The Effects and Feasibility of Tiered Instruction: An examination of conversational turn taking among preschoolers with and without disabilities
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| Schnitt | € 89,90 | € 89,90 | € 89,90 | € 85,58 |
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The Effects and Feasibility of Tiered Instruction
DE PB NWISBN: 9783639519075 bzw. 3639519078, in Deutsch, Scholar'S Press, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
buecher.de GmbH & Co. KG, [1].
This study examined the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. Teacher fidelity of implementation averaged at 90% across tiers the highest fidelity occurring in tier one. Resulting contributions include a better understanding of the feasibility of tiered instruction in inclusive settings, the effectiveness of tiered instruction for increasing CTT, and practical implications for the implementation of tiered instruction across tiers and phase change decisions.2013. 208 S. 220 mmVersandfertig in 3-5 Tagen, Softcover.
buecher.de GmbH & Co. KG, [1].
This study examined the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. Teacher fidelity of implementation averaged at 90% across tiers the highest fidelity occurring in tier one. Resulting contributions include a better understanding of the feasibility of tiered instruction in inclusive settings, the effectiveness of tiered instruction for increasing CTT, and practical implications for the implementation of tiered instruction across tiers and phase change decisions.2013. 208 S. 220 mmVersandfertig in 3-5 Tagen, Softcover.
2
The Effects and Feasibility of Tiered Instruction
DE PB NWISBN: 9783639519075 bzw. 3639519078, in Deutsch, Scholar'S Press, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
buecher.de GmbH & Co. KG, [1].
This study examined the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. Teacher fidelity of implementation averaged at 90% across tiers the highest fidelity occurring in tier one. Resulting contributions include a better understanding of the feasibility of tiered instruction in inclusive settings, the effectiveness of tiered instruction for increasing CTT, and practical implications for the implementation of tiered instruction across tiers and phase change decisions.2013. 208 S. 220 mmVersandfertig in 3-5 Tagen, Softcover.
buecher.de GmbH & Co. KG, [1].
This study examined the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. Teacher fidelity of implementation averaged at 90% across tiers the highest fidelity occurring in tier one. Resulting contributions include a better understanding of the feasibility of tiered instruction in inclusive settings, the effectiveness of tiered instruction for increasing CTT, and practical implications for the implementation of tiered instruction across tiers and phase change decisions.2013. 208 S. 220 mmVersandfertig in 3-5 Tagen, Softcover.
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The Effects and Feasibility of Tiered Instruction (2013)
DE PB NW RPISBN: 9783639519075 bzw. 3639519078, in Deutsch, SPS Okt 2013, Taschenbuch, neu, Nachdruck.
Von Händler/Antiquariat, AHA-BUCH GmbH [51283250], Einbeck, Germany.
This item is printed on demand - Print on Demand Titel. Neuware - This study examined the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. Teacher fidelity of implementation averaged at 90% across tiers; the highest fidelity occurring in tier one. Resulting contributions include a better understanding of the feasibility of tiered instruction in inclusive settings, the effectiveness of tiered instruction for increasing CTT, and practical implications for the implementation of tiered instruction across tiers and phase change decisions. 208 pp. Englisch.
This item is printed on demand - Print on Demand Titel. Neuware - This study examined the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. Teacher fidelity of implementation averaged at 90% across tiers; the highest fidelity occurring in tier one. Resulting contributions include a better understanding of the feasibility of tiered instruction in inclusive settings, the effectiveness of tiered instruction for increasing CTT, and practical implications for the implementation of tiered instruction across tiers and phase change decisions. 208 pp. Englisch.
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The Effects and Feasibility of Tiered Instruction - An examination of conversational turn taking among preschoolers with and without disabilities
~EN PB NWISBN: 9783639519075 bzw. 3639519078, vermutlich in Englisch, SPS, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
The Effects and Feasibility of Tiered Instruction: This study examined the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. Teacher fidelity of implementation averaged at 90% across tiers the highest fidelity occurring in tier one. Resulting contributions include a better understanding of the feasibility of tiered instruction in inclusive settings, the effectiveness of tiered instruction for increasing CTT, and practical implications for the implementation of tiered instruction across tiers and phase change decisions. Englisch, Taschenbuch.
The Effects and Feasibility of Tiered Instruction: This study examined the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. Teacher fidelity of implementation averaged at 90% across tiers the highest fidelity occurring in tier one. Resulting contributions include a better understanding of the feasibility of tiered instruction in inclusive settings, the effectiveness of tiered instruction for increasing CTT, and practical implications for the implementation of tiered instruction across tiers and phase change decisions. Englisch, Taschenbuch.
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The Effects and Feasibility of Tiered Instruction
~EN NW ABISBN: 9783639519075 bzw. 3639519078, vermutlich in Englisch, VDM Verlag Dr. Müller, Saarbrücken, Deutschland, neu, Hörbuch.
Lieferung aus: Deutschland, Lieferzeit: 5 Tage.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
6
Symbolbild
The Effects and Feasibility of Tiered Instruction: An examination of conversational turn taking among preschoolers with and without disabilities (2013)
DE PB NW RPISBN: 9783639519075 bzw. 3639519078, in Deutsch, Scholars' Press, Taschenbuch, neu, Nachdruck.
Von Händler/Antiquariat, English-Book-Service - A Fine Choice [1048135], Waldshut-Tiengen, Germany.
This item is printed on demand for shipment within 3 working days.
This item is printed on demand for shipment within 3 working days.
7
The Effects and Feasibility of Tiered Instruction
~EN NWISBN: 3639519078 bzw. 9783639519075, vermutlich in Englisch, VDM Verlag Dr. Müller, Saarbrücken, Deutschland, neu.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
8
The Effects and Feasibility of Tiered Instruction (2013)
~EN PB NWISBN: 9783639519075 bzw. 3639519078, vermutlich in Englisch, VDM Verlag Dr. Müller, Saarbrücken, Deutschland, Taschenbuch, neu.
Lieferung aus: Deutschland, Next Day, Versandkostenfrei.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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