Description

This action research addressed teacher effectiveness in supporting students’ critical thinking skills by implementing differentiated instructional strategies in eight 3rd- and 4th-grade, self-contained, inclusive classrooms.

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    Contributors
    Date Created
    • 2018
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ed.D., Arizona State University, 2018
      Note type
      thesis
    • Includes bibliographical references (pages 139-146)
      Note type
      bibliography
    • Field of study: Leadership and innovation

    Citation and reuse

    Statement of Responsibility

    by Richard K. Ramos

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