THE EFFECTS OF SELF-EVALUATION ON TEACHING BEHAVIOR IN CLASSROOMS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS
Furkejuvvon:
SUTHERLAND, K.S., WEHBY, J.H., THE EFFECTS OF SELF-EVALUATION ON TEACHING BEHAVIOR IN CLASSROOMS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 35, no. 3 (2001), p. 161-171.
Ref.
108391
Sajádat:
SIIS R.350
Palabras clave:
Actividades profesionales, Autoconcepto, Efectos, Enfermedades mentales, Entorno educativo, Problemas de conducta, Profesor, Trastornos emocionales
Actividades profesionales, Autoconcepto, Efectos, Enfermedades mentales, Entorno educativo, Problemas de conducta, Profesor, Trastornos emocionales
Geahča maid: THE EFFECTS OF SELF-EVALUATION ON TEACHING BEHAVIOR IN CLASSROOMS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS
- EXAMINING THE INFLUENCE OF TEACHER BEHAVIOR AND CLASSROOM CONTEXT ON THE BEHAVIORAL AND ACADEMIC OUTCOMES FOR STUDENTS WITH EMOTIONAL OR BEHAVIORAL DISORDERS
- EFFECT OF VARYING RATES OF BEHAVIOR-SPECIFIC PRAISE ON THE ON-TASK BEHAVIOR OF STUDENTS WITH EBD
- THE IMPORTANCE OF TEACHER SELF-AWARENESS IN WORKING WITH STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS
- STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS CAN MANAGE THEIR OWN BEHAVIOR
- TEACHERS' PERCEPTIONS OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DIFFICULTIES: SEVERITY AND PREVALENCE
- CLASSROOM-BASED RESEARCH IN THE FIELD OF EMOTIONAL AND BEHAVIORAL DISORDERS: METHODOLOGICAL ISSUES AND FUTURE RESEARCH DIRECTIONS