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Perceptions and application of NCTM's standards by special and general education teachers: Implications for practice for secondary students with emotional and learning disabilities

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dc.contributor.author Maccini, Paula
dc.contributor.author Gagnon, Joseph Calvin
dc.date.accessioned 2005-11-24T22:51:47Z
dc.date.available 2005-11-24T22:51:47Z
dc.date.issued 2002
dc.identifier.citation Maccini & Gagnon, 2002 en
dc.identifier.uri https://hdl.handle.net/1920/289
dc.description.abstract The article addresses the findings of a state-level survey that focuses on special and general education teacher perceptions regarding teaching secondary students with LD and/or EBD relative to the National Council of Teachers of Mathematics. Implications for practice and future research are discussed.
dc.format.extent 125151 bytes
dc.format.mimetype application/pdf
dc.language.iso en
dc.publisher Exceptional Children en
dc.subject mathematics en_US
dc.subject learning disabilities en_US
dc.subject emotional disturbance en_US
dc.subject instruction en_US
dc.subject secondary education en_US
dc.title Perceptions and application of NCTM's standards by special and general education teachers: Implications for practice for secondary students with emotional and learning disabilities en
dc.type Article en


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