Works matching AU Dare, Lynn

Results: 12

Educators' evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities.

Published in:

Journal of Applied Research in Intellectual Disabilities, 2018, v. 31, n. 1, p. e154, doi. 10.1111/jar.12356

By:

Nowicki, Elizabeth A.;
Brown, Jason D.;
Dare, Lynn

Publication type:

Article

Engaging populations living with vulnerable conditions in community-based research: A concept mapping approach to understanding positive practices.

Published in:

Journal of Community Psychology, 2017, v. 45, n. 5, p. 601, doi. 10.1002/jcop.21880

By:

Stack‐Cutler, Holly;
Schnirer, Laurie;
Dare, Lynn

Publication type:

Article

On Deciding to Accelerate: High-Ability Students Identify Key Considerations.

Published in:

Gifted Child Quarterly, 2019, v. 63, n. 3, p. 159, doi. 10.1177/0016986219828073

By:

Dare, Lynn;
Nowicki, Elizabeth Agnes;
Smith, Susen

Publication type:

Article

Conceptualizing Concurrent Enrollment.

Published in:

Gifted Child Quarterly, 2015, v. 59, n. 4, p. 249, doi. 10.1177/0016986215597749

By:

Dare, Lynn;
Nowicki, Elizabeth

Publication type:

Article

Beliefs about educational acceleration: Students in inclusive classes conceptualize benefits, feelings, and barriers.

Published in:

Journal of Educational Research, 2019, v. 112, n. 1, p. 86, doi. 10.1080/00220671.2018.1440368

By:

Dare, Lynn;
Nowicki, Elizabeth

Publication type:

Article

'The road less travelled': grade-level acceleration in inclusive schools.

Published in:

International Journal of Inclusive Education, 2023, v. 27, n. 2, p. 188, doi. 10.1080/13603116.2020.1837265

By:

Dare, Lynn;
Nowicki, Elizabeth

Publication type:

Article

How students conceptualize grade‐based acceleration in inclusive settings.

Published in:

Psychology in the Schools, 2021, v. 58, n. 1, p. 33, doi. 10.1002/pits.22435

By:

Dare, Lynn;
Nowicki, Elizabeth A.;
Murray, Lori L.

Publication type:

Article

Concurrent enrollment: comparing how educators and students categorize students' motivations.

Published in:

Social Psychology of Education, 2017, v. 20, n. 1, p. 195, doi. 10.1007/s11218-016-9364-8

By:

Dare, Alec;
Dare, Lynn;
Nowicki, Elizabeth

Publication type:

Article

Patients With Psoriasis and Personalized Trade-offs in Treatment Decisions-Lessons Learned From Focus Groups.

Published in:

2016

By:

Jaehwan Kim;
Dong Joo Kim;
Ortenzio, Francesca S.;
Dare, Lynn;
Frank, Christine;
Kost, Rhonda G.;
Lowes, Michelle A.;
Kim, Jaehwan;
Kim, Dong Joo

Publication type:

Letter

Saudi children’s thoughts on inclusive education.

Published in:

International Journal of Inclusive Education, 2017, v. 21, n. 5, p. 532, doi. 10.1080/13603116.2016.1218948

By:

Dare, Lynn;
Nowicki, Elizabeth;
Felimban, Huda

Publication type:

Article

Teaching them, teaching me: youth conceptualize benefits of being a mentor in an indigenous high school peer mentoring program.

Published in:

Mentoring & Tutoring: Partnership in Learning, 2019, v. 27, n. 5, p. 531, doi. 10.1080/13611267.2019.1675851

By:

Coyne-Foresi, Melissa;
Crooks, Claire V.;
Chiodo, Debbie;
Nowicki, Elizabeth A.;
Dare, Lynn

Publication type:

Article

Twice-Exceptionality: Parents’ Perspectives on 2e Identification.

Published in:

Roeper Review, 2015, v. 37, n. 4, p. 208, doi. 10.1080/02783193.2015.1077911

By:

Dare, Lynn;
Nowicki, Elizabeth Agnes

Publication type:

Article