The Role of Teacher Identity on Using Formative Assessment to Support the Learning of Students with ASC in Mainstream Classes

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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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Bibliographic Details
Main Author:	Aslantas, Sercan
Format:	Thesis (University of Nottingham only)
Language:	English
Published:	2023
Subjects:	primary school education Autism autistic children inclusive education
Online Access:	https://eprints.nottingham.ac.uk/69519/

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