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1. |
Record Nr. |
UNINA9910464852403321 |
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Titolo |
Next generation science standards : for states, by states / / NGSS Lead States |
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Pubbl/distr/stampa |
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Washington, District of Columbia : , : National Academies Press, , [2013] |
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©2013 |
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ISBN |
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Descrizione fisica |
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1 online resource (533 p.) |
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Disciplina |
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Soggetti |
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Science - Study and teaching (Elementary) |
Science - Study and teaching (Secondary) |
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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"The Next Generation Science Standards (NGSS) were developed by a group of 26 states working with a writing team of 41 national experts in science education, facilitated by Archive, Inc. Teams from each of the participating states provided writers with ongoing feedback and direction throughout the development process. In addition to input from the 26 lead states, all states had the opportunity to submit written feedback at regular intervals. Moreover, tens of thousands of suggestions were received during two public comment periods. The NGSS reflect a multitude of contributions from many stakeholders" -- from back cover. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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v.1. The standards : arranged by disciplinary core ideas and by topics -- v.2. Appendixes. |
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Sommario/riassunto |
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Each Next Generation Science Standard (NGSS) has three aspects: disciplinary core ideas (DCIs) (content), science and engineering practices (SEPs), and crosscutting concepts (CCs). The NGSS concentrate on "a smaller set of DCIs that students should know by the time they graduate from high school, focusing on deeper understanding and application of content ... The NGSS content is focused on preparing students for college and careers. The NGSS are aligned by grade level and cognitive demand with the English Language Arts and Mathematics Common Core State Standards. This allows an opportunity both for |
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science to be a part of a child's comprehensive education and for an aligned sequence of learning in all content areas. The three sets of standards overlap and are reinforcing in meaningful and substantive ways" (p. xiii). |
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2. |
Record Nr. |
UNINA9910144684103321 |
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Autore |
Roff Hermione |
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Titolo |
Reflective interpersonal therapy for children and parents [[electronic resource] ] : mind that child! : a new way of helping parents and children with extreme conduct disorder / / Hermione Roff |
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Pubbl/distr/stampa |
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Chichester, England ; ; Hoboken, NJ, : John Wiley & Sons, c2008 |
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ISBN |
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1-282-12377-7 |
9786612123771 |
0-470-75427-3 |
0-470-75426-5 |
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Descrizione fisica |
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1 online resource (328 p.) |
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Disciplina |
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Soggetti |
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Aggressiveness in children - Treatment |
Behavior disorders in children - Treatment |
Child psychotherapy - Parent participation |
Conduct disorders in children - Treatment |
Critical thinking |
Interpersonal psychotherapy |
Parent and child |
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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Nota di bibliografia |
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Includes bibliographical references (p. 293-295) and index. |
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Nota di contenuto |
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Reflective Interpersonal Therapy for Children and Parents; Contents; About the author; List of illustrations; Acknowledgements; An old Jewish tale; Mind that child!; CHAPTER ONE: RICAP: a description of the intervention; CHAPTER TWO: RICAP and aggression: sometimes it helps |
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to be bad; CHAPTER THREE: RICAP and reflection: are these children mindless?; CHAPTER FOUR: RICAP and attachment: fighting to feel safe; CHAPTER FIVE: RICAP and avoidance: a useful defence or a habitual ploy?; CHAPTER SIX: RICAP and emotions: why does everything have to be reduced to anger? |
CHAPTER SEVEN: RICAP and memory: what I remember tells me who I amCHAPTER EIGHT: RICAP and problem solving: do solutions matter?; CHAPTER NINE: RICAP and metaphor: the use and usefulness of metaphor; CHAPTER TEN: Marc: a case study; Appendices; References; Index; Color plate |
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Sommario/riassunto |
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Disruptive and aggressive behaviour in children causes significant distress to everyone involved. Tradition interventions tend to focus on changing the disruptive behaviour itself, but research shows that it is important to also focus on the underlying anxiety, anger and vulnerability that may have contributed to the child's conduct. In this innovative book, Hermione Roff introduces Reflective Interpersonal Therapy for Children and Parents (RICAP), a new intervention that looks at the processes underpinning disruptive and aggressive behaviour problems. RICAP was developed specifically t |
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