|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910465499203321 |
|
|
Autore |
Pollock Jane E. <1958-> |
|
|
Titolo |
Minding the achievement gap one classroom at a time [[electronic resource] /] / Jane E. Pollock, Sharon M. Ford, Margaret M. Black |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Alexandria, Va., : ASCD, c2012 |
|
|
|
|
|
|
|
ISBN |
|
1-280-64794-9 |
9786613633996 |
1-4166-1470-2 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (163 p.) |
|
|
|
|
|
|
Altri autori (Persone) |
|
FordSharon M |
BlackMargaret M |
|
|
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
|
|
Soggetti |
|
Educational equalization - United States |
Academic achievement - United States |
Electronic books. |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Title Page; Copyright; Dedication; Table of Contents; Introduction; Chapter 1: Minding the Achievement Gap; Educator Voice-Kathy Gwidt, District Administrator; Chapter 2: Solutions That Are Invisible in Plain Sight; Educator Voice-Susan Hensley, Elementary Curriculum Specialist; Chapter 3: Students at Risk: Increasing Engagement Through Intentional Teaching; Educator Voice-Jenn Sykora, High School Spanish and Health Teacher; Chapter 4: English Language Learners: Incorporating Language Standards as Goals; Educator Voice-Julie Housaman, District Administrator |
Chapter 5: Increasing Achievement in Special Education; Educator Voice-Mark Bazata, High School English Teacher and Co-Teacher; Afterword; Acknowledgments; References and Resources; Index; About the Authors; Related ASCD Resources |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
Designed for both classroom teachers and specialists and featuring many authentic voices from the field, this companion to the ASCD best-seller Improving Student Learning One Teacher at a Time focuses on small, specific adjustments to planning, teaching, and assessment |
|
|
|
|