Emailed Prompts to Increase Alternative School Educators’ Use of Behavior-Specific Praise
Author:
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10864-024-09557-5.pdf
Reference51 articles.
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3. Barton, E. E., Fuller, E. A., & Schnitz, A. (2016). The use of email to coach preservice early childhood teachers. Topics in Early Childhood Special Education, 36(2), 78–90.
4. Barton, E. E., Velez, M., Pokorski, E. A., & Domingo, M. (2020). The effects of emailed performance-based feedback delivered to teaching teams: A systematic replication. Journal of Early Intervention, 42(2), 143–162.
5. Bettini, E., Cumming, M. M., O’Brien, K. M., Brunsting, N. C., Ragunathan, M., Sutton, R., & Chopra, A. (2020). Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings. Exceptional Children, 86(2), 209–228.
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