Enhancing science performance of m <scp>iddle‐school</scp> students with and without developmental and b <scp>ehavioral‐based</scp> disabilities using the Content Acquisition Podcast Professional Development approach-Reference-Cited by-同舟云学术

Enhancing science performance of m iddle‐school students with and without developmental and b ehavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach

Published:2022-08-27 Issue:3 Volume:60 Page:515-543
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

VanUitert Victoria J.¹^ORCID,Kennedy Michael J.¹,Peeples Katherine N.²,Romig John Elwood³,Mathews Hannah M.⁴,Rodgers Wendy J.⁵

Affiliation:

1. Department of Curriculum, Instruction, & Special Education University of Virginia Charlottesville Virginia USA

2. Department of Special Education Illinois State University Normal Illinois USA

3. Department of Curriculum & Instruction University of Texas at Arlington Arlington Texas USA

4. School of Special Education, School Psychology, and Early Childhood Studies University of Florida Gainesville Florida USA

5. Department of Counseling and Special Education Virginia Commonwealth University Richmond Virginia USA

Funder

Institute of Education Sciences

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21808

Reference54 articles.

1. Teaching science skills and knowledge to students with developmental disabilities: A systematic review

2. Evaluating the efficacy of using sentence frames for learning new vocabulary in science

3. Student Disengagement in Relation to Expected and Unexpected Educational Pathways

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