| pubmed-article:7989857 | rdf:type | pubmed:Citation | lld:pubmed |
| pubmed-article:7989857 | lifeskim:mentions | umls-concept:C0035820 | lld:lifeskim |
| pubmed-article:7989857 | lifeskim:mentions | umls-concept:C0221457 | lld:lifeskim |
| pubmed-article:7989857 | lifeskim:mentions | umls-concept:C0259853 | lld:lifeskim |
| pubmed-article:7989857 | lifeskim:mentions | umls-concept:C0205246 | lld:lifeskim |
| pubmed-article:7989857 | lifeskim:mentions | umls-concept:C0282116 | lld:lifeskim |
| pubmed-article:7989857 | pubmed:issue | 8 | lld:pubmed |
| pubmed-article:7989857 | pubmed:dateCreated | 1995-1-9 | lld:pubmed |
| pubmed-article:7989857 | pubmed:abstractText | The purpose of this study was to analyze and compare the perceptions of a national sample of elementary-level learning disabilities resource teachers (n = 83) and elementary general education teachers (n = 64) in regard to actual and ideal performance of collaborative roles. Resource teacher perceptions of constraints on their performance of collaborative roles also were examined. Results indicated significant differences between teacher perceptions of actual and ideal performance of collaborative roles. Constraints on resource teachers' collaborative role performance were identified. | lld:pubmed |
| pubmed-article:7989857 | pubmed:language | eng | lld:pubmed |
| pubmed-article:7989857 | pubmed:journal | http://linkedlifedata.com/r... | lld:pubmed |
| pubmed-article:7989857 | pubmed:citationSubset | C | lld:pubmed |
| pubmed-article:7989857 | pubmed:status | MEDLINE | lld:pubmed |
| pubmed-article:7989857 | pubmed:month | Oct | lld:pubmed |
| pubmed-article:7989857 | pubmed:issn | 0022-2194 | lld:pubmed |
| pubmed-article:7989857 | pubmed:author | pubmed-author:ElliottR... | lld:pubmed |
| pubmed-article:7989857 | pubmed:author | pubmed-author:CobbH BHB | lld:pubmed |
| pubmed-article:7989857 | pubmed:author | pubmed-author:VoltzD LDL | lld:pubmed |
| pubmed-article:7989857 | pubmed:issnType | Print | lld:pubmed |
| pubmed-article:7989857 | pubmed:volume | 27 | lld:pubmed |
| pubmed-article:7989857 | pubmed:owner | NLM | lld:pubmed |
| pubmed-article:7989857 | pubmed:authorsComplete | Y | lld:pubmed |
| pubmed-article:7989857 | pubmed:pagination | 527-35 | lld:pubmed |
| pubmed-article:7989857 | pubmed:dateRevised | 2009-11-11 | lld:pubmed |
| pubmed-article:7989857 | pubmed:meshHeading | pubmed-meshheading:7989857-... | lld:pubmed |
| pubmed-article:7989857 | pubmed:meshHeading | pubmed-meshheading:7989857-... | lld:pubmed |
| pubmed-article:7989857 | pubmed:meshHeading | pubmed-meshheading:7989857-... | lld:pubmed |
| pubmed-article:7989857 | pubmed:meshHeading | pubmed-meshheading:7989857-... | lld:pubmed |
| pubmed-article:7989857 | pubmed:meshHeading | pubmed-meshheading:7989857-... | lld:pubmed |
| pubmed-article:7989857 | pubmed:meshHeading | pubmed-meshheading:7989857-... | lld:pubmed |
| pubmed-article:7989857 | pubmed:year | 1994 | lld:pubmed |
| pubmed-article:7989857 | pubmed:articleTitle | Collaborative teacher roles: special and general educators. | lld:pubmed |
| pubmed-article:7989857 | pubmed:affiliation | Department of Exceptional Education, University of Wisconsin, Milwaukee 53201. | lld:pubmed |
| pubmed-article:7989857 | pubmed:publicationType | Journal Article | lld:pubmed |
| pubmed-article:7989857 | pubmed:publicationType | Clinical Trial | lld:pubmed |
| pubmed-article:7989857 | pubmed:publicationType | Comparative Study | lld:pubmed |
| pubmed-article:7989857 | pubmed:publicationType | Randomized Controlled Trial | lld:pubmed |
