Leading Special Education Teachers to Envision Evidence-based Metacognitivist Instructional Strategies in Inclusive Education Schools
Journal Title: Education Quarterly Reviews - Year 2019, Vol 2, Issue 2
Abstract
The present study intends to inspire special education teachers to envision ways in which to use evidence-based metacognitivist instructional strategies with a higher effect size than 0.4 in inclusive education schools. These evidence-based instructional strategies included: study skills, concept mapping, and reciprocal teaching. Recommendations are presented to address intensive professional development and workshops for special education teachers.
Authors and Affiliations
Zaid Al-Shammari
Keywords
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- EP ID EP600816
- DOI 10.31014/aior.1993.02.02.69
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