Diagnosing Learning Disabilities (7 results)

Condition: Good. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Taschenbuch. Condition: Neu. Diagnosing the Potential of Learning Disabilities | Understanding and Expectations of Students with Learning Disabilities | Stuart Woodcock | Taschenbuch | 328 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838367217 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This manuscript discusses the latest research that investigated the understandings and expectations of students with learning disabilities. It discusses the issues around attitudes and expectations of students who have a learning disability. Attributional responses that educators construct result in differing teacher effect, evaluative feedback and expectation of future performance. Once these understandings and expectations are embedded they are less likely to change over the span of a teaching career. This manuscript presents the findings from an examination of the attributional responses to students with a learning disability. Attitudes towards students with learning disabilities, and teacher efficacy were also explored in relation to the attributional responses. The instructional strategies used for students with learning disabilities were also considered. The manuscript suggests recommendations and implications for practice and future research in regards to understandings and expectations of students with learning disabilities. 328 pp. Englisch.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Woodcock StuartStuart has taught in England, Canada, and Australia within primary and secondary schools. He currently lectures and researches at the University of Wollongong, Australia in the areas of educational psychology, class.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This manuscript discusses the latest research that investigated the understandings and expectations of students with learning disabilities. It discusses the issues around attitudes and expectations of students who have a learning disability. Attributional responses that educators construct result in differing teacher effect, evaluative feedback and expectation of future performance. Once these understandings and expectations are embedded they are less likely to change over the span of a teaching career. This manuscript presents the findings from an examination of the attributional responses to students with a learning disability. Attitudes towards students with learning disabilities, and teacher efficacy were also explored in relation to the attributional responses. The instructional strategies used for students with learning disabilities were also considered. The manuscript suggests recommendations and implications for practice and future research in regards to understandings and expectations of students with learning disabilities.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 328 pp. Englisch.

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This manuscript discusses the latest research that investigated the understandings and expectations of students with learning disabilities. It discusses the issues around attitudes and expectations of students who have a learning disability. Attributional responses that educators construct result in differing teacher effect, evaluative feedback and expectation of future performance. Once these understandings and expectations are embedded they are less likely to change over the span of a teaching career. This manuscript presents the findings from an examination of the attributional responses to students with a learning disability. Attitudes towards students with learning disabilities, and teacher efficacy were also explored in relation to the attributional responses. The instructional strategies used for students with learning disabilities were also considered. The manuscript suggests recommendations and implications for practice and future research in regards to understandings and expectations of students with learning disabilities.