Utilization Classroom Peers Behavior by Strain Phillip (28 results)

gebundene Ausgabe. Condition: Gut. 366 Seiten Das hier angebotene Buch stammt aus einer teilaufgelösten Bibliothek und kann die entsprechenden Kennzeichnungen aufweisen (Rückenschild, Instituts-Stempel.); der Buchzustand ist ansonsten ordentlich und dem Alter entsprechend gut. In ENGLISCHER Sprache. Sprache: Englisch Gewicht in Gramm: 710.

Condition: Very Good. 1981st Edition. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.

Condition: Good. 1981st Edition. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.

Hardcover. Condition: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less 1.6.

Hardcover. First Edition; First Printing. Book condition is Very Good; with a Very Good dust jacket. Text is clean and unmarked. ; Applied Clinical Psychology; 9.62 X 6.56 X 1.06 inches; 366 pages.

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hardcover. Condition: New. In shrink wrap. Looks like an interesting title!

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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the 'adults only' model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents.

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the 'adults only' model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents.

Buch. Condition: Neu. Neuware -Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the 'adults only' model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 384 pp. Englisch.

Condition: New. pp. 384.

Paperback. Condition: Brand New. reprint edition. 378 pages. 9.26x6.11x0.86 inches. In Stock.

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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Since the early 1800 s, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purp.

Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Since the early 1800 s, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purp.

Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the 'adults only' model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents. 384 pp. Englisch.

Paperback / softback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 561.

Hardback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 739.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the 'adults only' model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 380 pp. Englisch.

Condition: New. Print on Demand pp. 384 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

Condition: New. PRINT ON DEMAND pp. 384.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the 'adults only' model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents. 380 pp. Englisch.