Zobrazeno 1 - 10
of 21
pro vyhledávání: '"Maria Peterson-Ahmad"'
Autor:
Theresa Garfield, Maria Peterson-Ahmad
Publikováno v:
TEACHING Exceptional Children. 55:76-77
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2e9e4b55a5f20a6327314a6e9e265d47
https://doi.org/10.1177/00400599221139099
https://doi.org/10.1177/00400599221139099
Autor:
Maria Peterson-Ahmad
Publikováno v:
Education Sciences, Vol 8, Iss 1, p 10 (2018)
To meet the ever-increasing teaching standards, pre-service special educators need extensive and advanced opportunities for pedagogical preparation prior to entering the classroom. Providing opportunities for pre-service special educators to practice
Externí odkaz:
https://doaj.org/article/727415df2c1c45b79cca1fdc79b618d1
Autor:
Maria Peterson-Ahmad, Vicki L. Luther
Teacher retention is an area of great concern across the globe as it appears many teachers leave the field after only a few years, especially those serving low-income students. There is a growing gap from preparation to practice. Not only must educat
Autor:
Craig, Claire1, Wallace, Jayne2, Montague, Kyle2, Koulidou, Nantia3, Fisher, Helen1, Carvalho, Luis4, Groot, Linnea4, Trueman, Julie2, Lawson, Shaun2, Morrissey, Kellie5, Duncan, Trevor2, South, Joshua2
Publikováno v:
Design for Health. Apr2021, Vol. 5 Issue 1, p140-160. 21p.
Autor:
Gurramkonda, Bhaskar, C., Vanitha
Publikováno v:
International Journal of Current Educational Studies (IJCES); 2023, Vol. 2 Issue 2, p28-40, 13p
Autor:
Garfield, Theresa1 (AUTHOR), Peterson-Ahmad, Maria2 (AUTHOR)
Publikováno v:
Teaching Exceptional Children. Sep2022, Vol. 55 Issue 1, p76-77. 2p.
Publikováno v:
Journal of Special Education Technology; Dec2021, Vol. 36 Issue 4, p271-283, 13p
Autor:
Combes, Bertina H., Peak, Pamela W., Barrio, Brenda L., Lindo, Endia J., Hovey, Katrina A., Lim, Okyoung, Peterson-Ahmad, Maria, Dorel, Theresa G., Goran, Lisa
Publikováno v:
Intervention in School & Clinic; Nov2016, Vol. 52 Issue 2, p92-101, 10p
Autor:
Guopeng Fu
This book presents how neoliberal trends, as reflected in the grouplised school structure, affect teachers'professional learning and daily practice, and discusses how teacher agency is enabled and constrained at both individual and collective levels.