LEADER 01351nam 2200397 a 450 001 9910700890303321 005 20110824085515.0 035 $a(CKB)5470000002412110 035 $a(OCoLC)747702511 035 $a(EXLCZ)995470000002412110 100 $a20110824d1999 ua 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aWhat you need to know about moles and dysplastic nevi$b[electronic resource] 205 $aRev. June 1999. 210 1$a[Bethesda, Md.] :$cNational Institutes of Health, National Cancer Institute,$d1999. 215 $a1 online resource (19 pages) $cillustrations (some color) 225 1 $aNIH publication ;$vno. 99-3133 300 $aTitle from title screen (viewed on August 24, 2011). 300 $a"Printed September 1999"--P. [4]. 300 $a"P028"--P. [4]. 517 3 $aMoles and dysplastic nevi 606 $aMole (Dermatology)$xAbnormalities 606 $aSkin$xDiseases$zUnited States 615 0$aMole (Dermatology)$xAbnormalities. 615 0$aSkin$xDiseases 712 02$aNational Cancer Institute (U.S.) 801 0$bGPO 801 1$bGPO 906 $aBOOK 912 $a9910700890303321 996 $aWhat you need to know about moles and dysplastic nevi$93096045 997 $aUNINA LEADER 05326nam 22007455 450 001 9910559390703321 005 20251111110331.0 010 $a9783030896355 010 $a3030896358 024 7 $a10.1007/978-3-030-89635-5 035 $a(MiAaPQ)EBC6949910 035 $a(Au-PeEL)EBL6949910 035 $a(CKB)21479255100041 035 $a(DE-He213)978-3-030-89635-5 035 $a(EXLCZ)9921479255100041 100 $a20220407d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPreparing Teachers for Young and Adolescent Multilingual Learners $eThe Use of Reflective Narratives /$fedited by Huili Hong, Patricia Rice Doran 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (161 pages) 225 1 $aGlobal Perspectives on Adolescence and Education,$x2522-8277 ;$v3 311 08$aPrint version: Hong, Huili Preparing Teachers for Young and Adolescent Multilingual Learners Cham : Springer International Publishing AG,c2022 9783030896348 320 $aIncludes bibliographical references. 327 $aForeword -- Introduction -- Chapter 1: Tales of Diversity within Diversity: Urban Educators? Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times -- Chapter 2: Preparing Teachers for Young and Adolescent Multilingual Learners: The Use of Reflective Narratives -- Chapter 3: Reflective Narratives on Problem-Solving Strategies to Address English Language Learner Needs in a Teaching Abroad Context -- Chapter 4: Tales of Diversity within Diversity: Urban Educators? Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times -- Chapter 5: Internationalizing Literacy Coursework: Igniting Preservice Teachers? Inquiry about Self, Diverse Learners and the World -- Chapter 6: A Retrospective View of the Developmental Trajectory of English as a Discipline in China -- Chapter 7: Reflections from the Margins: Learning and Teaching Among Linguistically and Culturally Diverse Learners -- Conclusion. 330 $aMultilingual learners (MLs) students spend most of their school time with their teachers, who often feel professionally unprepared to meet their linguistically diverse students' needs. As such, preparing teachers for increasing numbers of multilingual learners (MLs) has become a critical factor in promoting equity and success for all students in our global society. This book explores and highlights the reflective narratives of teacher educators, in-service, and preservice teachers. It shows how these narratives are grounded in their personal lives, professional training, and daily teaching, and how they can unfold the complexities in their various experiences and the rich implications for MLs teaching and teacher preparation. The book presents papers that utilize teachers' reflective narratives to prepare and train teachers who are or will be working with MLs. It discusses the challenges and implications of teaching groups of MLs made up of diverse learners, including immigrants, refugees, and learners with disabilities. 'This book seeks to change the narrative of some of our most vulnerable student populations by giving voice to the experiences, challenges, success, and best practices encountered in the international education landscape. The power contained within each chapter is the systematic and intentional reflections that bring the marginalized stories to the center of the discussion. Anyone seeking an understanding of how reflective narrative can build equity and social justice for multilingual learners will appreciate the breadth of experience described. This understanding is critical for culturally and linguistically diverse teaching and learning.' Jordan González, Ph.D., St. John's University, NY. 410 0$aGlobal Perspectives on Adolescence and Education,$x2522-8277 ;$v3 606 $aTeachers$xTraining of 606 $aLanguage and languages$xStudy and teaching 606 $aSocial structure 606 $aEquality 606 $aLinguistics$xMethodology 606 $aTeaching and Teacher Education 606 $aLanguage Education 606 $aSocial Structure 606 $aResearch Methods in Language and Linguistics 606 $aEnsenyament multilingüe$2thub 606 $aEnsenyament reflexiu$2thub 608 $aLlibres electrònics$2thub 615 0$aTeachers$xTraining of. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aSocial structure. 615 0$aEquality. 615 0$aLinguistics$xMethodology. 615 14$aTeaching and Teacher Education. 615 24$aLanguage Education. 615 24$aSocial Structure. 615 24$aResearch Methods in Language and Linguistics. 615 7$aEnsenyament multilingüe 615 7$aEnsenyament reflexiu 676 $a370.117 676 $a370.117 702 $aDoran$b Patricia Rice 702 $aHong$b Huili 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910559390703321 996 $aPreparing teachers for young and adolescent multilingual learners$92965476 997 $aUNINA