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Effectiveness of authentic performance tasks: The case of a special education course

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dc.contributor.authorDİNÇ, ERKAN
dc.contributor.authorErkan Dinç
dc.contributor.orcid0000-0001-5492-0257
dc.contributor.orcid0000-0002-0953-3351
dc.date.accessioned2025-11-13T11:30:45Z
dc.date.issued2021-06-27
dc.identifier.doihttps://doi.org/10.33902/jpr.2021270069
dc.identifier.endpage171
dc.identifier.issn2602-3717
dc.identifier.issue2
dc.identifier.openalexW3176321024
dc.identifier.startpage152
dc.identifier.urihttps://hdl.handle.net/11421/7039
dc.identifier.urihttps://doi.org/10.33902/jpr.2021270069
dc.identifier.volume5
dc.language.isoen
dc.relation.ispartofJournal of Pedagogical Research
dc.rightsopenAccess
dc.subjectViewpoints
dc.subjectPsychology
dc.subjectFeeling
dc.subjectAction research
dc.subjectQualitative research
dc.subjectCitizen journalism
dc.subjectParticipatory action research
dc.subjectMathematics education
dc.subjectPedagogy
dc.subjectMedical education
dc.subjectComputer science
dc.subjectSocial psychology
dc.subject.sdg4
dc.titleEffectiveness of authentic performance tasks: The case of a special education course
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5030682328

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