Leading Special Education Teachers to Envision Evidence-Based Metacognitivist Instructional Strategies in Inclusive Education Schools
Overview & Synopsis
The present study intends to inspire special education teachers to envision ways in which to use evidence-based metacognitivist instructional strategies with a higher effect size than 0.4 in inclusive education schools. These evidence-based instructional strategies included: study skills, concept mapping, and reciprocal teaching. Recommendations are presented to address intensive professional development and workshops for special education teachers.
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Leading Special Education Teachers to Envision Evidence-Based Metacognitivist Instructional Strategies in Inclusive Education Schools |
|---|---|
| Author / Organization | Al-Shammari, Zaid N. |
| Subject & Discipline | Special Education Teachers, Evidence Based Practice, Metacognition |
| Categories | Education & Pedagogy |
| Publication Year | 2019 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-158358 |
| Original Source Link | Visit Source Page on eric.ed.gov » |