PROMOTING TRANSITION GOALS AND SELF-DETERMINATION THROUGH STUDENT SELF-DIRECTED LEARNING: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION
Tallennettuna:
AGRAN, M., ET AL., PROMOTING TRANSITION GOALS AND SELF-DETERMINATION THROUGH STUDENT SELF-DIRECTED LEARNING: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION. EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, Vol. 35, no. 4 (2000), p. 351-364.
Ref.
101313
Sijainti:
SIIS R.404
Palabras clave:
Autodeterminación, Discapacidad intelectual, Método educativo, Programas de promoción
Autodeterminación, Discapacidad intelectual, Método educativo, Programas de promoción
Samankaltaisia teoksia: PROMOTING TRANSITION GOALS AND SELF-DETERMINATION THROUGH STUDENT SELF-DIRECTED LEARNING: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION
- PROMOTING CAUSAL AGENCY: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION
- Effects of computer-assisted instruction on students' knowledge of the self-determined learning model of instruction and disruptive behavior
- PREPARING HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES FOR THE TRANSITION TO POSTSECONDARY EDUCATION: TEACHING THE SKILLS OF SELF-DETERMINATION
- WRITING LESSON PLANS FOR PROMOTING SELF-DETERMINATION
- Establishing a causal relationship between intervention to promote self-determination and enhanced student self-determination
- A MODEL FOR PARENT-TEACHER COLLABORATION TO PROMOTE SELF-DETERMINATION IN YOUNG CHILDREN WITH DISABILITIES