LEADER 03328nam 2200601 a 450 001 9910480478203321 005 20170822114738.0 010 $a1-4522-7143-7 010 $a1-4522-1187-6 010 $a1-4833-8805-0 035 $a(CKB)3710000000333582 035 $a(EBL)1109172 035 $a(OCoLC)865545166 035 $a(SSID)ssj0001330600 035 $a(PQKBManifestationID)11878806 035 $a(PQKBTitleCode)TC0001330600 035 $a(PQKBWorkID)11331140 035 $a(PQKB)11460393 035 $a(MiAaPQ)EBC1109172 035 $a(StDuBDS)EDZ0000996586 035 $a(EXLCZ)993710000000333582 100 $a20141202d2010 fy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCollaborating with students in instruction and decision making$b[electronic resource] $ethe untapped resource /$fRichard A. Villa, Jacqueline S. Thousand, Ann I. Nevin ; foreword by Paula Kluth and Peyton Goddard 210 $aThousand Oaks, Calif. $cCorwin$d2010 215 $a1 online resource (249 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-7217-5 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; List of Tables and Figures; Acknowledgments; About the Authors; PART I - Introduction; Foreword - The Importance of Students' Voices; Letter to the Reader; Chapter 1 - Why Collaborate With Students?; PART II - Teaching With Students; Chapter 2 - Students as Co-Teachers in Cooperative Learning Groups; Chapter 3 - Students as Peer Tutors and Partner Learners; Chapter 4 - Students as Co-Teachers; PART III - Decision Making With Students; Chapter 5 - Empowering Students as Collaborative Creative Thinkers; Chapter 6 - Students as Instructional Decision Makers 327 $aChapter 7 - Students as Designers of Their Own Learning: Person-Centered EducationChapter 8 - Students as Mediators of Conflict and Controversy; Chapter 9 - Students as Collaborators in Responsibility; Epilogue - Beyond Benevolence to Befriending and Advocacy; Glossary; Resources; References; Index 330 8 $aThis title offers practical strategies to help primary and secondary educators coach and mentor their students to become co-teachers, decision-makers, and advocates. In this resource for educators who are attempting to meet the needs of a diverse student population in mixed-ability classrooms, the authors anchor practical examples within the current theories of learning and evidence-based research on these non-traditional student roles. 606 $aStudent participation in administration 606 $aStudent participation in curriculum planning 606 $aEducation$xDecision making 608 $aElectronic books. 615 0$aStudent participation in administration. 615 0$aStudent participation in curriculum planning. 615 0$aEducation$xDecision making. 676 $a371.394 700 $aVilla$b Richard A.$f1952-$0984172 701 $aThousand$b Jacqueline S.$f1950-$0984173 701 $aNevin$b Ann$0900866 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480478203321 996 $aCollaborating with students in instruction and decision making$92452577 997 $aUNINA LEADER 03289nam 22007092 450 001 9910970817903321 005 20151005020621.0 010 $a1-107-13005-0 010 $a0-511-14808-9 010 $a0-511-48702-9 010 $a0-511-04719-3 010 $a0-511-33021-9 010 $a0-511-17767-4 010 $a0-521-79294-0 010 $a1-280-43296-9 035 $a(CKB)111082128285900 035 $a(EBL)201393 035 $a(OCoLC)475914766 035 $a(SSID)ssj0000188869 035 $a(PQKBManifestationID)11171975 035 $a(PQKBTitleCode)TC0000188869 035 $a(PQKBWorkID)10156377 035 $a(PQKB)11124715 035 $a(UkCbUP)CR9780511487026 035 $a(MiAaPQ)EBC201393 035 $a(Au-PeEL)EBL201393 035 $a(CaPaEBR)ebr10021350 035 $a(CaONFJC)MIL43296 035 $a(EXLCZ)99111082128285900 100 $a20090226d2002|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLanguage and literary structure $ethe linguistic analysis of form in verse and narrative /$fNigel Fabb 205 $a1st ed. 210 1$aCambridge :$cCambridge University Press,$d2002. 215 $a1 online resource (x, 230 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 08$a0-521-79698-9 311 08$a0-511-02031-7 320 $aIncludes bibliographical references (p. 216-226) and indexes. 327 $a1. Literary form -- 2. Generated metrical form -- 3. Communicated form -- 4. The communication of metre -- 5. Lines -- 6. Line-groups in metrical verse and in narrative -- 7. Complexity. 330 $aHow does a literary text get to have literary form, and what is the relation between literary form and linguistic form? This theoretical study of linguistic structure in literature focuses on verse and narrative from a linguistic perspective. Nigel Fabb provides a simple and realistic linguistic explanation of poetic form in English from 1500-1900, drawing on the English and American verse and oral narrative tradition, as well as contemporary criticism. In recent years literary theory has paid relatively little attention to form; this book argues that form is interesting. Fabb offers a new linguistic approach to how metre and rhythm work in poetry, based on pragmatic theory and provides a pragmatic explanation of formal ambiguity and indeterminacy and their aesthetic effects. He also uses linguistics to examine the experience of poetry. Language and Literary Structure will be welcomed by students and researchers in linguistics, literary theory and stylistics. 517 3 $aLanguage & Literary Structure 606 $aEnglish language$xVersification 606 $aNarration (Rhetoric) 606 $aLiterary form 606 $aPoetics 615 0$aEnglish language$xVersification. 615 0$aNarration (Rhetoric) 615 0$aLiterary form. 615 0$aPoetics. 676 $a421/.6 700 $aFabb$b Nigel$0132891 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910970817903321 996 $aLanguage and literary structure$9668729 997 $aUNINA