Work

Effective Practices for Dual-Identified English Learners in Special Education Using a Quantitative Secondary Data Analysis of ACCESS for ELLs Testing Results and Qualitative Case Studies

Year: 2024

Type: article

Source: Digital Commons - Hamline (Hamline University)

Author: Frayseth, Brett

Language: English

Topic: Collaborative Teaching and Inclusion

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: closed

OpenAlex ID: W6990596068

FWCI:

Cites:

Cited by:

Related to: