The Role of Teacher Identity on Using Formative Assessment to Support the Learning of Students with ASC in Mainstream Classes
At the centre of this study is the question of the role of teacher identity in how formative assessment (FA) methods are used to support the learning of students with Autism Spectrum Conditions (ASC) in mainstream classes. To address this question, a qualitative case study was conducted with 6 teach...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2023
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| Online Access: | https://eprints.nottingham.ac.uk/69519/ |