The effects of numbered heads together with and without incentives on the ESL quiz performance of second-grade students in a Kuwaiti inclusive classroom-Reference-Cited by-同舟云学术

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The effects of numbered heads together with and without incentives on the ESL quiz performance of second-grade students in a Kuwaiti inclusive classroom

Published:2023-10-08 Issue: Volume: Page:1-22
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Almumen Huda A.¹^ORCID,Raimondi Sharon L.²,Maheady Lawrence J.²

Affiliation:

1. Curriculum and Instruction Department, Kuwait University, Kuwait City, Kuwait

2. Exceptional Education Department, SUNY at Buffalo State College, Buffalo, NY, USA

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2023.2263008

Reference44 articles.

1. Alternating treatments design: one strategy for comparing the effects of two treatments in a single subject.

2. Bryant, D., B. Bryant, and D. Smith. 2020. Teaching Students with Special Needs in Inclusive Classrooms. Thousand Oaks, CA: SAGE Publication, Inc.

3. Detrich, R., R. Keyworth, and J. States. 2008. “A Roadmap to Evidence-Based Education: Building an Evidence-Based Culture.” In Advances in Evidence-Based Education (Vol. 1): A Roadmap to Evidence-Based Education, edited by R. Detrich, R. Keyworth, and J. States, 3–19. Oakland, CA: The Wing Institute.

4. ELTGS KW (English Language Teaching General Supervision KW). 2020. Elementary Level. https://eltsupervisionkw.wordpress.com.

5. Stability of Teacher Effects in Junior High Classrooms

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