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Jan Riggsbee

Professor of the Practice of Education
Education
Box 90739, Program in Education, Durham, NC 27708-0739
213 West Duke Building, Program in Education, Durham, NC

Selected Publications


A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting.

Journal Article Autism Res Treat · 2016 Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, fo ... Full text Open Access Link to item Cite

Re-conceptualizing Reflection: Helping Students Move from Reaction to Action

Other Conference Proceedings · 2013 Student teaching is a pivotal experience for undergraduate teaching candidates, and this capstone experience is typically perceived as the most important component of teacher preparation programs. However, the coursework and experiences that precede the pr ... Cite

Transforming teacher preparation: A developmental model

Other Proceedings of the 6th Annual Mentoring Conference, University of New Mexico, Albuquerque, NM · 2013 Cite

The Role of Liberal Education in Preparing Tomorrow’s Teachers

Journal Article Association of American Colleges and Universities Peer Review · 2012 http://www.aacu.org/peerreview/pr-sp12/Role_of_LE.cfm ... Cite

“We needed support and it was out there:” Building an electronic community with cooperating teachers

Journal Article Mentoring and Tutoring: Partnership in Learning · 2005 Cite

Effects of schema-based and text structure-based cues on expository prose comprehension in fourth graders

Journal Article Journal of Experimental Education · January 1, 1992 We investigated the effects of schema-based cues (i.e., previewing) and text structure-based cues (i.e., structure cueing) on comprehension of expository prose. Seventy-four fourth-grade subjects were randomly assigned to one of three treatment conditions: ... Full text Cite