Beare, Paul
Kremen School of Education and Human Development
Beare, P., Torgerson, C., Marshall, J., Tracz, S., & Chiero, R.
(2014).
Examination for bias in principal ratings of teachers’ preparation.
The Teacher Educator. 49(1),
75-88.
|
| Beare, P., Torgerson, C., Marshall, J., Tracz, S., & Chiero, R.
(2013).
Surveys of teacher education graduates and their principals: The value of the data for program improvement.
Teacher Education Quarterly. 40(3),
143-161.
|
| Beare, P., Torgerson, C., Marshall, J., Tracz, S., & Chiero, R.
(2012).
Examination of alternative programs of teacher preparation on a single campus.
Teacher Education Quarterly. 39(4),
55-74.
|
| Beare, P., Marshall, J., Torgerson, C., Tracz, S., & Chiero, R.
(2012).
Toward a culture of evidence: Factors affecting survey assessment of teacher preparation.
Teacher Education Quarterly. 159-173.
|
| Beare, P., Torgerson, C., & Dubois-Gerchak, K.
(2010).
Using video modeling to increase compliance in the general education classroom.
Educational psychology reader: The art and science of how people learn.
(pp.75-87)
New York: Peter Lang.
|
| Beare, P., & Torgerson, C. Where to Place Wally? A Special Education Due Process Case Study. Retrieved from: http://escholarship.bc.edu/education/tecplus/vol6/iss2/art3 |
| Beare, P., Torgerson, C., & Creviston, C.
(2008).
Increasing Verbal Behavior of a Student Who Is Selectively Mute.
Journal of Emotional and Behavioral Disorders. 16(4),
248-255.
|
| Beare, P., Torgerson, C., & Creviston, C.
(2008).
Increasing verbal behavior of a student who is selectively mute.
Journal of Emotional and Behavioral Disorders. 16(4),
248-255.
|
| Beare, P., Severson, S., & Brandt, P.
(2004).
The Use of a Positive Procedure to Increase Engagement On-Task and Decrease Challenging Behavior.
Behavior Modification. 28(1),
28-44.
|
| Beare, P.
(1999).
Analyzing behavior problems.
Practical Update. 3(1),
11-17.
|
| Beare, P.
(1998).
Applied behavior analysis assessment.
Moorhead, MN: Practical Press.
|
| Beare, P.
(1997).
Dealing with student crisis in the classroom.
Practical Update. 1(2),
5-8.
|
| Beare, P., & Severson, S. (1994). Intervention strategies for challenging behavior in inclusive and traditional educational settings. |
| Beare, P.
(1992).
Small Agency Conversion to Community-Based Employment: Overcoming the Barriers.
Journal of the Association for Persons with Severe Handicaps (JASH). 17(3),
170-78.
|
| Beare, P.
(1991).
Issues in the diagnosis and treament of behavior disorders.
Perspectives on the diagnosis and treatment of students with emotional/behavioral disorders.
Minneapolis, MN: Minnesota Educators of the Emotionally Disturbed; Minnesota Council for Children with Behavioral Disorders.
|
| Beare, P.
(1991).
Philosophy, Instructional Methodology, Training, and Goals of Teachers of the Behaviorally Disordered.
Behavioral Disorders. 16(3),
211-18.
|
| Beare, P.
(1989).
Considerations in selecting behavioral intervention for young children with handicaps.
Interagency early intervention: Concepts, strategies, and resources.
Fergus Falls, MN; Moorhead, MN: Minnesota Rural Outreach, West Central Educational Cooperative Service Unit ; Moorhead State University.
|
| Beare, P.
(1989).
The Comparative Effectiveness of Videotape, Audiotape, and Telelecture in Delivering Continuing Teacher Education.
American Journal of Distance Education. 3(2),
57-66.
|
| Beare, P.
(1986).
Categorical Services for Behavior Disordered Students in Rural Areas: Is There Justification for Change?.
B. C. Journal of Special Education. 10(2),
131-38.
|
| Beare, P.
(1986).
Programming for Behaviorally Disordered Native Americans.
Journal of American Indian Education. 25(2),
24-31.
|
| Beare, P., & Lynch, E.
(1986).
Underidentification of Preschool Children at Risk for Behavioral Disorders.
Behavioral Disorders. 11(3),
177-83.
|
| Beare, P.
(1985).
Difficulties and Alternatives in Emotional/Behavioral Disorders.
