LEADER 01363nam0-2200325 --450 001 9910330258703321 005 20190718101533.0 010 $a978-88-568-3771-1 100 $a20190718d2011----kmuy0itay5050 ba 101 0 $aeng$aita 102 $aIT 105 $a 001yy 200 1 $aGlobal violence$econsequences and responses$eforty years of excellence in humanitarian dialogue, the 40th anniversary of the International institute of humanitarian law$e33rd Round table on current issues of International humanitarian law (Sanremo, 9-11 September 2010)$fedited by Marco Odello, Gian Luca Beruto 210 $aMilano$cAngeli$d2011 215 $a224 p.$d23 cm 225 1 $aPolitica/studi$v88 300 $aIn testa al frontespizio: International institute of humanitarian law = Institut international de droit humanitaire = Istituto internazionale di diritto umanitario 300 $aTesti anche in italiano 610 0 $aDiritti dell'uomo$aTutela internazionale$aCongressi 676 $a341.181$v21$zita 702 1$aOdello,$bMarco 702 1$aBeruto,$bGian Luca 710 02$aIstituto internazionale di diritto umanitario$0262124 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910330258703321 952 $aCOLLEZ. 1747 (88)$b880/2019$fFSPBC 959 $aFSPBC 996 $aGlobal violence$91557829 997 $aUNINA LEADER 05053nam 22007215 450 001 9910438352203321 005 20240326093259.0 010 $a9781283910903 010 $a128391090X 010 $a9789814021845 010 $a9814021849 024 7 $a10.1007/978-981-4021-84-5 035 $a(CKB)2670000000309564 035 $a(EBL)1083719 035 $a(OCoLC)820728835 035 $a(SSID)ssj0000811576 035 $a(PQKBManifestationID)11436587 035 $a(PQKBTitleCode)TC0000811576 035 $a(PQKBWorkID)10848221 035 $a(PQKB)10000192 035 $a(DE-He213)978-981-4021-84-5 035 $a(MiAaPQ)EBC1083719 035 $a(PPN)168344009 035 $a(EXLCZ)992670000000309564 100 $a20121118d2013 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aPedagogies to Enhance Learning for Indigenous Students $eEvidence-based Practice /$fedited by Robyn Jorgensen, Peter Sullivan, Peter Grootenboer 205 $a1st ed. 2013. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2013. 215 $a1 online resource (xi, 221 pages) ;$cillustrations 300 $aDescription based upon print version of record. 311 08$a9789814560894 311 08$a9814560898 311 08$a9789814021838 311 08$a9814021830 320 $aIncludes bibliographical references and index. 327 $aForeword Paul Hughes -- Preface Robyn Jorgensen, Peter Sullivan and Peter Grootenboer -- Chapter 1: An Aboriginal perspective on education ?Policy and practice Dale Kerwin and Harry van Issum -- Chapter 2: A systemic evidence-based strategy to improve Indigenous students? numeracy and literacy Thelma Perso -- Chapter 3: Indigenous Education Workers: A special case of educational assistant Bob Funnell -- Chapter 4: Combating role discontinuity for principals of remote Indigenous schools Richard Niesche -- Chapter 5: Teacher s? beliefs and practices in teaching mathematics in remote Aboriginal schools Robyn Jorgensen, Peter Grootenboer and Richard Niesche -- Chapter 6: Language for Learning in Indigenous Classrooms: Foundations for Literacy and Numeracy Rod Gardner and Ilana Mushin -- Chapter 7: Naming method: ?This is it, maybe, but youshould talk to ?? Lisa Lunney-Borden and Dave Wagner -- Chapter 8: A three-level intervention pedagogy to enhance the academic achievement of Indigenous students: Evidence from QuickSmart John Pegg and Lorraine Graham -- Chapter 9: Building confidence and fostering engagement in Aboriginal learners Peter Sullivan and Niek van Riel -- Chapter 10: Connecting children, community and curriculum Jennifer Rennie -- Chapter 11: Evaluating Indigenous science education programs: Applying the Ininiwi-kisk?n?tamowin Indigenous science education model to an informal education program Dawn Sutherland and Natalie Swayze -- Chapter 12: Using digital media to mediate learning in remote Aboriginal communities Robyn Jorgensen. 330 $aThis book describes research undertaken by leading Australian researcher in Indigenous communities. While the chapters are Australian in their focus, the issues that are discussed are similar to those in other countries where there are indigenous people. In most cases, in Australia and internationally, Indigenous learners are not succeeding in school, thus making the transition into work and adulthood quite tenuous in terms of mainstream measures. The importance of being literate and numerate are critical in success in school and life in general, thus making this collection an important contribution to the international literature. The collection of works describes a wide range of projects where the focus has been on improving the literacy and numeracy outcomes for Indigenous students. The chapters take various approaches to improving these outcomes, and have very different foci. These foci include aspects of literacy, numeracy, curriculum  leadership, ICTs, whole school planning, policy, linguistics and Indigenous perspectives. Most of the chapters report on large scale projects that have used some innovation in their focus. The book draws together these projects so that a more connected sense of the complexities and diversity of approaches can be gleaned. 606 $aLearning, Psychology of 606 $aLiteracy 606 $aInstructional Psychology 606 $aLiteracy 615 0$aLearning, Psychology of. 615 0$aLiteracy. 615 14$aInstructional Psychology. 615 24$aLiteracy. 676 $a370.19 676 $a371.8299915 701 $aJorgensen$b Robyn$01074750 701 $aSullivan$b Peter$f1948-$01758346 701 $aGrootenboer$b Peter$01059699 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438352203321 996 $aPedagogies to enhance learning for indigenous students$94196530 997 $aUNINA