-
1دورية أكاديمية
المؤلفون: Benedict, Amber E. (ORCID
0000-0002-5642-1707 ), Brownell, Mary, Bettini, Elizabeth, Sohn, Hyojongالمصدر: Teacher Education and Special Education. May 2021 44(2):134-159.
Peer Reviewed: Y
Page Count: 26
Descriptors: Faculty Development, Response to Intervention, Reading Difficulties, Reading Instruction, Evidence Based Practice, Communities of Practice, Teacher Improvement, Elementary School Teachers, Teacher Workshops, Learning Disabilities
مصطلحات جغرافية: Florida
-
2دورية أكاديمية
المؤلفون: Brownell, Mary, Kiely, Mary Theresa, Haager, Diane, Boardman, Alison, Corbett, Nancy, Algina, James, Dingle, Mary Patricia, Urbach, Jennifer
المصدر: Exceptional Children. Jan 2017 83(2):143-164.
Peer Reviewed: Y
Page Count: 22
Sponsoring Agency: National Center for Special Education Research (ED)
Descriptors: Faculty Development, Special Education Teachers, Literacy Education, Learning Disabilities, Reading Instruction, Elementary School Students, Coaching (Performance), Video Technology, Self Evaluation (Individuals), Comparative Analysis, Statistical Analysis, Time Factors (Learning), Teaching Methods, Reading Fluency, Teacher Competencies, Hierarchical Linear Modeling, Grade 3, Grade 4, Grade 5, Observation, Likert Scales, Elementary School Teachers, Meetings
مصطلحات جغرافية: Florida, Colorado, California
What Works Clearinghouse (WWC) Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/87524
IES Funded: Yes
-
3دورية أكاديمية
المصدر: Exceptionality. 2019 27(1):1-17.
Peer Reviewed: Y
Page Count: 17
Descriptors: Instructional Effectiveness, Teaching Methods, Reading Instruction, Elementary School Students, Emotional Response, Classroom Techniques, Student Needs, Reading Skills, Language Usage, Elementary School Teachers, Teacher Student Relationship, English Language Learners, Direct Instruction, Individualized Instruction, Learner Engagement, Vocabulary Development
-
4دورية أكاديمية
المؤلفون: Brownell, Cassie J. (ORCID
0000-0002-8640-2777 )المصدر: Curriculum Inquiry. 2019 49(5):551-572.
Peer Reviewed: Y
Page Count: 22
-
5دورية أكاديمية
المصدر: English Teaching: Practice and Critique. 2019 18(2):170-187.
Peer Reviewed: Y
Page Count: 18
-
6دورية أكاديمية
المؤلفون: Brownell, Cassie J. (ORCID
0000-0002-8640-2777 )المصدر: Journal of Curriculum and Pedagogy. 2017 14(3):205-217.
Peer Reviewed: Y
Page Count: 13
-
7دورية أكاديمية
المؤلفون: Brownell, Cassie J. (ORCID
0000-0002-8640-2777 ), Wargo, Jon M.المصدر: Multicultural Education Review. 2017 9(3):201-214.
Peer Reviewed: Y
Page Count: 14
Descriptors: Multicultural Education, Educational Technology, Technology Uses in Education, Elementary School Teachers, Preservice Teachers, Preservice Teacher Education, Acoustics, Auditory Perception, Listening, Cultural Awareness, Creativity, Methods Courses, Experiential Learning, Minority Group Students, Cultural Relevance, Teaching Methods, Reflection, Interviews, Student Attitudes, English (Second Language), Space Utilization
-
8دورية أكاديمية
المؤلفون: Bettini, Elizabeth, Jones, Nathan, Brownell, Mary, Conroy, Maureen, Park, Yujeong, Leite, Walter, Crockett, Jean, Benedict, Amber
المصدر: Remedial and Special Education. Jul-Aug 2017 38(4):246-256.
Peer Reviewed: Y
Page Count: 11
Descriptors: Beginning Teachers, Special Education Teachers, General Education, Emotional Response, Teacher Burnout, Career Choice, Faculty Workload, Intention, Structural Equation Models, Elementary School Teachers, Middle School Teachers, Predictor Variables, Coping, Hypothesis Testing, Urban Schools, Teacher Surveys, Interviews, Burnout, Measures (Individuals)
Assessment and Survey Identifiers: Maslach Burnout Inventory
-
9تقرير
المؤلفون: Brownell, Mary T., Lauterbach, Alexandra A., Dingle, Mary P., Boardman, Alison G., Urbach, Jennifer E., Leko, Melinda M., Benedict, Amber E., Park, Yujeong
المصدر: Learning Disability Quarterly. Feb 2014 37(1):31-44.
Peer Reviewed: Y
Page Count: 14
Descriptors: Context Effect, Special Education Teachers, Reading Instruction, Disabilities, Grade 3, Grade 5, Elementary School Students, Interviews, Teaching Methods, Literacy, Grounded Theory, Faculty Development, Word Study Skills, Qualitative Research, Reading Fluency, Classroom Observation Techniques, Teacher Attitudes, Elementary School Teachers, Comparative Analysis
Assessment and Survey Identifiers: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
IES Funded: Yes
-
10تقرير
المؤلفون: Benedict, Amber E., Park, Yujeong, Brownell, Mary T.
المصدر: TEACHING Exceptional Children. May-Jun 2013 45(5):22-30.
Peer Reviewed: Y
Page Count: 9
Descriptors: Response to Intervention, Teacher Collaboration, Elementary Education, Literacy Education, Supplementary Education, Alignment (Education), Regular and Special Education Relationship, Reading Instruction, Elementary School Teachers, Learning Disabilities, Learning Problems, Core Curriculum
URL الوصول: http://cec.metapress.com/content/p6njgm2p84300042/