Division on Visual Impairments

VIDBE Quarterly Volume 60(3)

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

Issue link: http://dvi.uberflip.com/i/548082

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; Lorem Ipsum Dolor Spring 2016 27 McNeill, K.L. (2011). Elementary students' views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year. Journal of Research in Science Teaching 48 (7), 793-823. Minner, D. & DeLisi, J. (2012). Inquiring into science instruction observation protocol. Waltham, MA: Education Development Center. National Research Council. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning Steve Olson and Susan Loucks-Horsley, Editors; Committee on the Development of an Addendum to the National Science Education Standards on Scientific Inquiry. National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academies Press. Penrod, W. M., Haley, C. D., & Matheson, L. P. (2005). A model for improving science teaching for students with visual impairments. RE:view, 37(2), 53-58. Sahin, M. & Yorek, N. (2009). Teaching science to visually impaired students: A small-scale qualitative study. US-China Education Review, 6(4), 19-26. Sawada, D. & Piburn, M. (2000). Reformed teaching observation protocol manual. Tempe, Arizona: Arizona Board of Regents. Shaheen, N. (2013). Charting our own course: Project innovation 2012. Future Reflections, 32(1), 50-57. Wild, T., Hilson, M., & Farrand, K. (May 2013a). Conceptual understanding of geological concepts by students with visual impairments. Journal of Geoscience Education, 61, 222-230. 54

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