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Works matching IS 10530819 AND DT 2005 AND VI 14 AND IP 4

Results: 6

1

Comparison of the Explicit Timing and Interspersal Interventions: Analysis of Problem Completion Rates, Student Preference, and Teacher Acceptability.

Published in:

Journal of Behavioral Education, 2005, v. 14, n. 4, p. 283, doi. 10.1007/s10864-005-8651-9

By:

Rhymer, Katrina N.;
Morgan, Sandra

Publication type:

Article

2

Increasing Learning by Getting Students to Choose to Complete More Work Introduction to a Special Issue on Interspersing Procedures.

Published in:

2005

By:

Cates, Gary L.;
Lee, David L.

Publication type:

Editorial

3

Effects of Interspersed Brief Problems on Students' Endurance at Completing Math Work.

Published in:

Journal of Behavioral Education, 2005, v. 14, n. 4, p. 249, doi. 10.1007/s10864-005-8649-3

By:

Montarello, Staci;
Martens, Brian K.

Publication type:

Article

4

Causing Students to Choose More Language Arts Work: Enhancing the Validity of the Additive Interspersal Procedure.

Published in:

Journal of Behavioral Education, 2005, v. 14, n. 4, p. 227, doi. 10.1007/s10864-005-8648-4

By:

Meadows, Sadonya F.;
Skinner, Christopher H.

Publication type:

Article

5

Explicit Instruction With or Without High- p Sequences: Which is More Effective to Teach Multiplication Facts?

Published in:

Journal of Behavioral Education, 2005, v. 14, n. 4, p. 267, doi. 10.1007/s10864-005-8650-x

By:

Lee, David L.;
Stansbery, Sam;
Kubina Jr., Richard;
Wannarka, Rachel

Publication type:

Article

6

A Review of the Effects of Interspersing Procedures on the Stages of Academic Skill Development.

Published in:

Journal of Behavioral Education, 2005, v. 14, n. 4, p. 305, doi. 10.1007/s10864-005-8652-8

By:

Cates, Gary L.

Publication type:

Article