Citations (15)
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Read on this site (3)
Julie
A. Marsh, Jennifer
Sloan McCombs & Francisco Martorell. (2012) Reading Coach Quality: Findings from Florida Middle Schools. Literacy Research and Instruction 51:1, pages 1-26.
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Mary
Louise Hemmeter & Lise Fox. (2009) The Teaching Pyramid: A Model for the Implementation of Classroom Practices Within a Program-Wide Approach to Behavior Support. NHSA Dialog 12:2, pages 133-147.
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FrankW. Kohler, Kerry
McCullough Crilley, DeniseD. Shearer & Gloria Good. (1997) Effects of Peer Coaching on Teacher and Student Outcomes. The Journal of Educational Research 90:4, pages 240-250.
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Articles from other publishers (12)
Jessica N. Torelli, Christina R. Noel, Thomas J. Gross & Kaitlin A. Morris. (2023) The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices. Assessment for Effective Intervention.
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J. Joneen Lowman. (2015) A Comparison of Three Professional Development Mechanisms for Improving the Quality of Standards-Based IEP Objectives. Communication Disorders Quarterly 37:4, pages 211-224.
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Julie A. Marsh, Jennifer Sloan McCombs & Francisco Martorell. (2009) How Instructional Coaches Support Data-Driven Decision Making. Educational Policy 24:6, pages 872-907.
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J. R. Lockwood, Jennifer Sloan McCombs & Julie Marsh. (2010) Linking Reading Coaches and Student Achievement. Educational Evaluation and Policy Analysis 32:3, pages 372-388.
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Laurie Dinnebeil, Kristie Pretti-Frontczak & William McInerney. (2009) A Consultative Itinerant Approach to Service Delivery: Considerations for the Early Childhood Community. Language, Speech, and Hearing Services in Schools 40:4, pages 435-445.
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Barbara A. WasikMary Alice BondAnnemarie Hindman. (2002) Section Two: Educating At-Risk Students from Preschool through High School. Teachers College Record: The Voice of Scholarship in Education 104:10, pages 89-110.
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BARBARA A. WASIK, MARY ALICE BOND & ANNEMARIE HINDMAN. (2005) Educating At‐Risk Preschool and Kindergarten Children. Yearbook of the National Society for the Study of Education 101:2, pages 89-110.
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Eva Horn, Joan Lieber, Shouming Li, Susan Sandall & Ilene Schwartz. (2016) Supporting Young Children's IEP Goals in Inclusive Settings Through Embedded Learning Opportunities. Topics in Early Childhood Special Education 20:4, pages 208-223.
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Jennifer M. Tschantz & Cynthia O. Vail. (2016) Effects of Peer Coaching on the Rate of Responsive Teacher Statements During a Child-directed Period in an Inclusive Preschool Setting. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 23:3, pages 189-201.
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Mary M. DoneganMichaelene M. Ostrosky & Susan A. Fowler. (2016) Peer Coaching. Young Exceptional Children 3:3, pages 9-16.
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Barbara Mallette, Larry Maheady & Gregory F. Harper. (2016) The Effects of Reciprocal Peer Coaching on Preservice General Educators' Instruction of Students with Special Learning Needs. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 22:4, pages 201-216.
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Cynthia O. Vail, Jennifer M. Tschantz & Alicia Bevill. (1997) Dyads and Data in Peer Coaching. TEACHING Exceptional Children 30:2, pages 11-15.
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