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...

ver descrição completa

Na minha lista:
Detalhes bibliográficos
Publicado no:Read Writ Q
Main Authors: Otaiba, Stephanie Al, Folsom, Jessica S., Wanzek, Jeannie, Greulich, Luana, Wasche, Jessica, Schatschneider, Christopher, Connor, Carol
Formato: Artigo
Idioma:Inglês
Publicado em: 2015
Assuntos:
Article
Acesso em linha: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
Tags: Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!

Registos relacionados