TEACHER USE OF STUDENT PERFORMANCE DATA TO MAKE INSTRUCTIONAL DECISIONS - PRACTICES IN PROGRAMS FOR STUDENTS WITH MODERATE TO PROFOUND DISABILITIES

被引：23

作者：

FARLOW, LJ ^{[1
]}

SNELL, ME ^{[1
]}

机构：

[1] UNIV VIRGINIA,CURRY SCH EDUC,DEPT CURRICULUM INSTRUCT & SPECIAL EDUC,CHARLOTTESVILLE,VA 22903

来源：

JOURNAL OF THE ASSOCIATION FOR PERSONS WITH SEVERE HANDICAPS | 1989年 / 14卷 / 01期

关键词：

D O I：

10.1177/154079698901400103

中图分类号：

R49 [康复医学];

学科分类号：

100215 ;

摘要：

引用

页码：13 / 22

页数：10

共 10 条

[1] Instructional contexts for students with moderate, severe, and profound intellectual disabilities in general education elementary classrooms
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EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, 1998, 33 (01): : 62 - 75
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[6] How Will I Know What My Students Need? Preparing Preservice Teachers to Use Running Records to Make Instructional Decisions
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[7] Students' Silent Messages: Can Teacher Verbal and Nonverbal Immediacy Moderate Student Use of Text Messaging in Class?
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COMMUNICATION EDUCATION, 2010, 59 (04) : 475 - 496
[8] Using Qualitative Inquiry and Self-Study to Make Sense of Data Use Practices in Teacher Education
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[9] Use of student performance data of state-wide comparison tests and centralized examinations for instructional improvement in Brandenburg
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JOURNAL FOR EDUCATIONAL RESEARCH ONLINE-JERO, 2016, 8 (03): : 159 - 183
[10] IMPROVING STUDENT LEARNING-SKILLS - A COMPREHENSIVE GUIDE TO SUCCESSFUL PRACTICES AND PROGRAMS FOR INCREASING THE PERFORMANCE OF UNDERPREPARED STUDENTS - MAXWELL,M
WILKERSON, L
JOURNAL OF HIGHER EDUCATION, 1980, 51 (06): : 697 - 700

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