

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.
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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.
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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.
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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.
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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.
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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.
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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.
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Beare, P.
(1991).
Philosophy, Instructional Methodology, Training, and Goals of Teachers of the Behaviorally Disordered.
Behavioral Disorders. 16(3),
211-18.
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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.
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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.
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Beare, P.
(1986).
Programming for Behaviorally Disordered Native Americans.
Journal of American Indian Education. 25(2),
24-31.
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Beare, P., & Lynch, E.
(1986).
Underidentification of Preschool Children at Risk for Behavioral Disorders.
Behavioral Disorders. 11(3),
177-83.
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Beare, P.
(1985).
Difficulties and Alternatives in Emotional/Behavioral Disorders.
B. C. Journal of Special Education. 9(1),
1-10.
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Beare, P.
(1985).
Regular Classroom Teachers' Attitudes toward Mainstreaming the Emotionally Disturbed: Can They Be Changed?.
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Beare, P., & Lynch, E.
(1983).
Rural Area Emotional Disturbance Service Delivery: Problems and Future Directions.
Behavioral Disorders. 8(2),
113-19.
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Beare, P.
(1982).
Teachers as child advocates in a rural school.
New Perspectives in Special Education. 1-3.
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Beare, P.
(1981).
Mainstreaming Approach for Behaviorally Disordered Secondary Students in a Rural School District.
Behavioral Disorders. 6(4),
209-18.
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Beare, P.
(1980).
The In School-In Class Program: A Child Advocacy/Crisis Teacher Program for Behaviorally Disordered Students in a Rural School District.
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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.
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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.
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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.
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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).
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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.
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