Evidence-Based Practices in Deaf Education
Author:   Harry Knoors (Professor, Behavioral Science Institute, Professor, Behavioral Science Institute, Radboud University Nijmegen, the Netherlands) ,  Marc Marschark (Professor, National Technical Institute for the Deaf, Professor, National Technical Institute for the Deaf, Rochester Institute of Technology)
Publisher:   Oxford University Press Inc
ISBN:  

9780190880545


Pages:   664
Publication Date:   25 October 2018
Format:   Hardback
Availability:   Available To Order   Availability explained
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Evidence-Based Practices in Deaf Education


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Author:   Harry Knoors (Professor, Behavioral Science Institute, Professor, Behavioral Science Institute, Radboud University Nijmegen, the Netherlands) ,  Marc Marschark (Professor, National Technical Institute for the Deaf, Professor, National Technical Institute for the Deaf, Rochester Institute of Technology)
Publisher:   Oxford University Press Inc
Imprint:   Oxford University Press Inc
Dimensions:   Width: 23.60cm , Height: 5.10cm , Length: 16.30cm
Weight:   1.814kg
ISBN:  

9780190880545


ISBN 10:   0190880546
Pages:   664
Publication Date:   25 October 2018
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Available To Order   Availability explained
We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately.

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Harry Knoors, Ph.D., is a professor at the Behavioural Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education. Marc Marschark, Ph.D., is a professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings.

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