Designing History Writing Assignments for Student Success
In: Social studies: a periodical for teachers and administrators, Band 80, Heft 2, S. 59-63
ISSN: 2152-405X
268 Ergebnisse
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In: Social studies: a periodical for teachers and administrators, Band 80, Heft 2, S. 59-63
ISSN: 2152-405X
In: Public administration review: PAR, Band 43, Heft 5, S. 443
ISSN: 1540-6210
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 64, Heft 4, S. 463
ISSN: 2167-6437
In: Teaching sociology: TS, Band 21, Heft 1, S. 109
ISSN: 1939-862X
In: Social studies: a periodical for teachers and administrators, Band 83, Heft 2, S. 83-84
ISSN: 2152-405X
In: Teaching Political Science, Band 10, Heft 4, S. 182-188
In: Education and urban society, Band 21, Heft 3, S. 312-327
ISSN: 1552-3535
In: Social studies: a periodical for teachers and administrators, Band 79, Heft 3, S. 124-125
ISSN: 2152-405X
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 53, Heft 2, S. 114
ISSN: 2167-6437
In: Journal of visual impairment & blindness: JVIB, Band 91, Heft 3, S. 219-223
ISSN: 1559-1476
This article describes the curriculum the author developed to help students with visual impairments make the transition to college. The curriculum is based on her experiences at the Living Skills Center for the Visually Impaired, a transition program in San Pablo, California, and at college.
In: Journal of women and minorities in science and engineering, Band 1, Heft 1, S. 63-88
In: The journal of psychology: interdisciplinary and applied, Band 111, Heft 1, S. 141-151
ISSN: 1940-1019
In: Journal of visual impairment & blindness: JVIB, Band 89, Heft 3, S. 257-261
ISSN: 1559-1476
This article examines the challenges and successes of three academically gifted students in inclusive educational programs over four years and presents recommendations for teachers and parents who are contemplating the placement of students with similar needs in inclusive programs.
In: American annals of the deaf: AAD, Band 136, Heft 1, S. 21-27
ISSN: 1543-0375
This study had two purposes: (1) to learn how hearing students in a mainstream college setting perceive deaf students as classmates, and (2) to discover how those perceptions influence the integration of deaf and hearing students on campus. Thirty full-time students at the Rochester Institute of Technology in Rochester, New York, were interviewed using in-depth, open-ended interview strategies. It was found that even in this setting, designed expressly to integrate deaf and hearing students, full integration did not occur. Deaf students were successfully placed on the campus with hearing students for educational purposes; however, social integration did not occur.
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 54, Heft 2, S. 134
ISSN: 2167-6437