STOP AND THINK! USING METACOGNITIVE STRATEGIES TO TEACH STUDENTS SOCIAL SKILLS
Đã lưu trong:
ROSENTHAL-MALEK, A.L., STOP AND THINK! USING METACOGNITIVE STRATEGIES TO TEACH STUDENTS SOCIAL SKILLS. TEACHING EXCEPTIONAL CHILDREN, Vol. 29, no. 3 (1997), p. 29-31.
Ref.
60145
Vị trí:
SIIS R.410
Palabras clave:
Discapacidad, Método educativo, Problemas de aprendizaje, Sociabilidad
Discapacidad, Método educativo, Problemas de aprendizaje, Sociabilidad
Những quyển sách tương tự: STOP AND THINK! USING METACOGNITIVE STRATEGIES TO TEACH STUDENTS SOCIAL SKILLS
- THE EFFECTS OF METACOGNITIVE STRATEGY TRAINING ON THE ACQUISITION AND GENERALIZATION OF SOCIAL SKILLS
- TEACHING SOCIAL INTERACTION SKILLS IN THE INTEGRATED PRESCHOOL: AN EXAMINATION OF NATURALISTIC TACTICS
- USE OF METACOGNITIVE READING STRATEGIES BY GIFTED LEARNING DISABLED STUDENTS: AN EXPLORATORY STUDY
- The use of metacognitive knowledge and regulation strategies of students with and without special learning difficulties
- USING INFORMED STRATEGIES FOR LEARNING TO ENHANCE THE READING AND THINKING SKILLS OF CHILDREN WITH LEARNING DISABILITIES
- TEACHING SOCIAL SKILLS TO VISUALLY IMPAIRED STUDENTS