LEADER 02622nam 2200637Ia 450 001 9910455104503321 005 20200520144314.0 010 $a1-4625-1483-9 010 $a1-282-49015-X 010 $a9786612490156 010 $a1-60623-538-9 035 $a(CKB)1000000000822316 035 $a(EBL)471120 035 $a(OCoLC)593235551 035 $a(SSID)ssj0000337250 035 $a(PQKBManifestationID)11244493 035 $a(PQKBTitleCode)TC0000337250 035 $a(PQKBWorkID)10288853 035 $a(PQKB)10632322 035 $a(MiAaPQ)EBC471120 035 $a(Au-PeEL)EBL471120 035 $a(CaPaEBR)ebr10356627 035 $a(CaONFJC)MIL249015 035 $a(EXLCZ)991000000000822316 100 $a20091123d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEngaging children with print$b[electronic resource] $ebuilding early literacy skills through quality read-alouds /$fLaura M. Justice and Amy E. Sofka 210 $aNew York $cGuilford Press$dc2010 215 $a1 online resource (224 p.) 300 $aDescription based upon print version of record. 311 $a1-60623-535-4 311 $a1-60623-536-2 320 $aIncludes bibliographical references and index. 327 $aFront Matter; Contents; Chapter 1; Chapter 2; Chapter 3; Chapter 4; Chapter 5; Appendix A; Appendix B; Appendix C; References; Index 330 $aPreschool teachers and early childhood professionals know that storybook reading is important, but they may not know how to maximize its benefits for later reading achievement. This indispensable guide presents research-based techniques for using reading aloud to intentionally and systematically build children's knowledge of print. Simple yet powerful strategies are provided for teaching preschoolers about book and print organization, print meaning, letters, and words, all while sharing engaging, commercially available books. Appendices include a detailed book list and 60 reproducibles 606 $aOral reading 606 $aReading (Early childhood) 606 $aChildren$xBooks and reading 608 $aElectronic books. 615 0$aOral reading. 615 0$aReading (Early childhood) 615 0$aChildren$xBooks and reading. 676 $a372.45/2 700 $aJustice$b Laura M.$f1968-$0870455 701 $aSofka$b Amy E$0870456 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455104503321 996 $aEngaging children with print$91943135 997 $aUNINA LEADER 01398nam 2200373 a 450 001 9910701098003321 005 20120131113833.0 035 $a(CKB)5470000002414053 035 $a(OCoLC)774555961 035 $a(EXLCZ)995470000002414053 100 $a20120131d2007 ua 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAdditional physical, system, and management controls can enhance security at Plum Island$b[electronic resource] 210 1$aWashington, DC :$cU.S. Dept. of Homeland Security, Office of Inspector General,$d[2007] 215 $a1 online resource (42 pages) $ccolor map 300 $aTitle from title screen (viewed on Jan. 31, 2012). 300 $a"May 2007." 300 $a"Redacted." 300 $a"OIG-07-43." 517 3 $aPhysical, system, and management controls can enhance security at Plum Island 606 $aVeterinary medicine$xResearch$xSecurity measures$zUnited States 606 $aBioterrorism$zUnited States$xPrevention 615 0$aVeterinary medicine$xResearch$xSecurity measures 615 0$aBioterrorism$xPrevention. 801 0$bGPO 801 1$bGPO 906 $aBOOK 912 $a9910701098003321 996 $aAdditional physical, system, and management controls can enhance security at Plum Island$93167580 997 $aUNINA LEADER 05441nam 22006735 450 001 9910255140703321 005 20250717134834.0 010 $a9789463003872 010 $a9463003878 024 7 $a10.1007/978-94-6300-387-2 035 $a(CKB)3710000000541866 035 $a(EBL)4217709 035 $a(SSID)ssj0001597143 035 $a(PQKBManifestationID)16297978 035 $a(PQKBTitleCode)TC0001597143 035 $a(PQKBWorkID)14885910 035 $a(PQKB)11622000 035 $a(DE-He213)978-94-6300-387-2 035 $a(MiAaPQ)EBC4217709 035 $a(OCoLC)933586997 035 $a(nllekb)BRILL9789463003872 035 $a(PPN)190882530 035 $a(MiAaPQ)EBC31302855 035 $a(Au-PeEL)EBL31302855 035 $a(OCoLC)1450103107 035 $a(EXLCZ)993710000000541866 100 $a20151222d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aActivity Theory in Education $eResearch and Practice /$fby Dilani S. P. Gedera, P. John Williams 205 $a1st ed. 2016. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2016. 