SUPPORTING SELF-REGULATED LEARNING WITH EXCEPTIONAL CHILDREN
Bewaard in:
WERY,J.J., NIETFELD, J.L., SUPPORTING SELF-REGULATED LEARNING WITH EXCEPTIONAL CHILDREN. TEACHING EXCEPTIONAL CHILDREN, Vol. 42, no. 4 (2010), p. 70-78.
Ref.
168005
Plaats:
SIIS SIIS MADRID R.410
Palabras clave:
Actitudes, Desarrollo cognitivo, Discapacidad intelectual, Escuela, Motivación, Necesidades educativas especiales, Problemas de aprendizaje, Profesor
Actitudes, Desarrollo cognitivo, Discapacidad intelectual, Escuela, Motivación, Necesidades educativas especiales, Problemas de aprendizaje, Profesor
Gelijkaardige items: SUPPORTING SELF-REGULATED LEARNING WITH EXCEPTIONAL CHILDREN
- PROMOTING METACOGNITION AND MOTIVATION OF EXCEPTIONAL CHILDREN
- TEACHER EXPECTATIONS OF MINORITY EXCEPTIONAL LEARNERS: IMPACT ON 'ACCURACY' OF SELF-CONCEPTS
- THE COGNITIVE AND BEHAVIORAL CHARACTERISTICS OF CHILDREN WITH LEARNING DISABILITIES: AN OVERVIEW
- COGNITIVE AND BEHAVIORAL CHARACTERISTICS OF CHILDREN WITH LEARNING DISABILITIES: CONCLUDING COMMENTS
- SELF-EFFICACY AND COGNITIVE ACHIEVEMENT: IMPLICATIONS FOR STUDENTS WITHLEARNING PROBLEMS
- MOTIVACION, COGNICION Y APRENDIZAJE AUTORREGULADO