LEADER 03142nam 2200541 a 450 001 9910479894803321 005 20170821192619.0 010 $a1-4522-9943-9 010 $a1-4833-2895-3 010 $a1-4522-8249-8 035 $a(CKB)3710000000096310 035 $a(EBL)1077671 035 $a(MiAaPQ)EBC1077671 035 $a(OCoLC)878133106 035 $a(StDuBDS)EDZ0000158195 035 $a(EXLCZ)993710000000096310 100 $a20130912d2005 fy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aWhat successful mentors do$b[electronic resource] $e81 research-based strategies for new teacher induction training, and support /$fCathy D. Hicks, Neal A. Glasgow, Sarah J. McNary 210 $aThousand Oaks, Calif. $cCorwin$dc2005 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a0-7619-8887-4 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Foreword; Preface; Acknowledgments; About the Authors; Introduction: The Mentoring Process Is a Journey, Not a Destination; Chapter 1 - Choosing the Best Strategies for Supporting New Teachers; Chapter 2 - Supporting New Teachers as They Interact and Collaborate With Students; Chapter 3 - Supporting New Teachers as They Organize Classroom Management and Discipline Policies; Chapter 4 - Supporting New Teachers as They Develop Strategies for Managing Curriculum and Pedagogy; Chapter 5 - Supporting New Teachers as They Develop, Use, and Evaluate Student Assessment Instruments 327 $aChapter 6 - Supporting New Teachers as They Develop Personal Teaching Styles and Time Management StrategiesChapter 7 - Supporting New Teachers as They Develop a Variety of Strategies for Helping At-Risk and Special Needs Students Succeed; Chapter 8 - Supporting New Teachers as They Develop Strategies for Embracing and Celebrating Diversity; Chapter 9 - Supporting New Teachers as They Develop Strategies for Working With New Technologies; Chapter 10 - Supporting New Teachers as They Develop Positive Relationships With Parents and Community; Index 330 8 $aThe authors present a synthesis of current educational research & extend its application to in-service settings. Strategies are organised into convenient categories that include developing teaching styles, time management strategies, classroom management policies, working with educational technologies, & more. 606 $aMentoring in education 606 $aTeachers$xIn-service training 606 $aFirst year teachers 608 $aElectronic books. 615 0$aMentoring in education. 615 0$aTeachers$xIn-service training. 615 0$aFirst year teachers. 676 $a370.715 700 $aHicks$b Cathy D$01030529 701 $aGlasgow$b Neal A$0954325 701 $aMcNary$b Sarah J.$f1967-$01030528 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910479894803321 996 $aWhat successful mentors do$92489153 997 $aUNINA LEADER 03357nam 22007095 450 001 9910686471603321 005 20250610110148.0 010 $a9789819915026 010 $a9819915023 024 7 $a10.1007/978-981-99-1502-6 035 $a(CKB)5840000000241945 035 $a(DE-He213)978-981-99-1502-6 035 $a(MiAaPQ)EBC7236710 035 $a(Au-PeEL)EBL7236710 035 $a(MiAaPQ)EBC7235458 035 $a(EXLCZ)995840000000241945 100 $a20230408d2023 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aInterculturality as an Object of Research and Education $eObserving, Reflecting and Critiquing /$fby Fred Dervin, Ning Chen 205 $a1st ed. 2023. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2023. 215 $a1 online resource (VII, 91 p. 13 illus., 12 illus. in color.) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 08$a9789819915019 311 08$a9819915015 320 $aIncludes bibliographical references. 327 $aChapter 1 On the bridge of Interculturality -- Chapter 2 Interculturality as a deafening and blinding ideological notion -- Chapter 3 Interculturality-as-altering -- Chapter 4 The power of Mirroring: Towards a catoptric of Interculturality -- Chapter 5 Observality for ?silent? reflexivity and criticality -- Chapter 6 Observing our observality -- Chapter 7 Accepting to be naïve like a fool -- References. 