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Research Learning Disabilities Issues by Vaughn Sharon (21 results)
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Research in Learning Disabilities : Issues and Future Directions
Published by College-Hill Press, Incorporated, 1987
ISBN 10: 0316103055 ISBN 13: 9780316103053
Language: English
Condition: Good. Used book that is in clean, average condition without any missing pages.
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Research in Learning Disabilities : Issues and Future Directions
Published by College-Hill Press, Incorporated, 1987
ISBN 10: 0316103055 ISBN 13: 9780316103053
Language: English
Condition: Good. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.
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Research in Learning Disabilities : Issues and Future Directions
Published by College-Hill Press, Incorporated, 1987
ISBN 10: 0316103055 ISBN 13: 9780316103053
Language: English
Condition: Good. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.
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paperback. Condition: Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority!
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paperback. Condition: Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority!
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Research in Learning Disabilities: Issues and Future Directions.
Published by Taylor & Francis Ltd., 1987
ISBN 10: 0850666821 ISBN 13: 9780850666823
Language: English
Seller: Yushodo Co., Ltd., Fuefuki-shi, Yamanashi Pref., Japan
Association Member: ILAB
Seller rating 5 out of 5 stars
First Edition
Softcover. Condition: Good. 1st Edition. xii, 276p.
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Research in Learning Disabilities: Issues and Future Directions.
Seller: Yushodo Co., Ltd., Fuefuki-shi, Yamanashi Pref., Japan
Association Member: ILAB
Seller rating 5 out of 5 stars
Softcover. Condition: Good. xii, 276p.
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Research Issues in Learning Disabilities: Theory, Methodology, Assessment, and Ethics
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 49.30
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Research Issues in Learning Disabilities: Theory, Methodology, Assessment, and Ethics
Published by Springer New York 1994-01-01, 1994
ISBN 10: 1461383471 ISBN 13: 9781461383475
Language: English
Paperback. Condition: New.
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Paperback. Condition: Brand New. reprint edition. 364 pages. 9.25x6.10x0.83 inches. In Stock.
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Condition: New.
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Condition: New. pp. xiii + 351.
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Condition: New. pp. xiii + 351.
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Condition: New. pp. xiii + 351.
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Taschenbuch. Condition: Neu. Research Issues in Learning Disabilities | Theory, Methodology, Assessment, and Ethics | Sharon Vaughn (u. a.) | Taschenbuch | xiii | Englisch | 2011 | Springer | EAN 9781461383475 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - In this chapter, we described issues in conducting intervention research with students with learning disabilities on the secondary level. We main tained that interventions should be well-grounded in theories of learning as well as characterizations of learning disabilities (Pressley, Scruggs, & Mastropieri, 1989); that they should first be conducted in a series of highly controlled, laboratory-like experiments to carefully assess the potential utility of the intervention; and that, if the intervention is suc cessful in highly controlled settings, it should then be evaluated in class room applications. We maintained that research designs should evolve as the research questions become more applied, and that the results of laboratory research should be used to support the findings of classroom applications. Finally, we described several research designs that we have found useful in conducting classroom intervention research. There is a great deal more to conducting intervention research, of course, than experimental or quasi-experimental design. Intervention strategies likely to be effective must be identified, relevant literature must be reviewed, experimental materials must be developed, and cooperative schools, teachers, parents, and students must be located. Nevertheless, inadequate research designs can invalidate the best and most successful efforts in all of these areas, while effective and practical research designs can do much to document the best practices and advance our knowledge of effective interventions with students with learning disabilities. References Brigham, F. J. , Scruggs, T. E. , & Mastropieri, M. A. (1992).
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Hardcover. Condition: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
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Research Issues in Learning Disabilities
Published by Springer New York Nov 2011, 2011
ISBN 10: 1461383471 ISBN 13: 9781461383475
Language: English
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -In this chapter, we described issues in conducting intervention research with students with learning disabilities on the secondary level. We main tained that interventions should be well-grounded in theories of learning as well as characterizations of learning disabilities (Pressley, Scruggs, & Mastropieri, 1989); that they should first be conducted in a series of highly controlled, laboratory-like experiments to carefully assess the potential utility of the intervention; and that, if the intervention is suc cessful in highly controlled settings, it should then be evaluated in class room applications. We maintained that research designs should evolve as the research questions become more applied, and that the results of laboratory research should be used to support the findings of classroom applications. Finally, we described several research designs that we have found useful in conducting classroom intervention research. There is a great deal more to conducting intervention research, of course, than experimental or quasi-experimental design. Intervention strategies likely to be effective must be identified, relevant literature must be reviewed, experimental materials must be developed, and cooperative schools, teachers, parents, and students must be located. Nevertheless, inadequate research designs can invalidate the best and most successful efforts in all of these areas, while effective and practical research designs can do much to document the best practices and advance our knowledge of effective interventions with students with learning disabilities. References Brigham, F. J. , Scruggs, T. E. , & Mastropieri, M. A. (1992). 368 pp. Englisch.
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Research Issues in Learning Disabilities: Theory, Methodology, Assessment, and Ethics
Published by Springer-Verlag New York Inc., 2011
ISBN 10: 1461383471 ISBN 13: 9781461383475
Language: English
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
Seller rating 5 out of 5 stars
£ 56.89
£ 16.21 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketPaperback / softback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 546.
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Research Issues in Learning Disabilities
Published by Springer New York, Springer US Nov 2011, 2011
ISBN 10: 1461383471 ISBN 13: 9781461383475
Language: English
Seller: buchversandmimpf2000, Emtmannsberg, BAYE, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -In this chapter, we described issues in conducting intervention research with students with learning disabilities on the secondary level. We main tained that interventions should be well-grounded in theories of learning as well as characterizations of learning disabilities (Pressley, Scruggs, & Mastropieri, 1989); that they should first be conducted in a series of highly controlled, laboratory-like experiments to carefully assess the potential utility of the intervention; and that, if the intervention is suc cessful in highly controlled settings, it should then be evaluated in class room applications. We maintained that research designs should evolve as the research questions become more applied, and that the results of laboratory research should be used to support the findings of classroom applications. Finally, we described several research designs that we have found useful in conducting classroom intervention research. There is a great deal more to conducting intervention research, of course, than experimental or quasi-experimental design. Intervention strategies likely to be effective must be identified, relevant literature must be reviewed, experimental materials must be developed, and cooperative schools, teachers, parents, and students must be located. Nevertheless, inadequate research designs can invalidate the best and most successful efforts in all of these areas, while effective and practical research designs can do much to document the best practices and advance our knowledge of effective interventions with students with learning disabilities. References Brigham, F. J. , Scruggs, T. E. , & Mastropieri, M. A. (1992).Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 368 pp. Englisch.
