Understanding standards-based education : (Record no. 283)
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000 -LEADER | |
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fixed length control field | 04846cam a22002654a 4500 |
001 - CONTROL NUMBER | |
control field | 1443 |
005 - DATE AND TIME OF LATEST TRANSACTION | |
control field | 20200630104121.0 |
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
fixed length control field | 070522s2008 caua bf 001 0 eng |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
International Standard Book Number | 9781412955713 (cloth) |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
International Standard Book Number | 9781412955720 (pbk.) |
040 ## - CATALOGING SOURCE | |
Transcribing agency | DLC |
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
Classification number | 379.1/58 |
Edition number | 22 |
Item number | Z18 |
100 1# - MAIN ENTRY--PERSONAL NAME | |
Personal name | Zagranski, Richard. |
245 10 - TITLE STATEMENT | |
Title | Understanding standards-based education : |
Remainder of title | a practical guide for teachers and administrators / |
Statement of responsibility, etc | Richard Zagranski, William T. Whigham, Patrice L. Dardenne. |
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
Place of publication, distribution, etc | Thousand Oaks, CA : |
Name of publisher, distributor, etc | Corwin Press, |
Date of publication, distribution, etc | c2008. |
300 ## - PHYSICAL DESCRIPTION | |
Extent | xiii, 161 p. |
Other physical details | ill. ; |
Dimensions | 28 cm. |
500 ## - GENERAL NOTE | |
General note | Includes bibliographical references (p. 156) and index. |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Education |
General subdivision | Standards |
Geographic subdivision | United States |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Educational accountability |
Geographic subdivision | United States |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Educational evaluation |
Geographic subdivision | United States |
700 1# - ADDED ENTRY--PERSONAL NAME | |
Personal name | Whigham, William T. |
700 1# - ADDED ENTRY--PERSONAL NAME | |
Personal name | Dardenne, Patrice L. |
942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
Koha item type | Books |
505 0# - FORMATTED CONTENTS NOTE | |
Formatted contents note | 1. Contents<br/>2. List of figures and tables<br/>3. Preface<br/>4. Acknowledgments<br/>5. About the authors<br/>6. 1 introduction<br/>7. Relevant vs. Relative<br/>8. The problems<br/>9. The solution<br/>10. Content and intent<br/>11. 2. Traditional vs. Standards based education<br/>12. What everyone needs to know<br/>13. What most people need to know<br/>14. What some people need to know<br/>15. The role of the administrator<br/>16. How do we get there from here<br/>17. Questions for reflection<br/>18. Summary<br/>19. 3. Accountability<br/>20. Raise the drawbridge, flood the moat<br/>21. Surprise, surprise, surprise!<br/>22. Accountability 101<br/>23. What everyone need to know<br/>24. What most people need to know<br/>25. What some people need to know<br/>26. Summary<br/>27. 4. Performance objective<br/>28. Touching all the bases but getting thrown out at home<br/>29. What everyone needs to know<br/>30. Defining performance objectives<br/>31. Performance objective tips<br/>32. What most people need to know<br/>33. What some people need to know<br/>34. Summary<br/>35. 5. Performance assessment<br/>36. What? Where? Why? How?<br/>37. Summative and formative<br/>38. Eliminate a and d; guess b or c<br/>39. What everyone needs to know<br/>40. Assessment strategies<br/>41. Sample performance objective<br/>42. From standard to assessment<br/>43. What most people need to know<br/>44. What some people need to know<br/>45. Summary<br/>46. 6. Data<br/>47. What is data and where does it come from?<br/>48. The standards-based model and data<br/>49. What everyone needs to know<br/>50. Form vs. Function<br/>51. Simplicity is the key<br/>52. Student portfolios<br/>53. What most people need to know<br/>54. What some people need to know<br/>55. Summary<br/>56. 7. Unit design<br/>57. Units create focus<br/>58. What everyone needs to know<br/>59. Aids for the educator<br/>60. Measuring success<br/>61. What did you do in school today?<br/>62. Parent checklist<br/>63. What most people need to know<br/>64. What some people need to know<br/>65. Summary<br/>66. 8. Lesson design<br/>67. Hey, i just follow the curriculum<br/>68. Questions to ask<br/>69. Where there?s a need, there?s a way<br/>70. What everyone needs to know<br/>71. Lesson design steps<br/>72. The transfer and retention of learning<br/>73. What most people need to know<br/>74. What some people need to know<br/>75. Summary<br/>76. 9. Differentiation<br/>77. Teaching vs. Learning<br/>78. Differentiation defined<br/>79. Learning styles vs. Teaching styles<br/>80. What everyone needs to know<br/>81. Differentiated step lessons: method 1<br/>82. Sample step lessons using method 1<br/>83. Differentiated step lessons: method 2<br/>84. Sample step lessons using method 2<br/>85. Differentiated classroom 101<br/>86. What most people need to know<br/>87. What some people need to know<br/>88. Summary<br/>89. 10. Scaffolding<br/>90. Now you see it . . . Now you don?t<br/>91. Defining scaffolding<br/>92. What everyone needs to know<br/>93. Tools to develop understanding<br/>94. The three p?s of scaffolding pieces: problems , projects, and presentations<br/>95. Model behavior<br/>96. Scaffolding rubric for the teacher<br/>97. Sample lesson with scaffolding<br/>98. What most people need to know<br/>99. What some people need to know<br/>100. Summary<br/>101. 11. Grouping<br/>102. Grouping defined<br/>103. What everyone needs to know<br/>104. Grouping size<br/>105. So, what if grouping strategies are not working? Jump ship or row to shore?<br/>106. What most people need to know<br/>107. What some people need to know<br/>108. Summary<br/>109. 12. Brain-based learning<br/>110. What everyone needs to know<br/>111. The male and female brain<br/>112. Engage the brain<br/>113. Strategies for meaningful learning<br/>114. Sample lesson<br/>115. Am i doing it right?<br/>116. Teacher checklist for a brain-based classroom<br/>117. Parent checklist<br/>118. What most people need to know<br/>119. What some people need to know<br/>120. Summary<br/>121. 13. Reporting progress<br/>122. What everyone needs to know<br/>123. What most people need to know<br/>124. What some people need to know<br/>125. Easy . . . Easier . . . Easiest in grading systems<br/>126. Summary<br/>127. Glossary<br/>128. References<br/> |
Withdrawn status | Damaged status | Not for loan | Home library | Current library | Date acquired | Source of acquisition | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
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UE-Central Library | UE-Central Library | 30.05.2018 | U.E. | 379.158 Z18 | T1443 | 30.05.2018 | 30.05.2018 | Books |