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Cited by 20Collaborative Teaching and InclusionBehavioral and Psychological StudiesEducational Assessment and Pedagogy

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

SERVING STUDENTS IN MIDDLE SCHOOL CONTENT CLASSES: A HEURISTIC STUDY OF CRITICAL VARIABLES LINKING INSTRUCTION AND ASSESSMENT

Tindal, Gerald, Nolet, Victor·1996·The Journal of Special Education
DOI 10.1177/002246699602900404
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Abstract

The purpose of this study was to describe three components of general education middle school content classrooms relevant to the success of students with learning difficulties. We analyzed the curriculum, sampled verbal presentations during instruction, and assessed performance outcomes, including student perception and two types of learning outcomes. The findings are exploratory but point to the need for these three components to be aligned for successful inclusion to occur.

Overview

Integrity signals

Registry

Crossref · 10.1177/002246699602900404

Cites

1 of 1 references verified0 citation errors · 0 not checkable

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Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • A concept-based approach provides an explicit link to instruction through semantic maps or verbal interactions between teachers and students during instruction.

    “A concept-based approach also provides an explicit link to instruction through the use of semantic maps [179] or the verbal interactions between teachers and students during instruction [180,181].”

    From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [180]

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 25

  1. 10.3102/00346543061003315 · DOI
  2. 10.1177/074193258800900109 · DOI
  3. Brophy, J., 1986, Handbook of research on teaching, 328
  4. 10.1177/002221949102400502 · DOI
  5. Educational Products Information Exchange Institute, 1977, Report on a national study of the nature and quality of instructional materials most used by teachers and learners
  6. 10.1177/004005999202400412 · DOI
  7. Howell, K., 1993, Curriculum-based evaluation.
  8. 10.1007/978-1-4612-3414-2_6 · DOI
  9. 10.1177/074193259401500206 · DOI
  10. 10.1177/074193259401500203 · DOI
  11. 10.2307/1510518 · DOI
  12. 10.1177/002221949102400804 · DOI
  13. Newmann, F. M., 1991, Phi Delta Kappan, 458
  14. 10.1177/074193259301400106 · DOI
  15. Psychological Corporation, 1990, Stanford achievement test
  16. 10.1177/074193259201300504 · DOI
  17. Roid, G. H., 1982, A technology for test-item writing.
  18. Rosenshine, B., 1986, Handbook of research on teaching, 376
  19. 10.1177/074193259301400104 · DOI
  20. Shavelson, R.J., 1992, Educational Researcher, 21, 22
  21. Tindal, G., 1993, Focus on assessment and learning in content classes
  22. Vavrus, L., 1990, Instructor, 48
  23. Wiggins, G., 1990, CLASS.
  24. 10.1177/074193259401500205 · DOI
  25. 10.1177/153450849201800109 · DOI

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Metadata

Authors
Tindal, G., & Nolet, V.
Affiliations
University of Oregon (US)
ORCID
Tindal, Gerald
Venue
The Journal of Special Education
Publisher
SAGE Publications
Published
1996-01
Volume
29
Issue
4
Pages
414-432
ISSN
  • 0022-4669 (ISSN-L)
  • 1538-4764
DOI
10.1177/002246699602900404
OpenAlex
W2107354695
Cited by
20
References
1
Citations by year
2017: 1 · 2015: 1 · 2013: 2 · 2012: 1
FWCI
0.00
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
The Journal of Special Education (publishedVersion)
Topics
  • Social Sciences › Education › Collaborative Teaching and Inclusion
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Education › Educational Assessment and Pedagogy
Keywords
students with learning difficulties, general education, inclusive education, curriculum alignment, verbal instructions, student performance outcomes, student perceptions, learning outcomes

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