These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.
149 related articles for article (PubMed ID: 26320750)
1. Social and Emotional Learning and the Work of Itinerant Teachers of the Deaf and Hard of Hearing. Norman N; Jamieson JR Am Ann Deaf; 2015; 160(3):273-88. PubMed ID: 26320750 [TBL] [Abstract][Full Text] [Related]
2. Itinerant Teachers' Perspectives of Using Collaborative Practices in Serving Students Who Are Deaf or Hard of Hearing. Compton MV; Appenzeller M; Kemmery M; Gardiner-Walsh S Am Ann Deaf; 2015; 160(3):255-72. PubMed ID: 26320749 [TBL] [Abstract][Full Text] [Related]
3. Beliefs and practices of itinerant teachers of deaf and hard of hearing children concerning literacy development. Reed S Am Ann Deaf; 2003; 148(4):333-43. PubMed ID: 14992041 [TBL] [Abstract][Full Text] [Related]
4. A Mixed-Methods Approach to Investigating Social and Emotional Learning at Schools: Teachers' Familiarity, Beliefs, Training, and Perceived School Culture. Schiepe-Tiska A; Dzhaparkulova A; Ziernwald L Front Psychol; 2021; 12():518634. PubMed ID: 34140905 [TBL] [Abstract][Full Text] [Related]
5. Professional development for teachers of students who are deaf or hard of hearing: facing the assessment challenge. Cawthon S Am Ann Deaf; 2009; 154(1):50-61. PubMed ID: 19569304 [TBL] [Abstract][Full Text] [Related]
6. Itinerant teachers of students who are deaf or hard of hearing: practices and preparation. Luckner JL; Ayantoye C J Deaf Stud Deaf Educ; 2013; 18(3):409-23. PubMed ID: 23515459 [TBL] [Abstract][Full Text] [Related]
7. Views from the field: program directors' perceptions of teacher education and the education of students who are deaf or hard of hearing. Teller H; Harney J Am Ann Deaf; 2005-2006 Winter; 150(5):470-9. PubMed ID: 16610479 [TBL] [Abstract][Full Text] [Related]
8. "I can teach what's in the book": Understanding the why and how behind teachers' implementation of a social-emotional learning (SEL) focused curriculum in rural Malawi. Lee J; Simmons Zuilkowski S Br J Educ Psychol; 2022 Sep; 92(3):974-993. PubMed ID: 34967446 [TBL] [Abstract][Full Text] [Related]
9. The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Durlak JA; Weissberg RP; Dymnicki AB; Taylor RD; Schellinger KB Child Dev; 2011; 82(1):405-32. PubMed ID: 21291449 [TBL] [Abstract][Full Text] [Related]
10. Teachers' perceptions of the inclusion of children with hearing loss in general education settings. Eriks-Brophy A; Whittingham J Am Ann Deaf; 2013; 158(1):63-97. PubMed ID: 23858704 [TBL] [Abstract][Full Text] [Related]
11. A national perspective on teachers' efficacy beliefs in deaf education. Garberoglio CL; Gobble ME; Cawthon SW J Deaf Stud Deaf Educ; 2012; 17(3):367-83. PubMed ID: 22470179 [TBL] [Abstract][Full Text] [Related]
12. Itinerant teachers. Responsibilities, perceptions, preparation, and students served. Luckner JL; Miller KJ Am Ann Deaf; 1994 Mar; 139(2):111-8. PubMed ID: 8037076 [TBL] [Abstract][Full Text] [Related]
13. A multiple-group confirmatory factor analysis of teacher perceptions of social and emotional learning in rural Malawi. Lee J; Yang Y; Zuilkowski SS Br J Educ Psychol; 2019 Dec; 89(4):600-615. PubMed ID: 30238964 [TBL] [Abstract][Full Text] [Related]
14. Suggestions for preparing itinerant teachers: a qualitative analysis. Luckner JL; Howell J Am Ann Deaf; 2002 Jul; 147(3):54-61. PubMed ID: 12448133 [TBL] [Abstract][Full Text] [Related]
15. Did the preservice teacher-generated studies constitute actual instances of teacher-researcher studies, and were they consistent with notions of Dewey? Kretschmer RE; Wang Y; Hartman MC Am Ann Deaf; 2010; 155(2):144-9. PubMed ID: 20925286 [TBL] [Abstract][Full Text] [Related]
16. Master teachers' responses to twenty literacy and science/mathematics practices in deaf education. Easterbrooks SR; Stephenson B; Mertens D Am Ann Deaf; 2006; 151(4):398-409. PubMed ID: 17225634 [TBL] [Abstract][Full Text] [Related]
17. School Psychological Evaluation Reports for Deaf and Hard of Hearing Children: Best Practices. Whitaker R; Thomas-Presswood T J Soc Work Disabil Rehabil; 2017; 16(3-4):276-297. PubMed ID: 28976300 [TBL] [Abstract][Full Text] [Related]
18. Perceptions of Social-Emotional Learning Among K-12 Teachers in the USA During the COVID-19 Pandemic. Cooper CM; Przeworski A; Smith AC; Obeid R; Short EJ School Ment Health; 2023 Jan; ():1-14. PubMed ID: 36686286 [TBL] [Abstract][Full Text] [Related]
19. Approaches to teaching in mainstream and separate postsecondary classrooms. Marschark M; Richardson JT; Sapere P; Sarchet T Am Ann Deaf; 2010; 155(4):481-7. PubMed ID: 21305982 [TBL] [Abstract][Full Text] [Related]
20. Educators' implementation and use of social and emotional learning early in the COVID-19 pandemic. Zieher AK; Cipriano C; Meyer JL; Strambler MJ Sch Psychol; 2021 Sep; 36(5):388-397. PubMed ID: 34591589 [TBL] [Abstract][Full Text] [Related] [Next] [New Search]