LEADER 01062nam1-2200373---450- 001 990005992170203316 005 20141219130416.0 035 $a000599217 035 $aUSA01000599217 035 $a(ALEPH)000599217USA01 035 $a000599217 100 $a20141219d2009----km-y0itay50------ba 101 1$aita$ceng 102 $aIT 105 $aa---||||001yy 200 1 $aMicrobiologia$fPrescott, Harley, Klein 205 $a7. ed. 210 $aMilano [etc.]$cMcGraw-Hill$dcopyr. 2009 215 $a3 v.$cill.$d28 cm 463 \1$1001990005992190203316$12001 $a<> Microbiologia generale 606 0 $aMicrobiologia$2BNCF 676 $a579 700 1$aPRESCOTT,$bLansing M.$067013 701 1$aHARLEY,$bJohn P.$067014 701 1$aKLEIN,$bDonald A.$067015 801 0$aIT$bsalbc$gISBD 912 $a990005992170203316 951 $a579 PRE$bFarm.$c579 959 $aBK 969 $aFAR 979 $aPAOLA$b90$c20141219$lUSA01$h1303 979 $aPAOLA$b90$c20141219$lUSA01$h1304 996 $aMicrobiology$919922 997 $aUNISA LEADER 01934nam 2200565 450 001 9910465164803321 005 20200923020339.0 010 $a1-78084-307-0 035 $a(CKB)2560000000261776 035 $a(SSID)ssj0001599920 035 $a(PQKBManifestationID)16306465 035 $a(PQKBTitleCode)TC0001599920 035 $a(PQKBWorkID)14892711 035 $a(PQKB)10720299 035 $a(MiAaPQ)EBC5092468 035 $a(Au-PeEL)EBL5092468 035 $a(CaPaEBR)ebr11451921 035 $a(OCoLC)857797761 035 $a(EXLCZ)992560000000261776 100 $a20171107h20132013 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aClinical management of attention deficit hyperactivity disorder /$feditor, Lily Hechtman 210 1$aLondon, [England] :$cFuture Medicine Ltd,$d2013. 210 4$dİ2013 215 $a1 online resource (169 pages) $cillustrations 225 0 $aFuture Medecine,$x2047-332X 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-78084-308-9 311 $a1-78084-306-2 320 $aIncludes bibliographical references at the end of each chapters and index. 606 $aAttention-deficit hyperactivity disorder$xDiagnosis 606 $aAttention-deficit disorder in adults$xDiagnosis 606 $aAttention-deficit hyperactivity disorder$xTreatment 608 $aElectronic books. 615 0$aAttention-deficit hyperactivity disorder$xDiagnosis. 615 0$aAttention-deficit disorder in adults$xDiagnosis. 615 0$aAttention-deficit hyperactivity disorder$xTreatment. 676 $a618.928589 702 $aHechtman$b Lily 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465164803321 996 $aClinical management of attention deficit hyperactivity disorder$92106356 997 $aUNINA LEADER 04905oam 2200529 450 001 9910220151603321 005 20190911100038.0 010 $a0-8330-8136-5 035 $a(OCoLC)872658017 035 $a(MiFhGG)GVRL6SHK 035 $a(EXLCZ)992670000000430656 100 $a20130905d2013 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aGetting to work on summer learning $erecommended practices for success /$fCatherine H. Augustine [and three others] 210 1$aSanta Monica, CA :$cRAND Corporation,$d2013. 215 $a1 online resource (xix, 65 pages) $ccharts 225 1 $aRAND summer learning series 225 0 $aGale eBooks 225 0$aRAND summer learning series 300 $aDescription based upon print version of record. 311 $a0-8330-8107-1 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright; Preface; Contents; Figures and Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE: Introduction; Study Background; Highlights from Research on Summer Learning; Overview of Demonstration District Programs; Approach to Evaluation; Report Organization; CHAPTER TWO: Planning; Start Planning Early and Be Inclusive; Commit to Having a Summer Program by December; Include Both District and Site-Level Staff in the Planning Process; Centralize Some Decisionmaking; Deliver Planning Templates to Site Leaders; Meet Regularly and Be Comprehensive in Scope 327 $aConduct Regular and Productive MeetingsInclude Enrichment in the Planning Process; Clearly Delineate Roles; Establish Firm Enrollment Deadlines and Keep Electronic Student Records; CHAPTER THREE: Curriculum and Instruction; Anchor the Program in a Commercially Available and Tested Curriculum; A Promising Approach for ELA; Teaching ELA Through National Geographic's Science Inquiry Kits on Forces in Motion and Habitats; Choose Curricula with Features Associated with Improved Learning; Standardize the Curriculum Across District Sites 327 $aInclude Strategies for Differentiation in Curriculum MaterialsStructure for Sufficient Time on Task; Serve Students in Small Classes or Groups; Provide Support to Students with Special Needs; CHAPTER FOUR: Teacher Selection and Training; Recruit and Hire the Right Teachers; Develop Rigorous Selection Processes to Recruit Motivated Teachers; Take School-Year Performance into Consideration; Hire Teachers with Grade-Level Experience and, If Possible, Familiarity with the Students; Performance-Based Hiring; Give Teachers Sufficient Training and Ongoing Support 327 $aFamiliarize Teachers with the Summer Curriculum and How to Teach ItHelp Teachers Tailor the Curriculum for Students with Different Aptitudes; Provide Ongoing Support to Implement the Curriculum; Include All Instructional Support Staff in Academic Training Sessions; Give Teachers Time to Set Up Their Classrooms; CHAPTER FIVE: Enrichment Activities; Goals and Expectations; Select Providers with Well-Qualified Staff; Hiring District Teachers; Contracting Directly with Enrichment Providers; Establishing Strategic Partnerships with Intermediaries 327 $aPlan Carefully If Enrichment Is Integrated with AcademicsHire Instructors Who Can Manage Behavior and Keep Class Sizes Small; CHAPTER SIX: Attendance; Set Enrollment Deadlines; Establish a Clear Attendance Policy and Track Attendance; Provide Field Trips and Other Incentives for Students Who Attend; Disguising Academics Is Not Necessary to Boost Attendance; Combining Strategies to Maximize Attendance; CHAPTER SEVEN: Academic Time on Task; Operate the Program for Five to Six Weeks; Schedule Three to Four Hours a Day for Academics; Focus on Academic Content During Academic Class Periods 327 $aCHAPTER EIGHT: Program Cost and Funding 330 $aRAND is conducting a longitudinal study that evaluates the effectiveness of voluntary summer learning programs in reducing summer learning loss, which contributes substantially to the achievement gap between low- and higher-income students. 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