Knowlton, H. E., Friedman, R. & Erb, T. (1994). Collaborative development of teacher competencies and practicum sites for inclusive education. Kansas State Board of Education, Kansas Project Partnership, 29 pages.

Oas, B. Egnor, D. Beegle, G. Kaff, M. Doktor, J. & Skrtic, T. (1994). The Corporation for Change: Facilitating reform in child and family services. Interdisciplinary Policies Study Program, University Affiliated Program/Department of Special Education, University of Kansas, Lawrence, Kansas, 26 pages.

Skrtic, T. M. (1993). The crisis in special education knowledge: A perspective on perspective. In E. Meyen, G. Vergason, & R. Whelan (Eds.), Challenges facing special education (pp. 165-192). Denver: Love Publishing.

Skrtic, T. M., & Sailor, W. (1993). Barriers and bridges to inclusive education: An analysis of Louisiana special education policy. University Affiliated Program, University of Kansas, 23 pages.

Skrtic, T. M. (1993). Merging special and regular education: Accountability in the restructured system. Centre for Gifted Education, University of Calgary, Calgary, Alberta, Canada, 32 pages.

Skrtic, T. M. (1993). School organization and cultural diversity in postindustrial America. California Research Institute on Special Education and Cultural Diversity, University of California at Santa Cruz, Santa Cruz, California, 35 pages.

Skrtic, T. M., & Ware, L. P. (1992). Reflective teaching and the problem of school organization. In G. McCutcheon, E. Ross, & J. Cornett (Eds.), Teacher personal theorizing: Connecting curriculum, practice, theory and research (pp. 199-210, 290-295). New York: Teachers College Press.

Skrtic, T. M. (1991). Students with special educational needs: Artifacts of the traditional curriculum. In M. Ainscow (Ed.), Effective schools for all (pp. 20-42). London: David Fulton Publications.

Skrtic, T. M. (1991). Behind special education: A critical analysis of professional culture and school organization, Denver: Love Publishing.

Skrtic, T. M. (1991). The special education paradox: Equity as the way to excellence. Harvard Educational Review, 61(2), 148-206.

Clark, G. Chaffin, J. Harrod, C. Meyen, E. Neilsen, N. Rodriguez, F. Skrtic, T. Tollefson, N. & Whelan, R. (1991). Policy suggestions on the application of outcomes-based accreditation to special education. School of Education, University of Kansas, 85 pages.

Skrtic, T. M. (1990). Power/knowledge and the professions. In P. Leone (Ed.), Understanding troubled and troubling youth (pp. 7-12). San Francisco: Sage Publishing.

Skrtic, T. M. (1990). Social accommodation: Toward a dialogical discourse in educational inquiry. In E. Guba (Ed.), The paradigm dialog: Options for inquiry in the social sciences (pp. 125-135). Beverly Hills, CA: Sage Publishing.

Skrtic, T. M. (1990). Counter-hegemony: A radical's attempt to demystify special education ideology [Review of Radical analysis of special education: Focus on historical developments and learning disabilities, by S. Sigmon]. Contemporary Psychology, 35(1), 54-55.

Skrtic, T. M. (1990). In J. Thousand (Ed.), Organizational perspectives on teacher education and school renewal: A conversation with Tom Skrtic. Teacher Education and Special Education, 13(1), 30-35.

Skrtic, T. M. (1990). Efficacy of P.L. 94-142 and the implementation of the least restrictive environment concept. Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children, 109 pages.

Skrtic, T. M. (1990). Practices consistent with the Regular Education Initiative. Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children, 101 pages.

Skrtic, T. M. (1990). The Regular Education Initiative: Rationales for and against. Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children, 89 pages.

Skrtic, T. M. (1989). Is special education for "the mildly handicapped" justifiable? [Review of Handbook of special education research and practice, Volume 1: Learner characteristics and adaptive education, by M. Wang, M. Reynolds, and H. Walberg]. Contemporary Psychology, 34(7), 660-661.

Meyen, E. L., & Skrtic, T. M. (1988). Exceptional children and youth: An introduction, Denver: Love Publishing.

Skrtic, T. M. (1988). Expanding and enriching the special education discourse: A Response to the Executive Director's Editorial Commentaries. Exceptional Children, 54(5), 475-476.

Skrtic, T. M., Deshler, D. D., & Kea, C. (1988). Instructional accessibility for post-secondary learning disabled students: Final report. U.S. Department of Education, Regional Education Programs (Grant No. G008101354), 81 pages.

Skrtic, T. M., Blackhurst, A. E., Burke, P. J., Gaffney, J. S., Hoover, J. J., & Johnson, L. J. (1988). Report of the Ad Hoc Task Force on a Research Agenda for the Teacher Education Division of the Council for Exceptional Children. Reston, VA: Council for Exceptional Children, 21 pages.

