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by
Clark, Amy, author.
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Loyola University Chicago. Child Development. degree granting institution.
by
Sofarelli, Rachel M., author.
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University of South Florida. Child and Family Studies. degree granting institution.
by
Paulish, Haley, author.
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University of South Florida. Child and Family Studies. degree granting institution.
by
Mitchum, Jodie Etheridge, author.
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) and No Child Left Behind (2002). However, these reforms have not resulted in the desired growth that
by
Lauth, Gail M., author.
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's ideologies of art education and holistic learning of the child and brain research. The purpose of the study
by
Henry, Lisa H., author.
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the benefits of recess in the development of the child and the importance of play in the academic
by
McGlaughlin, Stacie, author.
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guardians who have home educated at least one K-6th- grade child for at least two years were interviewed and
by
Tapia Mascareño, Joel Isaac, author.
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: (1) relating to the child and home environment, and (2) relating to the teacher, school, and society
by
Pyle, Kellina, author. (orcid)0000-0003-4293-5923
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contingent on the child's performance. Although high-functioning students with ASDs would likely benefit from
by
Hartzell, Rebecca I., author.
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individualized intervention plan was implemented using adult directed lessons and child specific prompting with
by
Adelson, Emiliya M., author.
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well-being of elementary-aged African American children. This study used child-friendly qualitative
by
Battles-Singleton, Rena, author.
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With the enactment of the No Child Left Behind Act of 2001 (NCLB), the responsibilities of