ERIC Number: EJ586525
Record Type: CIJE
Publication Date: 1999
Reference Count: 0
"The Effect of Teacher Style on Interactive Engagement." Practitioner Perspective.
Early Childhood Research Quarterly, v14 n1 p69-70 1999
Discusses the implications of research findings that responsive teaching techniques improve the classroom interactions of preschool children with learning disabilities for classroom-based early intervention. Considers the use of responsive strategies in writing Individualized Education Plan and Individualized Family Service Plan goals and involving special-needs children in social play. (JPB)
Descriptors: Child Behavior, Classroom Communication, Educational Planning, Individualized Education Programs, Individualized Family Service Plans, Learning Disabilities, Peer Relationship, Preschool Children, Preschool Education, Preschool Teachers, Social Development, Teacher Influence, Teacher Student Relationship, Teaching Styles
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Comments on Mahoney and Wheeden's article on interactive engagement (PS 529 297) in this issue.