Skrtic, T. M. (1987). Social consequences of P.L. 94-142 and the new mainstreaming debate [Review of Mainstreaming handicapped children: Outcomes. controversies, and new directions, by C. Meisel]. Contemporary Psychology, 32(5), 419-420.

Skrtic, T. M. (1987). An organizational analysis of special education reform. Counterpoint, 8(2), 15-19.

Skrtic, T. M. (1987). The national inquiry into the future of education for students with special needs. Counterpoint, 8(1), 6.

Skrtic, T. M. (1987). Kansas inservice project; Training administrators for inservice leadership. U.S. Department of Education, Special Education Programs (Grant No. G008401748), 102 pages.

Skrtic, T. M. (1987). Preconditions for merging regular and special education: An organizational analysis of special education reform. American Educational Research Association, 63 pages.

Skrtic, T. M. (1987). School organization and the myth of exceptional children and youth. Hall Center for the Humanities, University of Kansas, 68 pages.

Skrtic, T. M. (1986). The political culture of mainstreaming [Review of Achieving the complete school: Strategies for effective mainstreaming, by D. Biklen]. Contemporary Psychology, 31(8), 576-577.

Skrtic, T. M. (1986). The crisis in special education knowledge: A perspective on perspective. Focus on Exceptional Children, 18(7), 1-16.

Skrtic, T. M. (1985). Doing naturalistic research into educational organizations. In Y. S. Lincoln (Ed.), Organizational theory and inquiry: The paradigm revolution (pp. 185-220). Beverly Hills, CA: Sage Publishing.

Skrtic, T. M., Guba, E. G., & Knowlton, H. E. (1985). Interorganizational special education programming in rural areas: Technical report on the multi-site naturalistic field study. National Institute of Education (Contract No. 400-81-0017), 4 Vols., 800 pages.

Skrtic, T. M., Summers, J. A., Brotherson, M. J., & Turnbull, A. P. (1984). Severely handicapped children and their brothers and sisters. In J. Bacher (Ed.), Severely handicapped young children and their families: Research in review (pp. 215-246). Orlando, FL: Academic Press.

Skrtic, T. M., Kvam, N. E., & Beals, V. L. (1983). Identifying and remediating subtraction errors of learning disabled adolescents. Pointer, 27(2), 32-38.

Skrtic, T. M., Guba, E. G., & Knowlton, H. E. (1983). Case study 2: The Midland Regional Education Agency. National Institute of Education (Contract No. 400-81-0017), 124 pages.

Skrtic, T. M., Guba, E. G., & Knowlton, H. E. (1983). Case study 3: The Foothills Area Service Agency. National Institute of Education (Contract No. 400-81-0017), 66 pages.

Skrtic, T. M., Guba, E. G., & Knowlton, H. E. (1983). Case study 4: Seaside Education Service Agency. National Institute of Education (Contract No. 400-81-0017), 134 pages.

Skrtic, T. M., Guba, E. G., & Knowlton, H. E. (1983). Case study 5: The Northern Slope Service Agency. National Institute of Education (Contract No. 400-81-0017), 43 pages.

Skrtic, T. M., Clark, F. L., & White, W. J. (1982). Modification of attitudes of regular education preservice teachers toward visually impaired students. Journal of Visual Impairment and Blindness, 76(1), 49-52.

Skrtic, T. M., & Sepler, H. J. (1982). Simplifying continuous monitoring of multiple-response/multiple-subject classroom interactions. Journal of Applied Behavior Analysis, 15(1), 183-187.

Nowak, R. F., Bolland, K. A., Clark, F. L., & Skrtic, T. M. (1982). Training educators to design, develop, and deliver inservice education. Exceptional Education Quarterly, 3(3), 9-16.

Skrtic, T. M., Guba, E. G., & Knowlton, H. E. (1982). Case study 1: The Riverhill Country Educational Cooperative. National Institute of Education (Contract No. 400-81-0017), 88 pages.

Skrtic, T. M., Bolland, K. A., & Nowak, R. F. (1982). Training educators to design. develop, and deliver inservice education: Final report. U.S. Department of Education, Special Education Programs (Grant No. G007901388), 125 pages.

Skrtic, T. M. (1981). Multiple baseline time-series designs. In E. K. Thompson (Ed.), Using student change data to evaluate inservice education (pp. 53-60). Bloomington, IN: National Inservice Network.

Skrtic, T. M. (1981). Objectives-based program evaluation. In E. K. Thompson (Ed.), Using student change data to evaluate inservice education (pp. 37-45). Bloomington, IN: National Inservice Network.

