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| Larrivee, Barbara | 3 |
| Gerber, Michael M. | 1 |
| Horne, Marcia D. | 1 |
| Semmel, Melvyn I. | 1 |
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| Journal Articles | 3 |
| Reports - Research | 3 |
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| Practitioners | 1 |
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Peer reviewedLarrivee, Barbara – Teacher Education and Special Education, 1986
A large-scale longitudinal study identified, through assessment of 118 classroom teachers and selected mainstreamed students (most of whom were learning disabled), 15 effective teaching behaviors for mildly handicapped students, including assignment of learning tasks with high success rates, frequent positive feedback, efficient use of classroom…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Longitudinal Studies
Peer reviewedLarrivee, Barbara; Horne, Marcia D. – Journal of Special Education, 1991
This study compared peer acceptance of 100 mainstreamed (mostly learning-disabled) elementary school students with acceptance of classmates of low, average, and high reading ability. Analysis found that mainstreamed and low-ability students were similar in peer acceptance, as were high-and average-ability readers. (Author/PB)
Descriptors: Ability, Academic Achievement, Comparative Analysis, Elementary Education
Peer reviewedLarrivee, Barbara; Semmel, Melvyn I.; Gerber, Michael M. – Elementary School Journal, 1997
Examined special education effectiveness for students with mild disabilities in six California grade schools. Found that no single feature, structure, or organization of school environment consistently indicated a school's relative standing or its relative effectiveness based on student performance. Findings posed implications for educational…
Descriptors: Academic Achievement, Class Organization, Classroom Environment, Classroom Techniques
