LEADER 02643nam 2200613Ia 450 001 9910460041503321 005 20200520144314.0 010 $a1-282-71734-0 010 $a9786612717345 010 $a1-4166-1098-7 010 $a1-4166-1100-2 010 $a1-4166-1101-0 035 $a(CKB)2670000000037291 035 $a(EBL)564140 035 $a(OCoLC)664232701 035 $a(SSID)ssj0000420633 035 $a(PQKBManifestationID)11295573 035 $a(PQKBTitleCode)TC0000420633 035 $a(PQKBWorkID)10392499 035 $a(PQKB)10351789 035 $a(MiAaPQ)EBC564140 035 $a(Au-PeEL)EBL564140 035 $a(CaPaEBR)ebr10408615 035 $a(CaONFJC)MIL271734 035 $a(EXLCZ)992670000000037291 100 $a20091223d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInspiring the best in students$b[electronic resource] /$fJonathan C. Erwin 210 $aAlexandria, VA $cASCD$dc2010 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a1-4166-0979-2 320 $aIncludes bibliographical references and index. 327 $aCover; Title Page; Copyright; Dedication; Table of Contents; Acknowledgments; Introduction; Chapter 1: Inspiring the Best; Chapter 2: A World of Choices; Chapter 3: Intrinsic Motivation and the Five Basic Human Needs; Chapter 4: The Internal Profile; Chapter 5: A World of Perceptions; Chapter 6: The Concept of Total Behavior, or Driving Your Behavioral Car; Chapter 7: The Process for Positive Change: Creating the Vision, Reflecting, Self-Evaluating, and Planning; Chapter 8: Essential Social Skills; Chapter 9: Creating and Sustaining the Inspiration; Appendix: Word Cluster Assessment 327 $aReferencesIndex; About the Author; Search this Book; Related ASCD Resources: Inspiring the Best in Students 330 $aThe author of The Classroom of Choice presents a practical, step-by-step guide to implementing classroom activities for grades 3-12 that help build student-teacher relationships while teaching both content and skills. 606 $aMotivation in education 606 $aLearning, Psychology of 608 $aElectronic books. 615 0$aMotivation in education. 615 0$aLearning, Psychology of. 676 $a370.15/4 700 $aErwin$b Jonathan C.$f1954-$0854678 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460041503321 996 $aInspiring the best in students$92170626 997 $aUNINA LEADER 03656nam 2200661 450 001 9910463729003321 005 20200520144314.0 010 $a0-87421-986-8 035 $a(CKB)2670000000594136 035 $a(EBL)1943263 035 $a(SSID)ssj0001421718 035 $a(PQKBManifestationID)12520521 035 $a(PQKBTitleCode)TC0001421718 035 $a(PQKBWorkID)11423788 035 $a(PQKB)10936884 035 $a(MiAaPQ)EBC3442940 035 $a(OCoLC)903442558 035 $a(MdBmJHUP)muse42293 035 $a(MiAaPQ)EBC1943263 035 $a(Au-PeEL)EBL3442940 035 $a(CaPaEBR)ebr11018349 035 $a(CaONFJC)MIL726383 035 $a(Au-PeEL)EBL1943263 035 $a(EXLCZ)992670000000594136 100 $a20150216h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aVery like a whale $ethe assessment of writing programs /$fEdward M. White, Norbert Elliot, Irvin Peckham 210 1$aBoulder, Colorado :$cUtah State University Press,$d2015. 210 4$d©2015 215 $a1 online resource (211 p.) 300 $aDescription based upon print version of record. 311 $a0-87421-985-X 311 $a1-322-95101-2 320 $aIncludes bibliographical references and index. 327 $aContents; Introduction; 1. Trends; 2. Lessons; 3. Foundations; 4. Measurement; 5. Design; Glossary; References; About the Authors; Index 330 $a"Written for those who design, redesign, and assess writing programs, Very Like a Whale is an intensive discussion of writing program assessment issues. Taking its title from Hamlet, the book explores the multifaceted forces that shape writing programs and the central role these programs can and should play in defining college education. Given the new era of assessment in higher education, writing programs must provide valid evidence that they are serving students, instructors, administrators, alumni, accreditors, and policymakers. This book introduces new conceptualizations associated with assessment, making them clear and available to those in the