THE IDENTIFICATION OF HIGH-SCHOOL DROPOUTS IDENTIFIED AS LEARNING DISABLED: EVALUATING THE UTILITY OF A DISCRIMINANT ANALYSIS FUNCTION
Guardat en:
KORTERING, L., ET AL., THE IDENTIFICATION OF HIGH-SCHOOL DROPOUTS IDENTIFIED AS LEARNING DISABLED: EVALUATING THE UTILITY OF A DISCRIMINANT ANALYSIS FUNCTION. EXCEPTIONAL CHILDREN, Vol. 58, no. 5 (1992), p. 422-435.
Ref.
27785
Localització:
SIIS R.120
Palabras clave:
Discapacidad, Educación superior, Estatus socioeconómico, Estudiantes, Estudio prospectivo, Etnia, Fracaso escolar, Inclusión educativa, Lectura y escritura, Resultados
Discapacidad, Educación superior, Estatus socioeconómico, Estudiantes, Estudio prospectivo, Etnia, Fracaso escolar, Inclusión educativa, Lectura y escritura, Resultados
Ítems similars: THE IDENTIFICATION OF HIGH-SCHOOL DROPOUTS IDENTIFIED AS LEARNING DISABLED: EVALUATING THE UTILITY OF A DISCRIMINANT ANALYSIS FUNCTION
- UDING THE SUICIDE RISK SCREEN TO IDENTIFY SUICIDAL ADOLESCENTS AMONG POTENTIAL HIGH SCHOOL DROPOUTS
- STUDENT ENGAGEMENT AND ITS RELATIONSHIP WITH EARLY HIGH SCHOOL DROPOUT
- High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout
- INTERDISCIPLINARY COLEADERSHIP OF HIGH SCHOOL GROUPS FOR DROPOUT PREVENTION: PRACTICE ISSUES
- WELFARE REFORM AND HIGH SCHOOL DROPOUT PATTERNS FOR CHILDREN
- Revisiting the relationship between adolescent drug use and high school dropout