ERIC Number: EJ1282612
Record Type: Journal
Publication Date: 2019
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2657-215X
EISSN: N/A
Leading Special Education Teachers to Envision Evidence-Based Metacognitivist Instructional Strategies in Inclusive Education Schools
Al-Shammari, Zaid N.
Education Quarterly Reviews, v2 n2 p373-376 2019
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.
Descriptors: Special Education Teachers, Evidence Based Practice, Metacognition, Teaching Methods, Inclusion, Study Skills, Concept Mapping, Reciprocal Teaching
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A