profession of rhetoric and composition/writing studies. It also offers strategies that aid in gathering information about the relative success of a writing program in achieving its identified goals. Philosophically and historically aligned with quantitative approaches, White, Elliot, and Peckham use case study and best-practice scholarship to demonstrate the applicability of their innovative approach, termed Design for Assessment (DFA). Well grounded in assessment theory, Very Like a Whale will be of practical use to new and seasoned writing program administrators alike, as well as to any educator involved with the accreditation process"--$cProvided by publisher. 606 $aEnglish language$xRhetoric$xStudy and teaching (Higher)$xEvaluation 606 $aAcademic writing$xStudy and teaching (Higher)$xEvaluation 606 $aReport writing$xStudy and teaching (Higher)$xEvaluation 608 $aElectronic books. 615 0$aEnglish language$xRhetoric$xStudy and teaching (Higher)$xEvaluation. 615 0$aAcademic writing$xStudy and teaching (Higher)$xEvaluation. 615 0$aReport writing$xStudy and teaching (Higher)$xEvaluation. 676 $a808/.0420711 700 $aWhite$b Edward M$g(Edward Michael),$f1933-$01029883 702 $aElliot$b Norbert 702 $aPeckham$b Irvin 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463729003321 996 $aVery like a whale$92446530 997 $aUNINA LEADER 02980 am 22005653u 450 001 9910141640703321 005 20230621142846.0 035 $a(CKB)2670000000344218 035 $a(MARCnow)har130058708 035 $a(MH)013721360-3 035 $a(SSID)ssj0000985961 035 $a(PQKBManifestationID)11985364 035 $a(PQKBTitleCode)TC0000985961 035 $a(PQKBWorkID)10933453 035 $a(PQKB)10497769 035 $a(OCoLC)848268343 035 $a(WaSeSS)Ind00074852 035 $a(EXLCZ)992670000000344218 100 $a20130727h20122012 uy 0 101 0 $ager 135 $aurmn#nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aDie kalenderbriefe des Georg Albrecht Hamberger $eim kontext der kalenderreform von 1700 /$fherausgegeben und kommentiert von Katharina Habermann 210 1$aGöttingen :$cUniversitätsverlag Göttingen,$d2012. 210 4$d©2012 215 $a1 online resource (197 pages) $cdigital, PDF file(s) 225 0 $aOpen Access e-Books 225 0 $aKnowledge Unlatched 320 $aIncludes bibliographical references and index. 327 $gEinführung --$gProlog --$tDie Rolle Erhard Weigels bei der Kalenderreform --$tDie Osterfestrechnung --$tWer war Georg Albrecht Hamberger? --$tBriefe und Schriften --$tChronologisches Verzeichnis der Briefe und Schriften --$tErgänzende historische Veröffentlichungen --$tConclusum vom 23. September 1699 --$tConclusum vom 10./20. Januar 1700 --$tDes 'Triumviri' Unvorgreiffliches Bedencken --$tZum Unterschied zw. Verbessertem und Gregorianischem Kalender --$gAnhang --$gSymbole --$gAbkürzungen und Worterläuterungen --$gPersonenverzeichnis --$gAbbildungsnachweis --$gLiteraturverzeichnis --$gRegister. 330 $aWith the papal bull "Inter Gravissimas" in 1582 the Pope Gregory XIII. named Gregorian calendar. In Germany, this calendar was initially only adopted by Catholic-ruled countries. The Protestant principally rejected it because it was ordered by the Pope. This led to the paradox of a double calendar management in Germany throughout the 17th century. After the division of time and calendaring in Germany had lasted for more than a century, a calendar reform was decided by the evangelical estates at the Perpetual Reichstag in Regensburg in September 1699 and implemented in 1700. 606 $aCalendar reform$vEarly works to 1800 606 $aCalendar$zGermany$xHistory 606 $aPhysicists$zGermany$vCorrespondence 615 0$aCalendar reform 615 0$aCalendar$xHistory. 615 0$aPhysicists 676 $a529.309 700 $aHamberger$b Georg Albrecht$f1662-1716,$0987146 702 $aHabermann$b Katharina 801 0$bNyNyMAR 801 1$bNyNyMAR 801 2$bAuAdUSA 801 2$bUkMaJRU 906 $aBOOK 912 $a9910141640703321 996 $aDie kalenderbriefe des Georg Albrecht Hamberger$92256047 997 $aUNINA