LEADER 01338nam 2200421 450 001 9910467703203321 010 $a1-4166-2462-7 035 $a(CKB)4340000000207306 035 $a(MiAaPQ)EBC5091859 035 $a(EXLCZ)994340000000207306 100 $a20171103h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aTeaching to strengths $esupporting students living with trauma, violence, and chronic stress /$fDebbie Zacarian, Lourdes Alvarez-Ortiz, and Judie Haynes 210 1$aAlexandria, Virginia :$cASCD,$d2017. 210 4$dİ2017 215 $a1 online resource (215 pages) 311 $a1-4166-2460-0 320 $aIncludes bibliographical references and index. 606 $aMentally ill children$xEducation 606 $aStress in children$xStudy and teaching 608 $aElectronic books. 615 0$aMentally ill children$xEducation. 615 0$aStress in children$xStudy and teaching. 676 $a371.94 700 $aZacarian$b Debbie$0848891 702 $aAlvarez-Ortiz$b Lourdes 702 $aHaynes$b Judie 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910467703203321 996 $aTeaching to strengths$91924251 997 $aUNINA LEADER 03826nam 2200613 a 450 001 9910480640903321 005 20170816115916.0 010 $a1-4522-1538-3 010 $a1-4522-7505-X 035 $a(CKB)2670000000339187 035 $a(EBL)1159811 035 $a(OCoLC)833764423 035 $a(SSID)ssj0000787403 035 $a(PQKBManifestationID)12296588 035 $a(PQKBTitleCode)TC0000787403 035 $a(PQKBWorkID)10815730 035 $a(PQKB)10226423 035 $a(MiAaPQ)EBC1159811 035 $a(OCoLC)841479485 035 $a(StDuBDS)EDZ0000104427 035 $a(EXLCZ)992670000000339187 100 $a20121017d2010 fy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCase studies in elementary and secondary curriculum$b[electronic resource] /$fMarius Boboc, R.D. Nordgren 210 $aLondon $cSAGE$dc2010 215 $a1 online resource (201 p.) 300 $aDescription based upon print version of record. 311 $a1-322-41229-4 311 $a1-4129-6055-X 320 $aIncludes bibliographical references (p. 160) and index. 327 $aCover; Contents; Preface; Case 1: Bringing Diversity Into a Less Diverse Environment; Case 2: Bringing Calculus to Life; Case 3: Meeting the Individual Needs of Each Student at an Alternative High School; Case 4: Using Assessment and Student Interest Data to Inform Differentiated Instruction in an Inclusive Classroom; Case 5: Motivating Students to Learn in a Peer-Supported School Environment; Case 6: Authentic Audience and Affective Learning in a Gifted and Talented Middle School Program; Case 7: "Discovery Math" 327 $aCase 8: Student Understandings as a Basis for Motivation and Participation in a Severe Emotional Disturbance/Severe Behavioral Handicap High School ClassroomCase 9: Meeting Student Learning Requirements by Means of an Improved Writing-Across-Curriculum Program; Case 10: Student Portfolios and Authentic Assessment in a Diverse Multiage Preschool Classroom; Case 11: Skill Building in Elementary Math; Case 12: Prevention Programsas Means to Teach Social Skills in Elementary School; Case 13: Educating the Community About a Needed Levy Increase 327 $aCase 14: The Mandated Curriculum Meeting the Needs of Teachers and Their Favored PracticesCase 15: Balancing Data-Driven Decision Making and Shifting Paradigms in a New Elementary Math Curriculum; Case 16: Professional Development That Works, Please!; Case 17: Using Curriculum Relevance to Motivate Students; Case 18: The Integration of Autistic Classes Into the Physical Education Curriculum; Case 19: Developing a Literacy Program for Children With Learning Disabilities; Case 20: My Students Can't Write, and I'm Forced to Use a Curriculum That Doesn't Help Them Learn How 327 $aCase 21: Meeting the Needs of Diverse Learners and the Mandates of Accountability Without CompromisingGlossary; Index; About the Authors 330 8 $a'Case Studies in Elementary and Secondary Curriculum' provides 21 real-world cases that provide the opportunity for educators to explore the different perspectives that different stakeholders take on the concept of curriculum. 606 $aEducation, Elementary$xCurricula$vCase studies 606 $aEducation, Secondary$xCurricula$vCase studies 608 $aElectronic books. 615 0$aEducation, Elementary$xCurricula 615 0$aEducation, Secondary$xCurricula 676 $a373.19 676 $a375.001 700 $aBoboc$b Marius$01049015 701 $aNordgren$b R. D.$f1960-$01049016 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480640903321 996 $aCase studies in elementary and secondary curriculum$92477703 997 $aUNINA LEADER 03302nam 22005052 450 001 9910159441603321 005 20170606160620.0 010 $a1-78694-409-X 010 $a1-78138-121-6 035 $a(CKB)3710000001018980 035 $a(UkCbUP)CR9781781381212 035 $a(MiAaPQ)EBC4779113 035 $a(StDuBDS)EDZ0001718595 035 $a(EXLCZ)993710000001018980 100 $a20170307d2016|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIs theory good for the Jews? $eFrench thought and the challenge of the new antisemitism /$fBruno Chaouat$b[electronic resource] 210 1$aLiverpool :$cLiverpool University Press,$d2016. 215 $a1 online resource (xxv, 262 pages) $cdigital, PDF file(s) 225 1 $aContemporary French and francophone cultures ;$v43 300 $aTitle from publisher's bibliographic system (viewed on 05 Jun 2017). 311 $a1-78962-049-X 311 $a1-78138-334-0 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Figures; Acknowledgements; Prologue: A Farewell to Theory; Introduction: Is Theory Good for the Jews?; 1 Specters of Heidegger; 2 The Moralistic Turn: Radical Social Critique, Literary Terror, and Antisemitism after Toulouse; 3 Dangerous Parallels: The Holocaust, the Colonial Turn, and the New Antisemitism; 4 Theory's Operation Shylock; Divertimento; Part I: Antisemitism Denial; Intermezzo: Have French Jews Turned to the Right?; Part II: Jew-Splitting in Judith Butler's Parting Ways; Postscript: Theorizing Antisemitic Laughter; Envoy: Adieu to France?; Index Nominium. 330 $aIs Theory Good for the Jews? is the first attempt at exploring the cultural, intellectual, literary, and ideological roots of French engagement with the global and local upsurge of antisemitism in the 21st century. 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