READING VERSUS DOING: THE RELATIVE EFFECTS OF TEXTBOOK-BASED AND INQUIRY-OIENTED APPROACHES TO SCIENCE LEARNING IN SPECIAL EDUCATION CLASSROOMS
שמור ב:
SCRUGGS, T.E., ET AL., READING VERSUS DOING: THE RELATIVE EFFECTS OF TEXTBOOK-BASED AND INQUIRY-OIENTED APPROACHES TO SCIENCE LEARNING IN SPECIAL EDUCATION CLASSROOMS. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 27, no. 1 (1993), p. 1-15.
Ref.
33263
מקום:
SIIS R.350
Palabras clave:
Discapacidad, Discapacidad intelectual, Educación especial, Estudio comparativo, Método educativo, Necesidades educativas especiales
Discapacidad, Discapacidad intelectual, Educación especial, Estudio comparativo, Método educativo, Necesidades educativas especiales
פריטים דומים: 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
- ANALYSIS OF SCIENCE TEXTBOOK RECOMMENDATIONS PROVIDED FOR STUDENTS WITH DISABILITIES
- STRATEGIES FOR ADAPTING SCIENCE TEXTBOOKS FOR YOUTH WITH LEARNING DISABILITIES
- ADAPTING TEXTBOOKS FOR CHILDREN WITH LEARNING DISABILITIES IN MAINSTREAMED CLASSROOMS
- THE EFFECTIVENESS OF TEXTBOOK ADAPTATIONS IN LIFE SCIENCE FOR HIG SCHOOL STUDENTS WITH LEARNING DISABILITIES
- PREPARING ELEMENTARY EDUCATION MAJORS TO TEACH SCIENCE USING AN INQUIRY-BASED APPROACH: THE FULL OPTION SCIENCE SYSTEM