Collaborative professional development on data‐based decision making for primary teachers of struggling readers: Responding and refining-Reference-Cited by-同舟云学术

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Collaborative professional development on data‐based decision making for primary teachers of struggling readers: Responding and refining

Published:2022-04-18 Issue:3 Volume:45 Page:425-446
ISSN:0141-0423
Container-title:Journal of Research in Reading
language:en
Short-container-title:Journal Research in Reading

Author:

Washburn Erin K.¹^ORCID,Bailey Kathryn²,Pierce Abby³,Stewart Cathleen²,Hawley JoAnn²,Blackman Jennifer²,Fenty Nicole³

Affiliation:

1. University of North Carolina at Charlotte Charlotte North Carolina USA

2. Broome, Tioga, and Delaware Counties Board of Cooperative Educational Services (BOCES) Binghamton New York USA

3. Binghamton University – State University of New York Binghamton New York USA

Publisher

Wiley

Subject

Psychology (miscellaneous),Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9817.12396

Reference48 articles.

1. Enhancing research and practice in early childhood through formative and design experiments

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Bridging perspectives: Insights from different stakeholders on data coaching in education;Studies in Educational Evaluation;2024-12

2. An implementation case study for the Response to Intervention (RTI) approach for oral language and reading instruction in the early years of primary school;Australian Journal of Learning Difficulties;2024-01-02

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