Search results for: Brown Queen
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Researchers examined roles and actions of members of 'co-teaching' teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93[percent] of observed intervals; special educators presented material in less than 1[percent] of observed intervals.
Updated: Jul. 20, 2008