Herbert J. Rieth
Affiliations: | Special Education | University of Texas at Austin, Austin, Texas, U.S.A. |
Area:
Special Education, Technology of EducationGoogle:
"Herbert Rieth"Children
Sign in to add traineeSujatha S. Hampton | grad student | 2000 | UT Austin |
Suhng-June Hur | grad student | 2001 | UT Austin |
Maria Kaylor | grad student | 2003 | UT Austin |
Luther L. Baker | grad student | 2004 | UT Austin |
Jennifer A. Dix | grad student | 2007 | UT Austin |
Yusung Heo | grad student | 2007 | UT Austin |
Cathy N. Thomas | grad student | 2008 | UT Austin |
Berenice de la Cruz | grad student | 2009 | UT Austin |
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Publications
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Thomas CN, Hassaram B, Rieth HJ, et al. (2012) The integrated curriculum project: Teacher change and student outcomes within a university-school professional development collaboration Psychology in the Schools. 49: 444-464 |
Thomas CN, Rieth HJ. (2011) A Research Synthesis of the Literature on Multimedia Anchored Instruction in Preservice Teacher Education. Journal of Special Education Technology. 26: 1-22 |
Rieth HJ, Bryant DP, Kinzer CK, et al. (2003) An analysis of the impact of anchored instruction on teaching and learning activities in two ninth-grade language arts classes Remedial and Special Education. 24: 173-184 |
Glaser CW, Rieth HJ, Kinzer CK, et al. (1999) A Description of the Impact of Multimedia Anchored Instruction on Classroom Interactions Journal of Special Education Technology. 14: 27-43 |
Kinzer CK, Gabella MS, Rieth HJ. (1994) An argument for using multimedia and anchored instruction to facilitate mildly disabled students' learning of literacy and social studies Technology and Disability. 3: 148-157 |
Fuchs LS, Bahr CM, Rieth HJ. (1989) Effects of goal structures and performance contingencies on the math performance of adolescents with learning disabilities Journal of Learning Disabilities. 22: 554-560 |
Okolo CM, Rieth HJ, Bahr CM. (1989) Microcomputer implementation in secondary special education programs: A study of special educators; mildly handicapped adolescents; and administrators' perspectives The Journal of Special Education. 23: 107-117 |