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The Utilization of Classroom Peers as Behavior Change Agents
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The Utilization of Classroom Peers as Behavior Change Agents (1981)
EN HC NWISBN: 9780306406188 bzw. 0306406187, in Englisch, Springer Science+Business Media, gebundenes Buch, neu.
Lieferung aus: Niederlande, 3-4 weken.
bol.com.
Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as th... Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi- vidualized instruction, peer-mediated interventions seem likely to prolif- erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the adults only model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea- sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents. Productinformatie:Taal: Engels;Afmetingen: 23x234x156 mm;Gewicht: 1,58 kg;ISBN10: 0306406187;ISBN13: 9780306406188; Engels | Hardcover | 1981.
bol.com.
Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as th... Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi- vidualized instruction, peer-mediated interventions seem likely to prolif- erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the adults only model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea- sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents. Productinformatie:Taal: Engels;Afmetingen: 23x234x156 mm;Gewicht: 1,58 kg;ISBN10: 0306406187;ISBN13: 9780306406188; Engels | Hardcover | 1981.
2
The Utilization of Classroom Peers as Behavior Change Agents (Applied Clinical Psychology) (1981)
EN HC USISBN: 9780306406188 bzw. 0306406187, in Englisch, 366 Seiten, 1981. Ausgabe, Springer, gebundenes Buch, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, Usually ships in 1-2 business days.
Von Händler/Antiquariat, Evolving Lens Bookseller.
Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the "adults only" model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents. Hardcover, Ausgabe: 1981, Label: Springer, Springer, Produktgruppe: Book, Publiziert: 1981-06-30, Studio: Springer, Verkaufsrang: 4633964.
Von Händler/Antiquariat, Evolving Lens Bookseller.
Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the "adults only" model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents. Hardcover, Ausgabe: 1981, Label: Springer, Springer, Produktgruppe: Book, Publiziert: 1981-06-30, Studio: Springer, Verkaufsrang: 4633964.
3
The Utilization of Classroom Peers as Behavior Change Agents (Applied Clinical Psychology) (1981)
EN HC USISBN: 9780306406188 bzw. 0306406187, in Englisch, 366 Seiten, 1981. Ausgabe, Springer, gebundenes Buch, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, Usually ships in 1-2 business days.
Von Händler/Antiquariat, babsluvsbooks.
Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the "adults only" model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents. Hardcover, Ausgabe: 1981, Label: Springer, Springer, Produktgruppe: Book, Publiziert: 1981-06-30, Studio: Springer, Verkaufsrang: 4633964.
Von Händler/Antiquariat, babsluvsbooks.
Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the "adults only" model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents. Hardcover, Ausgabe: 1981, Label: Springer, Springer, Produktgruppe: Book, Publiziert: 1981-06-30, Studio: Springer, Verkaufsrang: 4633964.
4
The Utilization of Classroom Peers as Behavior Change Agents
EN NWISBN: 9780306406188 bzw. 0306406187, in Englisch, Consultants Bureau, and Kluwer Academic (NY), Vereinigte Staaten von Amerika, neu.
Lieferung aus: Schweiz, zzgl. Versandkosten, Versandfertig innert 1 - 2 Wochen.
The Utilization of Classroom Peers as Behavior Change Agents, Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the "adults only" model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents.
The Utilization of Classroom Peers as Behavior Change Agents, Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the "adults only" model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents.
5
The Utilization of Classroom Peers as Behavior Change Agents
EN NWISBN: 9781489921826 bzw. 1489921826, in Englisch, Springer US, neu.
Lieferung aus: Kanada, In Stock, plus shipping.
Phillip S. Strain, Books, Health and Well Being, The Utilization of Classroom Peers as Behavior Change Agents, The Utilization of Classroom Peers as Behavior Change Agents.
Phillip S. Strain, Books, Health and Well Being, The Utilization of Classroom Peers as Behavior Change Agents, The Utilization of Classroom Peers as Behavior Change Agents.
7
The Utilization of Classroom Peers as Behavior Change Agents
EN HC NWISBN: 9780306406188 bzw. 0306406187, in Englisch, Springer US, gebundenes Buch, neu.
Lieferung aus: Vereinigte Staaten von Amerika, Lagernd, zzgl. Versandkosten.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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The Utilization of Classroom Peers as Behavior Change Agents
EN PB NWISBN: 9781489921826 bzw. 1489921826, in Englisch, Springer US, Taschenbuch, neu.
Lieferung aus: Vereinigte Staaten von Amerika, In Stock.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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The Utilization of Classroom Peers as Behavior Change Agents
EN NW EBISBN: 9781489921802 bzw. 148992180X, in Englisch, Springer Nature, neu, E-Book.
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Therapeut, aggression, development, intervention, management, Psychology; Clinical Psychology, eBook.
Therapeut, aggression, development, intervention, management, Psychology; Clinical Psychology, eBook.
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The Utilization of Classroom Peers as Behavior Change Agents
EN NWISBN: 9781489921826 bzw. 1489921826, in Englisch, Springer Science+Business Media, neu.
Lieferung aus: Vereinigtes Königreich Großbritannien und Nordirland, In Stock.
Therapeut, aggression, development, intervention, management, Psychology; Clinical Psychology, Book.
Therapeut, aggression, development, intervention, management, Psychology; Clinical Psychology, Book.
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