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Direct linkPoth, Cheryl; Pei, Jacqueline; Job, Jenelle M.; Wyper, Katherine – Teacher Educator, 2014
The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60…
Descriptors: Fetal Alcohol Syndrome, Teaching Methods, Intention, Reflection
