CLASSROOM TEACHERS' VIEWS OF INTERVENTION STRATEGIES FOR LEARNING AND BEHAVIOR PROBLEMS: WHICH ARE REASONABLE AND HOW FREQUENTLY ARE THEY USED?
محفوظ في:
JOHNSON, L.J., PUGACH, M.C., CLASSROOM TEACHERS' VIEWS OF INTERVENTION STRATEGIES FOR LEARNING AND BEHAVIOR PROBLEMS: WHICH ARE REASONABLE AND HOW FREQUENTLY ARE THEY USED?. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 24, no. 1 (1990), p. 69-84.
Ref.
16973
الموقع:
SIIS R.350 Depósito (23B/27)
Palabras clave:
Actitudes profesores, Conducta, Discapacidad, Educación especial, Método educativo, Necesidades educativas especiales, Personalidad, Problemas de aprendizaje
Actitudes profesores, Conducta, Discapacidad, Educación especial, Método educativo, Necesidades educativas especiales, Personalidad, Problemas de aprendizaje
مواد مشابهة: CLASSROOM TEACHERS' VIEWS OF INTERVENTION STRATEGIES FOR LEARNING AND BEHAVIOR PROBLEMS: WHICH ARE REASONABLE AND HOW FREQUENTLY ARE THEY USED?
- Teachers working together. improving learning outcomes in the inclusive classroom. Practical strategies and examples
- TEACHERS' PERCEPTIONS OF PROBLEM BEHAVIOR IN GENERAL AND SPECIAL EDUCATION
- INSTRUCTIONAL STRATEGIES IN MAINSTREAM CLASSROOMS: PREDICTION FO THE STRATEGIES TEACHERS SELECT
- APPLIED BEHAVIOR ANALYSIS FOR EDUCATORS: TEACHER CENTERED AND CLASSROOM BASED
- TEACHER PERCEPTIONS OF TEMPERAMENT CHARACTERISTICS OF CHILDREN CLASSIFIED AS LEARNING DISABLED
- Should teachers learn how to formally assess behavior? Three educators’ perspectives