TY - JOUR
AU - Greenwood, Charles R.
AB - REFERENCES 47, 642-644. Kane, R. A. The interprofessional team as a small Festinger, L. A theory of cognitive dissonance. New group. Social Work in Health Care, 1975, 1, 19­ York: Harper and Row, 1957. Gillespie, P. A planned change approach to the im­ Yoshida, R. K., Fenton, K. S., Maxwell, J. P., & Kauf­ plementation of the IEP provision of P.L. 94-142. man, M. J. Group decision making in the planning Washington DC: Department of Health, Education, team: Myth or reality? Journal of School Psychol­ and Welfare, Bureau of Education for the Handi­ ogy, 1978, 16, 237-244. capped, February, 1978. Gilliam, J. E. Contributions and status rankings of educational planning committee participants. Ex­ HOWARD M. KNOFF is Assistant Professor of School ceptional Children, 1979, 45, 466-468. Psychology, Department of Educational Psychology Gilliam, J. E., & Coleman, M. C. Who influences IEP and Statistics, State University of New York at Al­ committee decisions? Exceptional Children, 1981, bany. How Much "Opportunity to Respond" Does the Minority Disadvantaged Student Receive in School? SANDRA O. STANLEY CHARLES R. GREENWOOD specific daily lessons implemented by the Opportunity to respond in school is a concept developed at the Juniper Gardens Children's teacher provide the opportunity 
TI - How Much “Opportunity to Respond” Does the Minority Disadvantaged Student Receive in School?
JF - Exceptional Children
DO - 10.1177/001440298304900414
DA - 1983-01-01
UR - https://www.deepdyve.com/lp/sage/how-much-opportunity-to-respond-does-the-minority-disadvantaged-Cmua5Bh0aZ
SP - 370
EP - 373
VL - 49
IS - 4
DP - DeepDyve
ER -