Instructional Change in Preschool Classrooms: A Study of Empirically-Based Teacher Support
Author:
Affiliation:
1. a University of Cincinnati, Early Childhood Education Program ,
2. b University of Cincinnati, School Psychology Program ,
3. c University of Cincinnati, Educational Foundations Program ,
4. d Cincinnati Public Schools ,
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/15240750903218814
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1. SOME STILL-CURRENT DIMENSIONS OF APPLIED BEHAVIOR ANALYSIS
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3. Meeting performance-based training demands: Accountability in an intervention-based practicum.
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