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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Vydáno v:Read Writ Q
Hlavní autoři: Otaiba, Stephanie Al, Folsom, Jessica S., Wanzek, Jeannie, Greulich, Luana, Wasche, Jessica, Schatschneider, Christopher, Connor, Carol
Médium: Artigo
Jazyk:Inglês
Vydáno: 2015
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Article
On-line přístup: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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