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The Importance of Teaching Social-Em...
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Anderson, Vanna.
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The Importance of Teaching Social-Emotional Learning to Intellectually Disabled Students.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The Importance of Teaching Social-Emotional Learning to Intellectually Disabled Students./
作者:
Anderson, Vanna.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:
126 p.
附註:
Source: Dissertations Abstracts International, Volume: 79-04, Section: A.
Contained By:
Dissertations Abstracts International79-04A.
標題:
Social research. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10618457
ISBN:
9780355188660
The Importance of Teaching Social-Emotional Learning to Intellectually Disabled Students.
Anderson, Vanna.
The Importance of Teaching Social-Emotional Learning to Intellectually Disabled Students.
- Ann Arbor : ProQuest Dissertations & Theses, 2017 - 126 p.
Source: Dissertations Abstracts International, Volume: 79-04, Section: A.
Thesis (Ed.D.)--Trevecca Nazarene University, 2017.
This item must not be sold to any third party vendors.
This study examined the difference between parents, teachers, and administrators' perspectives of intellectually disabled students' academic and social performance. The study's importance comes from the performance of students with exceptional needs who were unable to effectively communicate their social and emotional needs. The population consisted of parents and teachers in a Middle Tennessee exceptional needs organization. Surveys were used to measure behavior, social skills, and achievement and open-ended response were used for achievement recommendation. This mixed-model study used comparatives to examine the differences between parents, teachers, and administrators' perspectives of students' academic and social performance. Significant differences were found in all three factors of academic and social performance when related to the parents, teachers, and administrators' perspectives.
ISBN: 9780355188660Subjects--Topical Terms:
2122687
Social research.
The Importance of Teaching Social-Emotional Learning to Intellectually Disabled Students.
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This study examined the difference between parents, teachers, and administrators' perspectives of intellectually disabled students' academic and social performance. The study's importance comes from the performance of students with exceptional needs who were unable to effectively communicate their social and emotional needs. The population consisted of parents and teachers in a Middle Tennessee exceptional needs organization. Surveys were used to measure behavior, social skills, and achievement and open-ended response were used for achievement recommendation. This mixed-model study used comparatives to examine the differences between parents, teachers, and administrators' perspectives of students' academic and social performance. Significant differences were found in all three factors of academic and social performance when related to the parents, teachers, and administrators' perspectives.
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