LEADER 04946nam 2200733 a 450 001 9910456095003321 005 20200520144314.0 010 $a1-282-35163-X 010 $a9786612351631 010 $a0-300-15621-9 024 7 $a10.12987/9780300156218 035 $a(CKB)2420000000001384 035 $a(StDuBDS)AH23050100 035 $a(SSID)ssj0000310001 035 $a(PQKBManifestationID)11237648 035 $a(PQKBTitleCode)TC0000310001 035 $a(PQKBWorkID)10287448 035 $a(PQKB)11324620 035 $a(MiAaPQ)EBC3420585 035 $a(DE-B1597)486340 035 $a(OCoLC)816341466 035 $a(DE-B1597)9780300156218 035 $a(Au-PeEL)EBL3420585 035 $a(CaPaEBR)ebr10348482 035 $a(CaONFJC)MIL235163 035 $a(OCoLC)923594787 035 $a(EXLCZ)992420000000001384 100 $a20080613d2009 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe Spanish frontier in North America$b[electronic resource] /$fDavid J. Weber 205 $aThe brief ed. 210 $aNew Haven $cYale University Press$dc2009 215 $a1 online resource (320 p.) 225 1 $aThe Lamar series in Western history 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-300-14068-1 320 $aIncludes bibliographical references (p. 265-277) and index. 327 $aList of maps -- Spanish names and words -- Introduction -- 1: Worlds apart -- 2: First encounters -- 3: Foundations of empire: Florida and New Mexico -- 4: Conquistadors of the spirit -- 5: Exploitation, contention, and rebellion -- 6: Imperial rivalry and strategic expansion: to Texas, the Gulf Coast, and the high plains -- 7: Commercial rivalry, stagnation, and the fortunes of war -- 8: Indian raiders and the reorganization of frontier defenses -- 9: Forging a transcontinental empire: new California to the Floridas -- 10: Improvisations and retreats: the empire lost -- 11: Frontiers and frontier peoples transformed -- 12: Spanish legacy and the historical imagination -- For further reading -- Index. 330 $aFrom the Publisher: In 1513, when Ponce de Leon stepped ashore on a beach of what is now Florida, Spain gained its first foothold in North America. For the next three hundred years, Spaniards ranged through the continent building forts to defend strategic places, missions to proselytize Indians, and farms, ranches, and towns to reconstruct a familiar Iberian world. This engagingly written and well-illustrated book presents an up-to-date overview of the Spanish colonial period in North America. It provides a sweeping account not only of the Spaniards' impact on the lives, institutions, and environments of the native peoples but also of the effect of native North Americans on the societies and cultures of the Spanish settlers. With apt quotations and colorful detail, David J. Weber evokes the dramatic era of the first Spanish-Indian contact in North America, describes the establishment, expansion, and retraction of the Spanish frontier, and recounts the forging of a Hispanic empire that ranged from Florida to California. Weber refutes the common assumption that while the English and French came to the New World to settle or engage in honest trade, the Spaniards came simply to plunder. The Spanish missionaries, soldiers, and traders who lived in America were influenced by diverse motives, and Weber shows that their behavior must be viewed in the context of their own time and within their own frame of reference. Throughout his book Weber deals with many other interesting issues, including the difference between English, French, and Spanish treatment of Indians, the social and economic integration of Indian women into Hispanic society, and the reasons why Spanish communities in North America failed to develop at the rate that the English settlements did. His magisterial work broadens our understanding of the American past by illuminating a neglected but integral part of the nation's heritage. 410 0$aLamar series in western history. 606 $aSpaniards$zSouthwest, New$xHistory 606 $aSpaniards$zSouthern States$xHistory 606 $aFrontier and pioneer life$zSouthwest, New 606 $aFrontier and pioneer life$zSouthern States 607 $aSouthwest, New$xHistory$yTo 1848 607 $aSouthern States$xHistory$yColonial period, ca. 1600-1775 608 $aElectronic books. 615 0$aSpaniards$xHistory. 615 0$aSpaniards$xHistory. 615 0$aFrontier and pioneer life 615 0$aFrontier and pioneer life 676 $a975/.02 700 $aWeber$b David J$0715779 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910456095003321 996 $aThe Spanish frontier in North America$92457294 997 $aUNINA LEADER 02824oam 2200505 450 001 9910813502203321 005 20191126124511.0 010 $a1-947604-34-1 035 $a(OCoLC)1119517018 035 $a(MiFhGG)GVRL88TA 035 $a(EXLCZ)994100000008611971 100 $a20190123h20192019 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCoaching your classroom $ehow to deliver actionable feedback to students /$fGarnet Hillman, Mandy Stalets 210 1$aBloomington, Indiana :$cSolution Tree Press,$d[2019] 210 4$d?2019 215 $a1 online resource (x, 130 pages) 225 0 $aGale eBooks 311 $a1-947604-33-3 320 $aIncludes bibliographical references and index. 327 $achapter 1. Adopt a language of learning -- chapter 2. Coach every student -- chapter 3. Craft high-quality feedback -- chapter 4. Utilize feedback methods -- chapter 5. Ensure productive responses -- chapter 6. Employ self- and peer assessment. 330 $a"In Think like a coach, teach for success: delivering actionable feedback in the classroom, authors Garnet Hillman and Mandy Stalets offer a fresh perspective on implementing and delivering effective feedback in the classroom by examining the practices utilized by coaches. Although people would traditionally describe coaches and teachers as different professions that operate in separate spheres, the two share endless similarities. The responsibilities of both coaches and teachers include guiding their learners through the process of sharpening their skills while providing individualized feedback. In order to understand how teachers can ensure all students develop the skills necessary for success, Hillman and Stalets explore what purposeful coaching looks like on the athletic field and in the classroom. By reading Coaching the Classroom, educators will possess the tools and practices needed for creating a culture of student-centered learning and for becoming leaders of the feedback process in their classrooms"--$cProvided by publisher. 606 $aInteraction analysis in education 606 $aCommunication in education 606 $aFeedback (Psychology) 606 $aClassroom management 606 $aStudent-centered learning 615 0$aInteraction analysis in education. 615 0$aCommunication in education. 615 0$aFeedback (Psychology) 615 0$aClassroom management. 615 0$aStudent-centered learning. 676 $a371.1022 700 $aHillman$b Garnet$01700127 702 $aStalets$b Mandy 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910813502203321 996 $aCoaching your classroom$94082881 997 $aUNINA