Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Jennifer York Barr"'
Publikováno v:
Journal of Education for Students Placed at Risk (JESPAR). 12:301-335
Urban schools, noted for their diverse student populations and variety of instructional resources and personnel, often are challenged in providing a coherent and differentiated instructional program for the wide array of learners served. In this arti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7bfb50bd1742c9c0db68ceb7ee13cf19
https://doi.org/10.1080/10824660701601290
https://doi.org/10.1080/10824660701601290
Autor:
Jennifer York-Barr, Gail Ghere
Publikováno v:
Remedial and Special Education. 28:21-32
In recent years, education policies have focused on raising the standards for paraprofessional qualifications, supervision, and development. Given the increasingly problematic rates of paraprofessional turnover, focusing on the retention of effective
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::967e16b744c23e9453739a0d98f2ac66
https://doi.org/10.1177/07419325070280010301
https://doi.org/10.1177/07419325070280010301
Publikováno v:
Journal of School Leadership. 16:354-385
Schools today are increasingly market driven, and public schools are competing for students with numerous other educational options. Homeschool education continues to grow rapidly as one such option. Minnesota, considered a leader in school choice, h
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8223ee0e164e1cd5a000ba640c9d2fac
https://doi.org/10.1177/105268460601600401
https://doi.org/10.1177/105268460601600401
Autor:
Karen Duke, Jennifer York-Barr
Publikováno v:
Review of Educational Research. 74:255-316
The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals numerous small-scal
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a3aa4c57c4e525a7c7c23a35472c74b5
https://doi.org/10.3102/00346543074003255
https://doi.org/10.3102/00346543074003255
Publikováno v:
Remedial and Special Education. 17:92-105
THE PURPOSE OF THIS STUDY WAS TO BETTER UNDERSTAND HOW INCLUSIVE SCHOOLING FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES WAS INITIATED IN THE ST. CLOUD COMMUNITY SCHOOLS, MINNESOTA, SEVENTEEN INDIVIDUALS WERE INTERVIEWED. FINDINGS ALIGN WITH CURR
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::34fa8d67d4c464a09cc552984108f309
https://doi.org/10.1177/074193259601700205
https://doi.org/10.1177/074193259601700205
Autor:
Jennifer York-Barr
Publikováno v:
Remedial and Special Education. 17:131-133
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c2d7b837342c8f784bffa7c27a85efd7
https://doi.org/10.1177/074193259601700302
https://doi.org/10.1177/074193259601700302
This reference tool for mastering reflective practice and initiating it in your school offers ideas for reflective practice alone, with partners, in small groups, and schoolwide.
