Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Executive Summary

Standardized Writing Opportunities: A Case Study of Writing Instruction in Inclusive Classrooms


by Laura E. Bray, Alicia A. Mrachko & Christopher J. Lemons — 2014


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Standardized Writing Opportunities: A Case Study of Writing Instruction in Inclusive Classrooms
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 116 Number 6, 2014, p. -
http://www.tcrecord.org ID Number: 17459, Date Accessed: 10/20/2017 4:33:31 AM
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Laura Bray
    University of Pittsburgh
    E-mail Author
    LAURA E. BRAY is an advanced doctoral student in the Learning Sciences and Policy program at the University of Pittsburgh. Her research examines the effects of educational policy, organizational features, and instructional practices on the learning opportunities and academic outcomes of students, with a particular focus on students with disabilities. Her current research examines the intersection between high-stakes accountability policy pressure and inclusive education. She recently co-authored an article in Education Policy Analysis Archives entitled, “Crafting Coherence from Complex Policy Messages: Educators’ Perceptions of Special Education and Standards-Based Accountability Policies.”
  • Alicia Mrachko
    University of Pittsburgh
    E-mail Author
    ALICIA A. MRACHKO is an advanced doctoral student in early intervention in the Department of Instruction & Learning at the University of Pittsburgh. She is a board-certified behavior analyst (BCBA) and her research interests include children with autism and children with intellectual disabilities in inclusive settings. Her current research examines teacher behavior in inclusive elementary classrooms. She recently coauthored an article in Exceptional Children titled “Effectiveness of Decoding and Phonological Awareness Interventions for Children with Down Syndrome.”
  • Christopher Lemons
    Vanderbilt University
    E-mail Author
    CHRISTOPHER J. LEMONS is an assistant professor of special education at the Peabody College of Vanderbilt University. His research interests include literacy intervention and related assessment for students with disabilities. His research has been published in Exceptional Children, Reading Research Quarterly, and other peer-reviewed journals.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS