LEADER 01031nam0-2200289---450- 001 990008559710403321 005 20080918130809.0 035 $a000855971 035 $aFED01000855971 035 $a(Aleph)000855971FED01 035 $a000855971 100 $a20071004d1974----km-y0itay50------ba 101 1 $afre 102 $aBE 105 $a--------101yy 200 1 $a<>Commission des Communautés européennes et l'elargissement de l'Europe$ecolloque organisè les 23-24-25 novembre 1972$fUniversité libre de Bruxelles. Institut d'études européennes 210 $aBruxelles$cEd. de l'Université de Bruxelles$d1974 215 $aXI, 340 p.$d25 cm 225 1 $aColloque européens 710 02$aUniversité libre de Bruxelles.$bInstitut d'études européennes$0502533 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008559710403321 952 $aDI 8/279$b4023$fDEC 959 $aDEC 996 $aCommission des Communautés européennes et l'elargissement de l'Europe$9708938 997 $aUNINA LEADER 01179nam0-2200361---450- 001 990009373260403321 005 20110607125826.0 010 $a0897669118 010 $a0897669126 035 $a000937326 035 $aFED01000937326 035 $a(Aleph)000937326FED01 035 $a000937326 100 $a20110607d1994----km-y0itay50------ba 101 0 $aeng 102 $aUS 105 $aa-------101yy 200 1 $aModels of neuropeptide action$fedited by Fleur L. Strand ... [et al.] 210 $aNew York$cNew York Academy of Sciences$d1994 215 $aX, 354 p.$cill.$d24 cm 225 1 $aAnnals of the New York Academy of Sciences$v739 300 $aContiene gli atti di: Annual winter neuropeptide conference, 15., Breckenridge, CO, 5-8 febbraio 1994 610 0 $aNeurotrasmettitori 610 0 $aNeuropeptidi 702 1$aStrand,$bFleur L. 710 12$aAnnual winter neuropeptide conference,$d15.$f<1994 ;$eBreckenridge, CO>$0511329 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990009373260403321 952 $aIIId C 334$b13958$fDMVSF 959 $aDMVSF 996 $aModels of neuropeptide action$9762084 997 $aUNINA LEADER 02769oam 2200505 450 001 9910815555003321 005 20190911103515.0 010 $a1-4833-5366-4 010 $a1-4833-4428-2 010 $a1-4833-4426-6 035 $a(OCoLC)915346712 035 $a(MiFhGG)GVRL6PWW 035 $a(EXLCZ)993710000000456915 100 $a20140708h20142014 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 14$aThe Focus Model $esystematic school improvement for all schools /$fB.R. Jones 210 1$aThousand Oaks, California :$cCorwin,$d[2014] 210 4$d?2014 215 $a1 online resource (x, 165 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a1-4833-4427-4 320 $aIncludes bibliographical references and index. 327 $a""THE FOCUS MODEL-FRONT COVER""; ""THE FOCUS MODEL""; ""COPYRIGHT""; ""CONTENTS""; ""PREFACE""; ""ACKNOWLEDGMENTS""; ""ABOUT THE AUTHOR""; ""CHAPTER 1: THE HARD WORK OF SCHOOL IMPROVEMENT""; ""CHAPTER 2: THE KEYS: FOCUS, MONITORING, EFFICACY, AND CONTINUOUS LEARNING""; ""CHAPTER 3: FROM STANDARDS TO LEARNING INTENTIONS""; ""CHAPTER 4: CRITERIA FOR SUCCESS""; ""CHAPTER 5: FORMATIVE ANALYSIS""; ""CHAPTER 6: COLLABORATION""; ""CHAPTER 7: IMPACT: PROFESSIONAL LEARNING COMMUNITIES""; ""CHAPTER 8: A CALL TO ACTION""; ""APPENDIX A: THE FOCUS MODEL CURRICULUM MAP"" 327 $a""APPENDIX B: LEARNING INTENTION PROGRESSION MAP""""APPENDIX C: I-PLC TEMPLATE""; ""REFERENCES""; ""INDEX"" 330 $aWith school improvement initiatives, quality trumps quantity every time. This book solves the growing problem of schools implementing too many improvement strategies at once instead of deep focus on the most critical few. B.R. Jones's method details: Selecting critical standards-Defining the skills your students most need now. Uncovering the essentials-Choosing your initiatives based on a deconstruction of the standards and targeted definitions of how they will enrich students. Critical formative analysis of students-Analyzing student work to measure the strategy's effectiveness. 606 $aSchool improvement programs$zUnited States 606 $aProfessional learning communities$zUnited States 606 $aEffective teaching$zUnited States 615 0$aSchool improvement programs 615 0$aProfessional learning communities 615 0$aEffective teaching 676 $a372.2993764 700 $aJones$b B. R$c(Educator),$097801 702 $aKrishnan$b Anupama 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910815555003321 996 $aThe Focus Model$93972803 997 $aUNINA