THE DECISION-MAKING INVOLVEMENT OF REMEDIAL READING TEACHERS

Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.12202/2623

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DC Field	Value	Language
dc.contributor.author	SIEGER, AUDREY C.
dc.date.accessioned	2018-07-12T18:06:28Z
dc.date.available	2018-07-12T18:06:28Z
dc.date.issued	1980
dc.identifier.citation	Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 1007.
dc.identifier.uri	https://ezproxy.yu.edu/login?url=https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:8018439
dc.identifier.uri	https://hdl.handle.net/20.500.12202/2623
dc.description.abstract	This study examined the relationship between decision-making involvement of remedial reading teachers in selected areas of reading services and the implementation of these services as measured by pupil growth in reading. The discrepancy between actual and preferred levels of decision-making in.
dc.publisher	ProQuest Dissertations & Theses
dc.subject	Reading instruction.
dc.title	THE DECISION-MAKING INVOLVEMENT OF REMEDIAL READING TEACHERS
dc.type	Dissertation
Appears in Collections:	Azrieli Graduate School of Jewish Education & Administration: Doctoral Dissertations

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