330 $aThis book proposes a new method for working on the complex and polysemic notion of interculturality, aimed at scholars, students and educators who have an interest in enriching and challenging their own take on this somewhat controversial scientific notion. Multiple examples of observability made by the authors are provided to illustrate the method. The book helps readers to look at themselves as ?producers?, ?consumers? and ?promoters? of selected knowledge of interculturality. This book represents an original contribution to the field, by introducing the importance of observation and reflexivity in building up varied epistemic engagements with the notion of interculturality. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aEducation$xPhilosophy 606 $aEducational sociology 606 $aEducation, Higher 606 $aEducational Philosophy 606 $aSociology of Education 606 $aHigher Education 606 $aMulticulturalisme$2thub 606 $aEducació superior$2thub 606 $aFilosofia de l'educació$2thub 608 $aLlibres electrònics$2thub 615 0$aEducation$xPhilosophy. 615 0$aEducational sociology. 615 0$aEducation, Higher. 615 14$aEducational Philosophy. 615 24$aSociology of Education. 615 24$aHigher Education. 615 7$aMulticulturalisme 615 7$aEducació superior 615 7$aFilosofia de l'educació 676 $a305.80015118 700 $aDervin$b Fred$f1974-$0848110 702 $aChen$b Ning 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910686471603321 996 $aInterculturality as an Object of Research and Education$93281376 997 $aUNINA LEADER 03140oam 2200481 c 450 001 9910978259603321 005 20260102090118.0 010 $a9783763977857 010 $a3763977856 024 3 $a9783763977857 035 $a(CKB)37059778100041 035 $a(MiAaPQ)EBC31861676 035 $a(Au-PeEL)EBL31861676 035 $a(OCoLC)1482264515 035 $a(wbv Publikation)9783763977857 035 $a(EXLCZ)9937059778100041 100 $a20260102d2024 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aERiK-Methodological Report IV $eImplementation and Data Quality of the ERiK-Surveys 2022 /$fSonja Herrmann, Jakob J. Gilg, Franz L. Classe, Diana D. Schacht, Benjamin Gedon, Susanne Kuger 205 $a1st ed. 210 $aBielefeld$cwbv Publikation$d2024 215 $a1 online resource (51 pages) 327 $a1 Preface 2 Introduction 3 Implementation of the ERiK-Surveys 2022 3.1 Modifications from Planned Fieldwork Efforts and Contacts 3.2 Fieldwork 3.3 Number of Completed Questionnaires and Response Rates 3.4 Mode Choices 3.5 Regional Coverage 3.6 Nonresponse Surveys 4 Data Quality of the ERiK-Surveys 2022 4.1 Limited Comparability of the 2020 and 2022 Surveys for Directors and Pedagogical Staff 4.2 Selectivity 4.3 Weighting 4.4 Informative Value at the Federal and State Levels 5 Summary Bibliography A Appendix List of Figures List of Tables 330 $aThe ERiK-Methodological Report IV is the fourth in a series of methodological reports related to the 'Indicatorbased monitoring of structural quality in the German early childhood education and care system (ERiK)' study. The report introduces the implementation of the sample and survey designs and evaluates the data quality of the ERiK-Surveys 2022. Together with the ERiK-Methodological Report III, it contains all background information on the ERiK-Surveys 2022. Together with the ERiK-Methodological Report I and II, that cover the ERiK-Surveys 2020, it provides comprehensive background information on the ERiK-Surveys in general. 606 $aearly childhood education; education; educational research; educational study; empirical survey; field study; quality development; sampling design; survey methodology; technical report; target population; sampling frame; contacting; survey design; survey instruments 615 4$aearly childhood education; education; educational research; educational study; empirical survey; field study; quality development; sampling design; survey methodology; technical report; target population; sampling frame; contacting; survey design; survey instruments 700 $aHerrmann$b Sonja$4aut$01788934 702 $aGilg$b Jakob J$cHerr$4aut 702 $aClasse$b Franz L$4aut 702 $aSchacht$b Diana D$4aut 702 $aGedon$b Benjamin$4aut 702 $aKuger$b Susanne$4aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910978259603321 996 $aERiK-Methodological Report IV$94379935 997 $aUNINA