215 $a1 online resource (200 p.) 225 1 $aEducation Series 300 $aDescription based upon print version of record. 311 08$a9789463003865 311 08$a946300386X 311 08$a9789463003858 311 08$a9463003851 320 $aIncludes bibliographical references. 327 $aForeword -- Preface -- The Vygotsky Project in Education ? The Theoretical Foundations for Analysing the Relations between the Personal, Institutional and Societal Conditions for Studying Development -- Section I: Empirical Research on Using Activity Theory in Analysing Students? and Teachers? Experiences of Learning and Teaching in Face-to-Face, Blended and Fully Online Learning Contexts -- Using Activity Theory to Understand Student Teacher Perceptions of Effective Ways for Promoting Critical Thinking through Asynchronous Discussion Forums -- The Standard Child: National Testing Made Complex through the Lens of Cultural-Historical Activity Theory -- Section II: Insights in Identifying Historical and Systemic Tensions in Educational Contexts Using Activity Theory -- The Application of Activity Theory in Identifying Contradictions in a University Blended Learning Course -- Systemic Tensions in American Teacher Unions: An Activity Systems Analysis of Teacher Unions and Their Rolein Society -- An Activity Theoretical Approach towards Distributed Leadership for One-to-One Computing in a Singapore Elementary School -- Section III: Understanding Conceptual and Contextual Aspects of Educational Contexts through Activity Theory -- The Interactions between Emotion, Cognition, and Action in the Activity of Assessing Undergraduates? Written Work -- Turning Challenges into Opportunities: Investigating Technology Integration in Tertiary Level English Language Programmes through the Lens of Activity Theory -- Activity Theory and Online Community Education for Sustainability: When Systems Meet Reality -- Activity Theory Tools: What about Organisational Culture? -- Section IV: Application of Activity Theory in Understanding Teachers? PCK and Curriculum Development -- Exploring Teacher Pedagogical Content Knowledge (PCK) Development Using CoRes (Content Representations) -- Teachers Designing Classroom Curriculum through the Lens of Cultural-Historical Activity Theory. . 330 $aActivity Theory in Education: Research and Practice brings together cutting-edge scholars from a number of continents. Through in-depth case studies the authors highlight how Activity Theory is used in education and discuss the theoretical as well as pragmatic use of Activity Theory frameworks in a range of contemporary learning contexts. The first section of the book focuses on empirical research on using Activity Theory in analysing students? and teachers? experiences of learning and teaching in face-to-face and online learning contexts. The second section contains insights in identifying historical and systemic tensions in educational contexts using Activity Theory. The third section discusses conceptual and contextual aspects of educational contexts through Activity Theory, and Section four discusses the application of Activity Theory in understanding teachers? Pedagogical Content Knowledge and curriculum development. In spite of the widespread and rapidly increasing use of Activity Theory in educational research, few collections of this work are available. Activity Theory in Education: Research and Practice is such a much needed collection of practical experiences, theoretical insights and empirical research findings on the use of Activity Theory in educational settings.? ? Yrjö Engeström, Centre for Research on Activity, Development and Learning (CRADLE), The University of Helsinki. . 410 0$aEducation Series 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a370 700 $aGedera$b Dilani S. P.$4aut$4http://id.loc.gov/vocabulary/relators/aut$01059503 702 $aWilliams$b P. John$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910255140703321 996 $aActivity Theory in Education$92506725 997 $aUNINA