Planning effective instruction for students with learning and behavior problems.

Autor/inn/en	Evers, Rebecca B.; Spencer, Sue S.
Titel	Planning effective instruction for students with learning and behavior problems.
Quelle	Boston, Mass. u.a.: Pearson (2011), XVII, 363 S.Verfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-205-54319-7; 978-0-205-54319-9
Schlagwörter	Metakognition; Kind; Lehrer; Schüler; Verhaltensauffälligkeit; Kooperatives Lernen; Lernen; Lernbehinderung; Unterrichtsplanung; Computer; Lehrbuch; Inklusion; Leseverstehen; Schreiben; Mathematikunterricht; Technologie; Rechtsgrundlage; Behinderung; Kooperation; Leistungsmessung; USA
Abstract	[The authors utilize] the principles of universal design for learning, metacognitive and cognitive strategies, and project-based learning to identify potential barriers to learning and simplify instructional decision-making. [Their aim is to improve] teachers' confidence and skill at delivering effective instruction to all students with and without disabilities in general and special education settings. [The authors] include a core summary of theoretical, conceptual, psychological, methodological, and instructional issues associated with the often-complex task of teaching students with diverse learning needs in inclusive settings. They further identify for the reader metacognitive ability as the learner characteristic most commonly associated with student success and/or failure, additional lists and charts of student characteristics and educational implications by area of exceptionality, learner characteristics by groups, and a comparison of typical academic and social-emotional classroom demands, noting problems common across groups that may place individual students at-risk for academic failure. There are even special chapters on using all of these principles to teach the basic skills of reading, writing, and mathematics. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4