Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Sheila M. Clonan"'
Publikováno v:
Educational Policy. 29:448-477
As charter schools continue to attract lots of political and policy attention, research has emerged suggesting that these schools enroll fewer students with disabilities than public schools. Given that the success of the movement is based on charters
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f67293c1ce2b7e6db907cb36df65499d
https://doi.org/10.1177/0895904813510779
https://doi.org/10.1177/0895904813510779
Publikováno v:
Intervention in School and Clinic. 47:144-151
For students with reading disabilities who experience difficulties with oral reading fluency, school-based interventions frequently focus on increasing speed through interventions such as repeated readings of texts. Students may not respond adequatel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b4b118bd8b00293d91eea961a2902159
https://doi.org/10.1177/1053451211423812
https://doi.org/10.1177/1053451211423812
Publikováno v:
Psychology in the Schools. 44:19-27
Problem-solving approaches incorporating interventions at multiple levels have gained in popularity in recent years. One such model, Positive Behavioral Interventions and Supports (PBIS), was developed to assist schools to more effectively promote po
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6737604c41a4021d19d61208cff8946e
https://doi.org/10.1002/pits.20202
https://doi.org/10.1002/pits.20202
Autor:
Bennett A. Shaywitz, Christopher Schatschneider, Sheila M. Clonan, Sally E. Shaywitz, Benita A. Blachman, David J. Francis, Jack M. Fletcher
Publikováno v:
Journal of Educational Psychology. 96:444-461
Second- and 3rd-grade children with poor word-level skills were randomly assigned to 8 months of explicit instruction emphasizing the phonologic and orthographic connections in words and text-based reading or to remedial reading programs provided by
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::21a0199864b7e98fa866e902b42dfa5b
https://doi.org/10.1037/0022-0663.96.3.444
https://doi.org/10.1037/0022-0663.96.3.444
Publikováno v:
Psychology in the Schools. 41:101-110
Implicit within a perspective of positive psychology is the assumption that environments can be promoted to foster individual strengths through a preventative focus and the development of positive institutions. Given that the development of positive
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::650cdd47fe446af71739e097a5f79c89
https://doi.org/10.1002/pits.10142
https://doi.org/10.1002/pits.10142
Publikováno v:
Psychology in the Schools. 39:317-325
This paper presents findings from a national survey of school psychologists regarding current supervision and evaluation practices. Thirty-seven percent of usable surveys were returned. Overall results suggested that the sample of school psychologist
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1a9c35810488a797d0bd79888654cef3
https://doi.org/10.1002/pits.10021
https://doi.org/10.1002/pits.10021
Publikováno v:
School Psychology Quarterly. 15:149-171
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::17c5774cb2a329806ecb12fd09fab45c
https://doi.org/10.1037/h0088783
https://doi.org/10.1037/h0088783