READING VERSUS DOING: THE RELATIVE EFFECTS OF TEXTBOOK-BASED AND INQUIRY-OIENTED APPROACHES TO SCIENCE LEARNING IN SPECIAL EDUCATION CLASSROOMS
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
Similar Items: READING VERSUS DOING: THE RELATIVE EFFECTS OF TEXTBOOK-BASED AND INQUIRY-OIENTED APPROACHES TO SCIENCE LEARNING IN SPECIAL EDUCATION CLASSROOMS
- PREPARING FOR SUCCESSFUL INQUIRY IN INCLUSIVE SCIENCE CLASSROOMS
- ADAPTING TEXTBOOKS FOR CHILDREN WITH LEARNING DISABILITIES IN MAINSTREAMED CLASSROOMS
- STRATEGIES FOR ADAPTING SCIENCE TEXTBOOKS FOR YOUTH WITH LEARNING DISABILITIES
- THE EFFECTIVENESS OF TEXTBOOK ADAPTATIONS IN LIFE SCIENCE FOR HIG SCHOOL STUDENTS WITH LEARNING DISABILITIES
- ANALYSIS OF SCIENCE TEXTBOOK RECOMMENDATIONS PROVIDED FOR STUDENTS WITH DISABILITIES
- ORGANIZING AND IMPLEMENTING SPECIALIZED READING PROGRAMS: A COLLABORATIVE APPROACH INVOLVING CLASSROOM, REMEDIAL, AND SPECIAL EDUCATION TEACHERS