Labeling and Knowing: A Reconciliation of Implicit Theory and Explicit Theory Among Students with Exceptionalities-Reference-Cited by-同舟云学术

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Labeling and Knowing: A Reconciliation of Implicit Theory and Explicit Theory Among Students with Exceptionalities

Published:2014-01-09 Issue:4 Volume:107 Page:281-298
ISSN:0022-0671
Container-title:The Journal of Educational Research
language:en
Short-container-title:The Journal of Educational Research

Author:

lo C. Owen

Publisher

Informa UK Limited

Subject

Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/00220671.2013.807490

Reference163 articles.

1. The Biasing Effects of Labels on Direct Observation by Preservice Teachers

2. Grounded Theory Method: Philosophical Perspectives, Paradigm of Inquiry, and Postmodernism

3. Twice-Exceptionality: Implications for School Psychologists in the Post–IDEA 2004 Era

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3. Learning from the voices and life trajectories of our most able students: A listening guide analysis;Gifted Education International;2019-10-17

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