B. C. Journal of Special Education. 9(1),
1-10.
|
| Beare, P.
(1985).
Regular Classroom Teachers' Attitudes toward Mainstreaming the Emotionally Disturbed: Can They Be Changed?.
|
| Beare, P., & Lynch, E.
(1983).
Rural Area Emotional Disturbance Service Delivery: Problems and Future Directions.
Behavioral Disorders. 8(2),
113-19.
|
| Beare, P.
(1982).
Teachers as child advocates in a rural school.
New Perspectives in Special Education. 1-3.
|
| Beare, P.
(1981).
Mainstreaming Approach for Behaviorally Disordered Secondary Students in a Rural School District.
Behavioral Disorders. 6(4),
209-18.
|
| Beare, P.
(1980).
The In School-In Class Program: A Child Advocacy/Crisis Teacher Program for Behaviorally Disordered Students in a Rural School District.
|
| Beare, P.
(1978).
In-school program for problem students.
Missouri Pacesetter. 37.
|
| Buktenica, N., & Beare, P.
(1984).
Multidisciplinary team approach to rural service delivery: A transactional perspective.
Programming for adolescents with behavioral disorders.
[Reston, Va.]: Council for Children with Behavioral Disorders.
|
| Chiero, R., Beare, P., Marshall, J., & Torgerson, C.
(2015).
Evaluating the effectiveness of e-learning in teacher preparation.
Educational Media International Special Issue- ICEM 2014.
|
| Chiero, R., Tracz, S., Marshall, J., Torgerson, C., & Beare, P.
(2012).
Learning to Teach: Comparing the Effectiveness of Three Pathways.
Action in Teacher Education Action in Teacher Education. 34(4),
368-380.
|
| Chiero, R., & Beare, P.
(2010).
An Evaluation of online versus campus-based teacher preparation programs.
Journal of Online Learning and Teaching. 6(4),
780-790.
|
| Cooper, A., Beare, P., & Thorman, J.
(1990).
Preparing Teachers for Diversity: A Comparison of Student Teaching Experiences in Minnesota and South Texas.
Action in Teacher Education. 12(3),
1-4.
|
| Drege, P., & Beare, P.
(1991).
The Effect of a Token Reinforcement System with a Time-Out Backup Consequence on the Classroom Behavior of E/BD Students.
B. C. Journal of Special Education. 15(1),
39-46.
|
| Firman, K., Beare, P., & Loyd, R.
(2002).
Enhancing Self-Management in Students with Mental Retardation: Extrinsic versus Intrinsic Procedures.
Education and Training in Mental Retardation and Developmental Disabilities. 37(2),
163-71.
|
| Lynch, E., & Beare, P.
(1990).
The Quality of IEP Objectives and Their Relevance to Instruction for Students with Mental Retardation and Behavioral Disorders.
Remedial and Special Education (RASE). 11(2),
48-55.
|
| Marshall, J., Beare, P., & Newell, P.
(2012).
U.S. Department of Education’s Teacher Education Reform: How Does Your Program Rate?.
Educational Renaissance. 1(1).
|
| McCarl, J., Svobodny, L., & Beare, P.
(1991).
Self-Recording in a Classroom for Students with Mild to Moderate Mental Handicaps: Effects on Productivity and On-Task Behavior.
Education and Training in Mental Retardation. 26(1),
79-88.
|
| Torgerson, C., Beare, P., & Spagna, M.
(2016).
Quality of educator preparation: How the California State University collaborates to prepare educational professionals and refute the claims of policy makers.
Education and Social Policy. 3(1),
36-45.
|
| Torgerson, C., & Beare, P.
(2016).
Quality of Educator Preparation: How the California State University Collaborates to Prepare Education Professionals and Refute the Claims of Policy Makers.
Journal of Education & Social Policy. 3(1),
36-45.
|
| Torgerson, C., Macy, S., Beare, P., & Tanner, D.
(2009).
Fresno Assessment of Student Teachers: A Teacher Performance Assessment that Informs Practice.
Issues in Teacher Education. 18(1),
63-82.
|
| Walther, M., & Beare, P.
(1991).
The Effect of Videotape Feedback on the On-Task Behavior of a Student with Emotional/Behavioral Disorders.
Education and Treatment of Children. 14(1),
53-60.
|
| Wasson, B., Beare, P., & Wasson, J.
(1989).
Behavioral differences among good and poor readers.
Journal of Educational Research. 162-165.
|
