Handbook of Special Education Research, Volume II
Research-Based Practices and Intervention Innovations
Herausgeber: Lemons, Christopher J; Lane, Kathleen Lynne; Powell, Sarah R
Handbook of Special Education Research, Volume II
Research-Based Practices and Intervention Innovations
Herausgeber: Lemons, Christopher J; Lane, Kathleen Lynne; Powell, Sarah R
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Divided into two volumes, The Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.
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Divided into two volumes, The Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 298
- Erscheinungstermin: 25. April 2022
- Englisch
- Abmessung: 254mm x 178mm x 19mm
- Gewicht: 753g
- ISBN-13: 9780367742713
- ISBN-10: 0367742713
- Artikelnr.: 62951410
- Verlag: Taylor & Francis
- Seitenzahl: 298
- Erscheinungstermin: 25. April 2022
- Englisch
- Abmessung: 254mm x 178mm x 19mm
- Gewicht: 753g
- ISBN-13: 9780367742713
- ISBN-10: 0367742713
- Artikelnr.: 62951410
Christopher J. Lemons is Associate Professor of Special Education in the Graduate School of Education at Stanford University, USA. Sarah R. Powell is Associate Professor in the Department of Special Education at University of Texas at Austin, USA. Kathleen Lynne Lane is the Roy A. Roberts Distinguished Professor in the Department of Special Education and Associate Vice Chancellor for Research at the University of Kansas, USA. Terese C. Aceves is Chair of the Department of Specialized Programs in Professional Psychology in the School of Education at Loyola Marymount University, USA.
1. Research Based Practices and Intervention Innovations 2. Comprehensive,
Integrated, Three-tiered (Ci3T) Models of Prevention: Prioritizing
Integrated Systems 3. Treatment Integrity and Social Validity in Tiered
Systems: Using Data to Inform Implementation Efforts 4. Reading Achievement
and Growth Mindset of Students with Reading Difficulties or Reading
Disabilities: Contemporary Research and Implications for Research and
Practice 5. Well-being of Educators Working in Tiered Systems 6. Leveraging
Working Conditions to Improve the Quality and Effectiveness of the Special
Education Teacher Workforce 7. Advances in Interventions for Students with
Reading Difficulties 8. Considerations for Choosing and Using Screeners for
Students with Disabilities 9. Paras' Perceptions of Job-Related Supports,
Challenges, and Effectiveness 10. Writing Instruction for Students with
Disabilities (and Other Struggling Writers): Current Research and
Implications for Research and Practice 11. Mathematics Interventions for
Students Experiencing Mathematics Difficulty 12. Mathematics Assessments
for Students Experiencing Mathematics Difficulty 13. Evidence Based,
Culturally Responsive Interventions to Improve Academic Outcomes for
English Learners with Reading Difficulties 14. Academic Strategies for
At-Risk Students in Urban Schools 15. Advances in the use of Technology and
Online Learning to Improve Outcomes for Students with Disabilities 16.
Enhancing the Social Lives of Students with Disabilities: Effective
Practices and Improved Outcomes 17. Theoretically and Empirically Supported
Intensive Interventions for Student's Social-emotional and Behavior Needs
18. The Behavioral, Academic, and Social Engagement (BASE) Model of Social
Inclusion 19. Multilingual Learners: Testing, Assessment, and Evaluation
20. Teaching Children How to Play: More Than Just a Context 21. Addressing
the Whole-Youth: Characteristics and Evidence-Based Practices and Programs
for Systems-Involved Youth 22. Bully Prevention and Social and Emotional
Learning: Impact on Youth with Disabilities
Integrated, Three-tiered (Ci3T) Models of Prevention: Prioritizing
Integrated Systems 3. Treatment Integrity and Social Validity in Tiered
Systems: Using Data to Inform Implementation Efforts 4. Reading Achievement
and Growth Mindset of Students with Reading Difficulties or Reading
Disabilities: Contemporary Research and Implications for Research and
Practice 5. Well-being of Educators Working in Tiered Systems 6. Leveraging
Working Conditions to Improve the Quality and Effectiveness of the Special
Education Teacher Workforce 7. Advances in Interventions for Students with
Reading Difficulties 8. Considerations for Choosing and Using Screeners for
Students with Disabilities 9. Paras' Perceptions of Job-Related Supports,
Challenges, and Effectiveness 10. Writing Instruction for Students with
Disabilities (and Other Struggling Writers): Current Research and
Implications for Research and Practice 11. Mathematics Interventions for
Students Experiencing Mathematics Difficulty 12. Mathematics Assessments
for Students Experiencing Mathematics Difficulty 13. Evidence Based,
Culturally Responsive Interventions to Improve Academic Outcomes for
English Learners with Reading Difficulties 14. Academic Strategies for
At-Risk Students in Urban Schools 15. Advances in the use of Technology and
Online Learning to Improve Outcomes for Students with Disabilities 16.
Enhancing the Social Lives of Students with Disabilities: Effective
Practices and Improved Outcomes 17. Theoretically and Empirically Supported
Intensive Interventions for Student's Social-emotional and Behavior Needs
18. The Behavioral, Academic, and Social Engagement (BASE) Model of Social
Inclusion 19. Multilingual Learners: Testing, Assessment, and Evaluation
20. Teaching Children How to Play: More Than Just a Context 21. Addressing
the Whole-Youth: Characteristics and Evidence-Based Practices and Programs
for Systems-Involved Youth 22. Bully Prevention and Social and Emotional
Learning: Impact on Youth with Disabilities
1. Research Based Practices and Intervention Innovations 2. Comprehensive,
Integrated, Three-tiered (Ci3T) Models of Prevention: Prioritizing
Integrated Systems 3. Treatment Integrity and Social Validity in Tiered
Systems: Using Data to Inform Implementation Efforts 4. Reading Achievement
and Growth Mindset of Students with Reading Difficulties or Reading
Disabilities: Contemporary Research and Implications for Research and
Practice 5. Well-being of Educators Working in Tiered Systems 6. Leveraging
Working Conditions to Improve the Quality and Effectiveness of the Special
Education Teacher Workforce 7. Advances in Interventions for Students with
Reading Difficulties 8. Considerations for Choosing and Using Screeners for
Students with Disabilities 9. Paras' Perceptions of Job-Related Supports,
Challenges, and Effectiveness 10. Writing Instruction for Students with
Disabilities (and Other Struggling Writers): Current Research and
Implications for Research and Practice 11. Mathematics Interventions for
Students Experiencing Mathematics Difficulty 12. Mathematics Assessments
for Students Experiencing Mathematics Difficulty 13. Evidence Based,
Culturally Responsive Interventions to Improve Academic Outcomes for
English Learners with Reading Difficulties 14. Academic Strategies for
At-Risk Students in Urban Schools 15. Advances in the use of Technology and
Online Learning to Improve Outcomes for Students with Disabilities 16.
Enhancing the Social Lives of Students with Disabilities: Effective
Practices and Improved Outcomes 17. Theoretically and Empirically Supported
Intensive Interventions for Student's Social-emotional and Behavior Needs
18. The Behavioral, Academic, and Social Engagement (BASE) Model of Social
Inclusion 19. Multilingual Learners: Testing, Assessment, and Evaluation
20. Teaching Children How to Play: More Than Just a Context 21. Addressing
the Whole-Youth: Characteristics and Evidence-Based Practices and Programs
for Systems-Involved Youth 22. Bully Prevention and Social and Emotional
Learning: Impact on Youth with Disabilities
Integrated, Three-tiered (Ci3T) Models of Prevention: Prioritizing
Integrated Systems 3. Treatment Integrity and Social Validity in Tiered
Systems: Using Data to Inform Implementation Efforts 4. Reading Achievement
and Growth Mindset of Students with Reading Difficulties or Reading
Disabilities: Contemporary Research and Implications for Research and
Practice 5. Well-being of Educators Working in Tiered Systems 6. Leveraging
Working Conditions to Improve the Quality and Effectiveness of the Special
Education Teacher Workforce 7. Advances in Interventions for Students with
Reading Difficulties 8. Considerations for Choosing and Using Screeners for
Students with Disabilities 9. Paras' Perceptions of Job-Related Supports,
Challenges, and Effectiveness 10. Writing Instruction for Students with
Disabilities (and Other Struggling Writers): Current Research and
Implications for Research and Practice 11. Mathematics Interventions for
Students Experiencing Mathematics Difficulty 12. Mathematics Assessments
for Students Experiencing Mathematics Difficulty 13. Evidence Based,
Culturally Responsive Interventions to Improve Academic Outcomes for
English Learners with Reading Difficulties 14. Academic Strategies for
At-Risk Students in Urban Schools 15. Advances in the use of Technology and
Online Learning to Improve Outcomes for Students with Disabilities 16.
Enhancing the Social Lives of Students with Disabilities: Effective
Practices and Improved Outcomes 17. Theoretically and Empirically Supported
Intensive Interventions for Student's Social-emotional and Behavior Needs
18. The Behavioral, Academic, and Social Engagement (BASE) Model of Social
Inclusion 19. Multilingual Learners: Testing, Assessment, and Evaluation
20. Teaching Children How to Play: More Than Just a Context 21. Addressing
the Whole-Youth: Characteristics and Evidence-Based Practices and Programs
for Systems-Involved Youth 22. Bully Prevention and Social and Emotional
Learning: Impact on Youth with Disabilities