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Type of bind: Digital
Brand: The Gale Group
Format: HTML
Label: Council for Exceptional Children
Manufacturer: Council for Exceptional Children
Page Count: 22
Printing Date: May 01, 1992
Publishing house: Council for Exceptional Children
Release Date: July 28, 2005
Studio: Council for Exceptional Children
Editor's Notes and Comments:
Product Description:
This digital document is an article from Exceptional Children, published by Council for Exceptional Children on May 1, 1992. The length of the article is 6473 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: This investigation was designed to change teacher-student interactions in middle school studies and science classes. Eighteen of 35 teacher volunteers received a six-session inservice emphasizing teacher effectiveness variables. Results indicated significant differences between experimental and control teachers on a pre-post contrast, as well as on a follow-up (maintenance) contrast. Differential effects on the science and social studies teachers were seen. Similarities and differences related to student type, independent of the intervention, were obtained.
Citation Details
Title: Teacher interactions in mainstream social studies and science classes.
Author: Michael P. Brady
Publication: Exceptional Children (Refereed)
Date: May 1, 1992
Publishing house: Council for Exceptional Children
Volume: v58 Issue: n6 Page: p530(11)
Distributed by Thomson Gale
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