Author: Publisher:
ISBN:
Category : Endangered species
Languages : en
Pages : 218
Book Description
1990 Status Review
Author: Statistical Critique of 1990 Status Review
Author: Edwin James GreenPublisher:
ISBN:
Category : Forest policy
Languages : en
Pages : 26
Book Description
Statistical Review of 1990 Status Review, Northern Spotted Owl
Author: Steven L. SheriffPublisher:
ISBN:
Category : 1990 Status review, northern spotted owl
Languages : en
Pages : 50
Book Description
Statistical Review of the 1990 Status Review of the Northern Spotted Owl, Strix Occidenatlis Caurina
Author: Robin M. ReichPublisher:
ISBN:
Category : Forest policy
Languages : en
Pages : 8
Book Description
Advances in Group Processes
Author: Shane R. ThyePublisher: Emerald Group Publishing
ISBN: 1785600761
Category : Social Science
Languages : en
Pages : 257
Book Description
Advances in Group Processes publishes theoretical analyses, reviews and theory based empirical chapters on group phenomena. This includes work on groups ranging from the very small to the very large, and on classic and contemporary topics such as status, power, exchange, justice, influence, decision-making, intergroup relations and social networks.
Northern Spotted Owl : Strix Occidentalis Caurina
Author: Forest Preserve District of Du Page County V. West Surburban Bank
Author: Draft Environmental Impact Statement for Military Family Housing for the San Diego Region, County of San Diego, California
Author: Publisher:
ISBN:
Category : Environmental impact analysis
Languages : en
Pages : 470
Book Description
Research Issues in Learning Disabilities
Author: Sharon VaughnPublisher: Springer Science & Business Media
ISBN: 1461383455
Category : Psychology
Languages : en
Pages : 441
Book Description
In this chapter, we described issues in conducting intervention research with students with learning disabilities on the secondary level. We main tained that interventions should be well-grounded in theories of learning as well as characterizations of learning disabilities (Pressley, Scruggs, & Mastropieri, 1989); that they should first be conducted in a series of highly controlled, laboratory-like experiments to carefully assess the potential utility of the intervention; and that, if the intervention is suc cessful in highly controlled settings, it should then be evaluated in class room applications. We maintained that research designs should evolve as the research questions become more applied, and that the results of laboratory research should be used to support the findings of classroom applications. Finally, we described several research designs that we have found useful in conducting classroom intervention research. There is a great deal more to conducting intervention research, of course, than experimental or quasi-experimental design. Intervention strategies likely to be effective must be identified, relevant literature must be reviewed, experimental materials must be developed, and cooperative schools, teachers, parents, and students must be located. Nevertheless, inadequate research designs can invalidate the best and most successful efforts in all of these areas, while effective and practical research designs can do much to document the best practices and advance our knowledge of effective interventions with students with learning disabilities. References Brigham, F. J. , Scruggs, T. E. , & Mastropieri, M. A. (1992).
Author: