The observation of special education classrooms by school personnel
Author:
Funder
William T. Grant Foundation
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Communication,Education
Link
http://link.springer.com/content/pdf/10.1007/s10984-021-09359-w.pdf
Reference61 articles.
1. Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—Secondary. School Psychology Review, 42(1), 76–98.
2. Barnes, T., Cipriano, C., Flynn, L., Rivers, S., & Xu, W. (2019). Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for special education classrooms. Journal of Experimental Education, 87(3), 415–429. https://doi.org/10.1080/00220973.2018.1465383
3. Bell, C. A., Gitomer, D. H., McCaffrey, D. F., Hamre, B. K., Pianta, R. C., & Qi, Y. (2012). An argument approach to observation protocol validity. Educational Assessment, 17(2–3), 62–87.
4. Berger, J. (2014). Word of mouth and interpersonal communication: A review and directions for future research. Journal of Consumer Psychology, 24(4), 586–607.
5. Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38, 39–55. https://doi.org/10.1177/00224669040380010401
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