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1. |
Record Nr. |
UNINA9910458691803321 |
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Titolo |
Albania [[electronic resource] ] : communications / / World Trade Press |
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Pubbl/distr/stampa |
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Petaluma, Calif., : World Trade Press, c1993-2010 [2010] |
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ISBN |
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Edizione |
[2nd ed.] |
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Descrizione fisica |
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1 online resource (24 p.) |
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Disciplina |
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Soggetti |
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Communication - Albania |
Communication and traffic - Albania |
Telecommunication - Albania |
Mobile communication systems - Albania |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Sommario/riassunto |
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Get all three comprehensive reports bundled into one for a complete media and communications profile of Albania. An excellent source of practical information, this profile offers an extensive dialing guide with city codes, a listing of ISPs and Internet cafes, profiles of the major media outlets (with contact info!) and more. |
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2. |
Record Nr. |
UNINA9910812532003321 |
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Autore |
McEwan-Adkins Elaine K. <1941-> |
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Titolo |
7 strategies of highly effective readers : using cognitive research to boost K-8 achievement / / Elaine K. McEwan ; cover designer, Tracy E. Miller |
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Pubbl/distr/stampa |
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Thousand Oaks, California : , : Corwin Press, , 2004 |
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©2004 |
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ISBN |
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1-4833-6083-0 |
1-4833-6302-3 |
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Descrizione fisica |
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1 online resource (225 p.) |
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Disciplina |
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Soggetti |
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Reading (Kindergarten) |
Reading (Elementary) |
Reading (Middle school) |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Contents -- Instructional Aids -- Preface -- The Goals of This Book -- Special Features of This Book -- Who This Book is for -- Overview of the Contents -- Acknowledgements -- About the Author -- Chapter 1. The Power of Strategic Reading Instruction -- What is Strategic Reading? -- What is Strategic Reading Instruction? -- What are the Seven Strategies of Highly Effective Readers? -- What are the Prerequisites for Strategic Reading Instruction? -- When is a Strategy Not a Strategy? -- Instructional Activities are Not Cognitive Strategies -- Study Skills are Not Cognitive Strategies -- Reading Skills are Not Cognitive Strategies -- When is a Strategy a Cognitive Strategy? -- What's Ahead? -- Chapter 2. Becoming a Strategic Teacher -- What Does a Strategic Teacher Look Like? -- The Teaching Moves of a Strategic Teacher -- Direct Instructing and Explaining -- Modeling -- Giving Directions -- Scaffolding -- Coaching -- Attributing -- Constructing Meaning -- The Challenges of Strategic Reading Instruction -- Time -- Staff Development -- Ambiguity -- The Benefits of Strategic Reading Instruction -- What's Ahead? -- Chapter 3. Understanding the Seven Strategies -- Cognitive Strategy 1: |
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Activating -- Cognitive Strategy 2: Inferring -- Cognitive Strategy 3: Monitoring-Clarifying -- Cognitive Strategy 4: Questioning -- Cognitive Strategy 5: Searching-Selecting -- Cognitive Strategy 6: Summarizing -- Cognitive Strategy 7: Visualizing-Organizing -- What's Ahead? -- Chapter 4. Instructional Activities to Engage Your Students -- Turn on Your CPU (Central Processing Unit): Grades 1-8 -- Description -- Background Information -- Anticipatory Set -- I Do it: Modeling and Explaining the Strategy (Activity) for Students -- We Do it: Further Explaining and Guided Practice -- You Do it: Students Work in Small Groups or Individually -- Turn on Your Math CPU (Central Processing Unit): Grades 4-8 -- Description -- Background Information -- Anticipatory Set -- I Do it: Modeling and Explaining the Strategy (Activity) for Students -- We Do it: Further Explaining and Guided Practice -- You Do it: Students Work in Small Groups or Individually -- Add it up: Grades 3 -- Description -- Background Information -- Anticipatory Set -- I Do it: Modeling and Explaining the Strategy (Activity) for Students -- We Do it: Further Explaining and Guided Practice -- You Do it: Students Work in Small Groups or Individually -- A Dozen Ways to Infer: Grades 3-8 -- Description -- Background Information -- Anticipatory Set -- I Do it: Modeling and Explaining the Strategy (Activity) for Students -- We Do it: Further Explaining and Guided Practice -- You Do it: Students Work in Small Groups or Individually -- A Dozen Ways to Say Infer: Grades 4-8. |
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