Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers' self-efficacy: a latent class analysis.
- Published in:
- 2019
- By:
- Publication type:
- journal article
Works matching IS 07369387 AND DT 2019 AND VI 69 AND IP 1
Results: 9
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Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction.
- Published in:
- 2019
- By:
- Publication type:
- journal article
3
Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K-8 experiencing significant reading learning disabilities.
- Published in:
- 2019
- By:
- Publication type:
- journal article
4
Characterizing the knowledge of educators receiving training in systematic literacy instruction.
- Published in:
- 2019
- By:
- Publication type:
- journal article
5
Introduction: teacher perception, self-efficacy and teacher knowledge relating to literacy.
- Published in:
- 2019
- By:
- Publication type:
- Editorial
6
Theory and reported practice in EFL literacy instruction: EFL teachers' perceptions about classroom practices.
- Published in:
- 2019
- By:
- Publication type:
- journal article
7
Elementary teacher's knowledge of response to intervention implementation: a preliminary factor analysis.
- Published in:
- 2019
- By:
- Publication type:
- journal article
8
Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades.
- Published in:
- 2019
- By:
- Publication type:
- journal article
9
Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea.
- Published in:
- 2019
- By:
- Publication type:
- journal article