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Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?
Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers’ differentiation of Tier 1 literacy instruction; (2) to examine changes in readi...
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| Wydane w: | Read Writ Q |
|---|---|
| Główni autorzy: | , , , , , , |
| Format: | Artigo |
| Język: | Inglês |
| Wydane: |
2015
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| Hasła przedmiotowe: | |
| Dostęp online: | https://ncbi.nlm.nih.gov/pmc/articles/PMC4915477/ https://ncbi.nlm.nih.gov/pubmed/27346927 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1080/10573569.2015.1021060 |
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