LEADER 02569nam 2200649 a 450 001 9910451179003321 005 20200520144314.0 010 $a1-280-92868-9 010 $a9786610928682 010 $a1-4166-0630-0 010 $a1-4166-0631-9 035 $a(CKB)1000000000341600 035 $a(EBL)306610 035 $a(OCoLC)568035234 035 $a(SSID)ssj0000114330 035 $a(PQKBManifestationID)11129878 035 $a(PQKBTitleCode)TC0000114330 035 $a(PQKBWorkID)10124412 035 $a(PQKB)10172594 035 $a(MiAaPQ)EBC306610 035 $a(Au-PeEL)EBL306610 035 $a(CaPaEBR)ebr10176669 035 $a(CaONFJC)MIL92868 035 $a(EXLCZ)991000000000341600 100 $a20070122d2007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBrain-friendly strategies for the inclusion classroom$b[electronic resource] $einsights from a neurologist and classroom teacher /$fJudy Willis 210 $aAlexandria, VA $cAssociation for Supervision and Curriculum Development$dc2007 215 $a1 online resource (243 p.) 300 $aDescription based upon print version of record. 311 $a1-4166-0629-7 311 $a1-4166-0539-8 320 $aIncludes bibliographical references (p. 205-214) and index. 327 $aSuccess for all students in inclusion classes -- Looking into multiple intelligence brains -- Teaching students with attention disorders -- Enriching the inclusive learning environment -- Review and test preparation strategies for diverse learners -- What the future holds -- Sample lesson plans for inclusion class activities. 330 $aJudy Willis draws on her experience as a neurologist and classroom teacher to demonstrate brain research-based strategies that provide developmentally and academically appropriate challenges to suit the needs and goals of students with learning disabilities. 606 $aLearning, Psychology of 606 $aLearning$xPhysiological aspects 606 $aBrain 606 $aCognitive styles 608 $aElectronic books. 615 0$aLearning, Psychology of. 615 0$aLearning$xPhysiological aspects. 615 0$aBrain. 615 0$aCognitive styles. 676 $a370.15/23 700 $aWillis$b Judy$0850557 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910451179003321 996 $aBrain-friendly strategies for the inclusion classroom$92089640 997 $aUNINA LEADER 03880nam 2200745 450 001 9910781788703321 005 20230522050631.0 010 $a1-4426-8664-2 024 7 $a10.3138/9781442686649 035 $a(CKB)2550000000043253 035 $a(EBL)3275919 035 $a(SSID)ssj0000534094 035 $a(PQKBManifestationID)12222722 035 $a(PQKBTitleCode)TC0000534094 035 $a(PQKBWorkID)10492369 035 $a(PQKB)10531164 035 $a(CaBNVSL)slc00227092 035 $a(CEL)436424 035 $a(DE-B1597)479113 035 $a(OCoLC)987921843 035 $a(DE-B1597)9781442686649 035 $a(Au-PeEL)EBL4672480 035 $a(CaPaEBR)ebr11258147 035 $a(OCoLC)755882619 035 $a(MiAaPQ)EBC4672480 035 $a(MiAaPQ)EBC3275919 035 $a(OCoLC)1298518925 035 $a(MdBmJHUP)musev2_104303 035 $a(EXLCZ)992550000000043253 100 $a20160923h20102010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aArchitectural identities $edomesticity, literature and the Victorian middle classes /$fAndrea Kaston Tange 210 1$aToronto, [Ontario] :$cUniversity of Toronto Press,$d2010. 210 4$dİ2010 215 $a1 online resource (356 p.) 311 $a1-4426-4113-4 320 $aIncludes bibliographical references and index. 327 $aDomestic Boundaries: The Character of Middle-Class Architecture -- Redesigning Femininity: Expanding the Limits of the Drawing Room -- Earthquakes in London: Passages through One Middle-Class Home -- Accommodating Masculinity: Staging Manhood in the Dining Room -- Boundaries in Flux: The Liminal Spaces of Middle-Class -- Fictions of Family Life: Building Class Position in the Nursery. 330 $aArchitectural Identities links Victorian constructions of middle-class identity with domestic architecture. In close readings of a wide range of texts, including fiction, autobiography, housekeeping manuals, architectural guides and floor plans, Andrea Kaston Tange argues that the tensions at the root of middle-class self-definition were built into the very homes that people occupied. Individual chapters examine the essential identities associated with particular domestic spaces, such as the dining room and masculinity, the drawing room and femininity, and the nursery and childhood. Autobiographical materials by Frances Hodgson Burnett, Thomas and Jane Welsh Carlyle, Elizabeth Gaskell, and Linley and Marion Sambourne offer useful counterpoints to the evidence assembled from fiction, demonstrating how and where members of the middle classes remodelled the boundaries of social categories to suit their particular needs. 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