Baker, C. N. (2013). Social support and success in higher education: The influence of on-campus support on African American and Latino college students. The Urban Review, 45(5), 632-650.
Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary-and intermediate-grade writers. Journal of Educational Psychology, 85(3), 478.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
If appropriate, educators should also meet with the individual learner to evaluate and prescribe goals for the shadowing session(s) and to include the learner's voice in the process.
If appropriate, educators should also meet with the individual learner to evaluate and prescribe goals for the shadowing session(s) and to include the learner's voice in the process.
Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., & Todd, A. W. (2007). Check-in/Check-out: A post hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children, 30, 69-84.
Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., & Todd, A. W. (2007). Check-in/Check-out: A post hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children, 30, 69-84.
Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., & Todd, A. W. (2007). Check-in/Check-out: A post hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children, 30, 69-84.
Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., & Todd, A. W. (2007). Check-in/Check-out: A post hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children, 30, 69-84.
Educators should also meet with the individual learner to evaluate and prescribe goals for the shadowing session(s) and to include the learner's voice in the process.
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