LEADER 02321nam 2200397 450 001 9910476889603321 005 20230507215409.0 035 $a(CKB)4100000010461259 035 $a(NjHacI)994100000010461259 035 $a(EXLCZ)994100000010461259 100 $a20230507d2019 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFinancing Quality Education for All $eThe Funding Methods of Compulsory and Special Needs Education /$fKristof De Witte [and three others] 210 1$aLeuven, Belgium :$cLeuven University Press,$d2019. 215 $a1 online resource (161 pages) $cillustrations 311 $a94-6166-301-3 327 $aIntroduction -- The choice of countries and regions -- Overview of education systems -- Funding formulas -- Conclusions. 330 $aIn OECD countries the average expenditure on primary and secondary education institutions is about 3.5% of GDP. The investment in education has large implications for economic development and the proper functioning of democratic institutions, as well as overall well-being. However, clear consensus and guidance on which system leads to the best educational outcomes is lacking. This volume describes the resource allocation for compulsory and special needs education for a selection of well-performing countries and regions on PISA tests. By studying the funding systems in well-performing countries and regions the authors identify the elements in the respective funding systems that are associated with best outcomes and have the ideal characteristics to pursue particular goals of education systems such as equity and efficiency. The funding methods of primary and secondary education as well as special needs education are covered. 606 $aEducation, Higher$xFinance 606 $aGovernment aid to education 606 $aSpecial education$xFinance 615 0$aEducation, Higher$xFinance. 615 0$aGovernment aid to education. 615 0$aSpecial education$xFinance. 676 $a338.43378 700 $aDe Witte$b Kristof$01354389 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910476889603321 996 $aFinancing Quality Education for All$93328342 997 $aUNINA LEADER 03419oam 2200541 450 001 9910826056703321 005 20190911103515.0 010 $a1-5443-0846-9 010 $a1-4833-4039-2 010 $a1-4833-4038-4 035 $a(OCoLC)890206778 035 $a(MiFhGG)GVRL6PYQ 035 $a(EXLCZ)993710000000456718 100 $a20130619h20142014 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aUncovering student thinking about mathematics in the common core, grades 6-8 $e25 formative assessment probes /$fCheryl Rose Tobey, Carolyn B. Arline 210 1$aThousand Oaks, California :$cCorwin,$d[2014] 210 4$d?2014 215 $a1 online resource (219 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a1-4522-3088-9 320 $aIncludes bibliographical references and index. 327 $a""UNCOVERING STUDENT THINKING ABOUT MATHEMATICS IN THE COMMON CORE, GRADES 6-8-FRONT COVER""; ""UNCOVERING STUDENT THINKING ABOUT MATHEMATICS IN THE COMMON CORE, GRADES 6-8""; ""CONTENTS""; ""PREFACE: MATHEMATICS ASSESSMENT PROBES""; ""ACKNOWLEDGMENTS""; ""ABOUT THE AUTHORS""; ""CHAPTER 1: MATHEMATICS ASSESSMENT PROBES""; ""CHAPTER 2: NUMBER SYSTEM PROBES""; ""CHAPTER 3: RATIO AND PROPORTIONAL RELATIONSHIP PROBES""; ""CHAPTER 4: EXPRESSIONS AND EQUATIONS AND FUNCTIONS PROBES""; ""CHAPTER 5: STATISTICS AND PROBABILITY PROBES""; ""CHAPTER 6: GEOMETRY PROBES"" 327 $a""CHAPTER 7: ADDITIONAL CONSIDERATIONS""""APPENDIX A: INFORMATION ON THE STANDARDS FOR MATHEMATICAL PRACTICE""; ""APPENDIX B: DEVELOPING ASSESSMENT PROBES""; ""APPENDIX C: ACTION RESEARCH REFLECTION TEMPLATE: QUEST CYCLE""; ""REFERENCES ""; ""INDEX "" 330 $aThe focus of the Uncovering Student Thinking in Mathematics resources is on asking the right question. Writing a good formative assessment probe is very different from writing appropriate questions for summative tests or state and national exams. Formative assessment questions need to be designed to elicit prior understandings and commonly held misconceptions. This elicitation allows the educator to make sound instructional choices based on the specific needs of a particular group of students. Use of these formative assessment probes allows educators to maximize the potential of their math program materials by illuminating student understanding through a finer lens. The first three Uncovering resources provide a sample across the K-12 spans for each of the content areas of the NCTM standards. Although the NCTM standards continue ... 517 3 $aTwenty-five formative assessment probes 606 $aMathematics$xStudy and teaching (Middle school) 606 $aMathematical ability$xEvaluation 606 $aIndividualized instruction 606 $aEffective teaching 615 0$aMathematics$xStudy and teaching (Middle school) 615 0$aMathematical ability$xEvaluation. 615 0$aIndividualized instruction. 615 0$aEffective teaching. 676 $a510.71/273 700 $aTobey$b Cheryl Rose$01672703 702 $aArline$b Carolyn 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910826056703321 996 $aUncovering student thinking about mathematics in the common core, grades 6-8$94120489 997 $aUNINA LEADER 01502nam0 22003251i 450 001 UON00479247 005 20231205105241.348 010 $a978-88-917506-9-3 100 $a20170717f |0itac50 ba 101 $aita 102 $aIT 105 $a|||| ||||| 200 1 $aVerso il nuovo mondo$eil PCI e l'America Latina (1945-1973)$fOnofrio Pappagallo$gprefazione di Giuseppe Vacca$gpresentazione di Donato Di Santo 210 $aMilano$cAngeli$d2017 215 $a308 p.$d23 cm. 410 1$1001UON00481247$12001 $aStoria internazionale dell'età contemporanea$1210 $aMilano$cFranco Angeli$v25 606 $aAmerica latina$xStoria$x1945-1973$3UONC092127$2FI 606 $aPARTITO COMUNISTA ITALIANO$xAmerica Latina$x1945-1973$3UONC092128$2FI 620 $aIT$dMilano$3UONL000005 700 1$aPAPPAGALLO$bOnofrio$3UONV236258$0741872 702 1$aDI SANTO$bDonato$3UONV236259 702 1$aVACCA$bGiuseppe$3UONV053970 712 $aAngeli$3UONV277541$4650 801 $aIT$bSOL$c20250530$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00479247 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI AME 1284 $eSI 23299 5 1284 951 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$bSI2017434 1J 20170717 996 $aVerso il nuovo mondo$91473278 997 $aUNIOR