Literaturnachweis - Detailanzeige
| Autor/in | Rizzi, Gleides A. L. |
|---|---|
| Titel | Target, Act, Graph (TAG): Teachers Empowering Classroom Resource Personnel in Monitoring Student Progress |
| Quelle | In: Rural Special Education Quarterly, 35 (2016) 4, S.29-36 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051603500405 |
| Schlagwörter | Special Education; Paraprofessional School Personnel; Capacity Building; Empowerment; Special Needs Students; Training Methods; Volunteer Training; Program Implementation; Progress Monitoring; Graphs; Classroom Environment; Elementary Secondary Education; Rural Schools |
| Abstract | This article provides teachers in rural settings with suggestions on how to engage classroom resource personnel (i.e., volunteers, instructional assistants) in monitoring students' achievement. The target, act, and graph (TAG) strategy offers rural special educators ways to empower classroom resource persons through training and use of the TAG Form. The TAG Form provides a comprehensive and easy-to-use snapshot of learner's needs, a data-collection reporting section, and a graphing tool. The three-step TAG Form implementation process is suggested for rural special educators' engagement of classroom resource personnel in recording and graphing the progress of rural students with exceptionalities towards their educational goals. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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