INTEGRATED LEARNING: EXPLICIT STRATEGIES AND THEIR ROLE IN PROBLEM-SOLVING INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES
保存先:
HOLLINGSWORTH, M., WOODWARD, J., INTEGRATED LEARNING: EXPLICIT STRATEGIES AND THEIR ROLE IN PROBLEM-SOLVING INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES. EXCEPTIONAL CHILDREN, Vol. 59, no. 5 (1993), p. 444-455.
Ref.
33172
配架場所:
SIIS R.120
Palabras clave:
Discapacidad, Educación secundaria, Inclusión educativa, Problemas de aprendizaje
Discapacidad, Educación secundaria, Inclusión educativa, Problemas de aprendizaje
類似資料: INTEGRATED LEARNING: EXPLICIT STRATEGIES AND THEIR ROLE IN PROBLEM-SOLVING INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES
- DEVISING AN INSTRUCTIONAL PROGRAM TO TEACH A RITHMETHIC PROBLEM-SOLVING SKILLS TO STUDENTS WITH LEARNING DISABILITIES
- TEACHING THE SCIENTIFIC METHOD TO AT-RISK STUDENTS AND STUDENTS WITH LEARNING DISABILITIES THROUGH CONCEPT ANCHORING AND EXPLICIT INSTRUCTION
- THE EFFECTS OF SCHEMA-BASED INSTRUCTION ON THE MATHEMATICAL WORD-PROBLEM-SOLVING PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES
- MATHEMATICAL PROBLEM-SOLVING CHARACTERISTICS OF MIDDLE SCHOOL STUDENTS WITH LEARNING DISABILITIES
- THE EFFECTS OF INSTRUCTION IN SOLVING MATHEMATICAL WORD PROBLEMS FOR STUDENTS WITH LEARNING PROBLEMS: A META-ANALYSIS
- LEARNING TO SOLVE A PROBLEM: A MICROANALYSIS OF THE SOLUTION STRATEGIES OF CHILDREN WITH LEARNING DISABILITIES