Skrtic, T. M., Clark, F. L., & Bolland, K. A. (1981). Training teachers as inservice providers. In C. A. MacArthur & C. Allen (Eds.), Vocational education for the handicapped: Models for preparing personnel (pp. 113-150). Urbana-Champaign: University of Illinois Press.

Skrtic, T. M., Clark, F. L., & Bolland, K. A. (1981). Free and appropriate education for all teachers in the least restrictive environment. Education Unlimited, 3(4), 54-56.

Skrtic, T. M., Clark, F. L., & Bolland, K. A. (1981). Teacher planned inservice for vocational educators. Pointer, 25(3), 25-27.

Skrtic, T. M. (1981). Special education in rural America: Purposive sampling. 6. National Institute of Education (Contract No. 400-81-0017), 60 pages.

Skrtic, T. M., & Guba, E. G. (1981). Special education in rural America: Revised research plan. National Institute of Education (Contract No. 400-81-0017), 54 pages.

Skrtic, T. M., Clark, F. L., Bolland, K. A., Begun, W. H., & Bullis, M. D. (1980). A response to the dual training mission of regular education inservice projects: Training educators to design, develop, and deliver inservice education. In . Author (Ed.), What works in inservice (pp. 49-61). Bloomington, IN: National Inservice Network.

Skrtic, T. M., Clark, F. L., & Knowlton, H. E. (1980). Effective inservice education. In J. G. Herlihy & M. T. Herlihy (Eds.), Mainstreaming in the social studies (pp. 76-81). Arlington, VA: National Council for the Social Studies.

Skrtic, T. M. (1980). Formal reasoning abilities of LD adolescents. Research Digest, 1(3), 1-4. Institute for Research in Learning Disabilities, University of Kansas.

Skrtic, T. M. (1980). Formal reasoning abilities of learning disabled adolescents. Research in Brief 7, 1-2. Institute for Research in Learning Disabilities, University of Kansas.

Skrtic, T. M. (1980). Formal reasoning abilities of learning disabled adolescents: Implications for mathematics instruction. U.S. Department of Education, Office of Special Education (Contract No. 300-77-0494), 34 pages.

Clark, F. L., Skrtic, T. M., & Hudson, F. G. (1980). The development of instrumentation to measure regular classroom teachers' attitudes toward mildly handicapped students. U.S. Department of Education, Office of Special Education (Grant No. G007902250), 212 pages.

Skrtic, T. M. (1980). The regular classroom interactions of learning disabled adolescents and their teachers. U.S. Department of Education, Office of Special Education (Contract No. 300-770494), 85 pages.

Skrtic, T. M. (1980). The regular classroom interactions of learning disabled adolescents and their teachers. Research in Brief 6, 1-2. Institute for Research in Learning Disabilities, University of Kansas.

Skrtic, T. M., Knowlton, H. E., & Clark, F. L. (1979). Action versus reaction: A curriculum development approach to inservice education. Focus on Exceptional Children, 11(1), 1-16.

Skrtic, T. M. (1978). Formative evaluation in the classroom. In O. Haugh (Ed.), Educating students in least restrictive environments: Instructional preparation for teachers (pp. 117-130). Lawrence, KS: Dean's Grant Project.

Skrtic, T. M. (1978). Maintaining records of daily progress. In O. Haugh (Ed.), Educating students in least restrictive environments: Instructional preparation for teachers (pp. 131-153). Lawrence, KS: Dean's Grant Project.

Skrtic, T. M. (1978). Managing your classroom. In O. Haugh (Ed.), Educating students in least restrictive environments: Instructional preparation for teachers (pp. 92-116). Lawrence, KS: Dean's Grant Project.

Kleinhammer, J. Chaffin, J. & Skrtic, T. M. (1978). The University of Kansas Dean's Grant Project: A case study. In J. K. Grosenick & M. C. Reynolds (Eds.), Teacher education: Renegotiating roles for mainstreaming (pp. 143-159). Minneapolis: Council for Exceptional Children.

Skrtic, T. M. (1978). Attitude change: The underlying principle, promise and problem of mainstreaming. Learner in the Process, 1(1), 15-25.

Lazar, A. L., Sigler, G. R., & Skrtic, T. M. (1977). A study of attitudes toward instructional goals on an affective/cognitive continuum. Mental Retardation Bulletin, 5(1), 34-41.

Skrtic, T. M., Sigler, G. R., & Lazar, A. L. (1975). Attitudes of male and female trainable mentally retarded teachers toward the handicapped. The Journal for Special Educators of the Mentally Retarded, 11(3), 171-174.

Sigler, G. R., Skrtic, T. M., & Lazar, A. L. (1974). A study of sex differences in the attitudes of male and female teachers of the trainable mentally retarded. Research in Education, 2(5), 71.

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