LEADER 02868oam 2200529 450 001 9910795547803321 005 20220816120653.0 010 $a1-952812-22-4 035 $a(OCoLC)1341052634 035 $a(MiFhGG)GVRL52K8 035 $a(EXLCZ)9920151373600041 100 $a20210802h20222022 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aShifting to digital $ea guide to engaging, teaching, & assessing remote learners /$fJames A. Bellanca, Gwendolyn Battle Lavert, Kate Bellanca 205 $a1st ed. 210 1$aBloomington, Indiana :$cSolution Tree Press,$d[2022] 210 4$dİ2022 215 $a1 online resource (x, 255 pages) $cillustrations, forms, portraits 225 0 $aGale eBooks 311 08$aPrint version: Bellanca, James A. Shifting to Digital Bloomington, Indiana : Solution Tree,c2022 9781952812217 320 $aIncludes bibliographical references and index. 327 $aIntro -- Acknowledgments -- Table of Contents -- About the Authors -- Introduction -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 9 -- References and Resources -- Index. 330 $a"Virtual learning is more important than ever as schools across the world transition to digital classrooms. With their book Shifting to Digital: A Guide to Engaging, Teaching, and Assessing Remote Learners, James A. Bellanca, Gwendolyn Battle Lavert, and Kate Bellanca mine the most recent research and best practices to provide a broad guide for maximizing the potential of remote learning. They provide specific strategies for handling technology, planning high-engagement instruction, assessing collaboration and assignments, and more. Additionally, you will gain access to a helpful list of digital tools, along with online-specific lessons and projects for various subjects and grades. Shifting to Digital is a comprehensive resource for teachers to use as they attempt to transition smoothly to a new era of education"--$cProvided by publisher. 606 $aWeb-based instruction$xPlanning 606 $aWeb-based instruction$xEvaluation 606 $aLesson planning 606 $aEducational tests and measurements 606 $aInternet in education 615 0$aWeb-based instruction$xPlanning. 615 0$aWeb-based instruction$xEvaluation. 615 0$aLesson planning. 615 0$aEducational tests and measurements. 615 0$aInternet in education. 676 $a371.33/44678 700 $aBellanca$b James A$01466299 702 $aBattle-Lavert$b Gwendolyn 702 $aBellanca$b Kate 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910795547803321 996 $aShifting to Digital$93730869 997 $aUNINA LEADER 03581nam 22005775 450 001 9910767576603321 005 20251008163649.0 010 $a981-19-9180-4 024 7 $a10.1007/978-981-19-9180-6 035 $a(MiAaPQ)EBC7206958 035 $a(Au-PeEL)EBL7206958 035 $a(CKB)26186112100041 035 $a(DE-He213)978-981-19-9180-6 035 $a(EXLCZ)9926186112100041 100 $a20230228d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRe-imagining Senior Secondary Religious Education $eEvaluating the Religion, Meaning, and Life Curriculum /$fby William Sultmann, Janeen Lamb, Peter Ivers, Mark Craig 205 $a1st ed. 2023. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2023. 215 $a1 online resource (130 pages) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 08$a981-19-9179-0 320 $aIncludes bibliographical references (pages 123-124). 327 $aChapter 1: Research Overview -- Chapter 2: Research Context -- Chapter 3: Commonality of trends in Religious Education -- Chapter 4: Gathering community perceptions -- Chapter 5: Reporting community perceptions -- Chapter 6: What matters most: Interpretation of Data -- Chapter 7: Practice implications. 330 $aThis book examines and reports the findings regarding the level of satisfaction by students, teachers and parents with an innovative senior secondary Religious Education curriculum ?Religion, Meaning and Life? (RML). The stimulus for RML is found in the changing profile of students within faith-based schools and the motivation of school authorities to be inclusive and responsive to changing needs and priorities of students and families. Curriculum practices typically mirror this continuing renewal as community expectations give rise to innovation in curriculum practice. This concept of continuity and discontinuity is evidenced in the field of Religious Education,, which recognizes religious plurality while giving preference to an imagination centred on inclusion, hospitality and respectful dialogue. In this context, new pathways are being explored as the reality and significance of Religious Education in faith-based school remain a priority for Christian organizations in Australia. Mindful of the diversity of expectations within the Catholic school, the curriculum initiative of RML was developed, supported and implemented. The La Salle Academy of the Australian Catholic University reviewed this senior secondary curriculum across three years and presents in this book an independent, evaluative report of the findings, together with insights for implementation at scale and associated applications across Christian faith-based institutions. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aEducation$xCurricula 606 $aEducational sociology 606 $aReligion 606 $aCurriculum Studies 606 $aSociology of Education 606 $aReligion 615 0$aEducation$xCurricula. 615 0$aEducational sociology. 615 0$aReligion. 615 14$aCurriculum Studies. 615 24$aSociology of Education. 615 24$aReligion. 676 $a207.5 700 $aSultmann$b William$01253931 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910767576603321 996 $aRe-imagining senior secondary religious education$93655959 997 $aUNINA