LEADER 03213oam 2200565 450 001 9910828089703321 005 20170523091602.0 010 $a1-4522-7143-7 010 $a1-4522-1187-6 010 $a1-4833-8805-0 035 $a(OCoLC)865545166 035 $a(MiFhGG)GVRL6RHR 035 $a(EXLCZ)993710000000333582 100 $a20091210d2010 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aCollaborating with students in instruction and decision making $ethe untapped resource /$fRichard A. Villa, Jacqueline S. Thousand, Ann I. Nevin ; foreword by Paula Kluth and Peyton Goddard 210 $aThousand Oaks, Calif. $cCorwin$d2010 210 1$aThousand Oaks, Calif. :$cCorwin,$d2010. 215 $a1 online resource (xvi, 226 pages) $cillustrations 225 0 $aGale eBooks 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 $aPeer teaching 606 $aTeacher-student relationships 606 $aStudent participation in administration 606 $aStudent participation in curriculum planning 606 $aEducation$xDecision making 615 0$aPeer teaching. 615 0$aTeacher-student relationships. 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 702 $aThousand$b Jacqueline S.$f1950- 702 $aNevin$b Ann 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910828089703321 996 $aCollaborating with students in instruction and decision making$93985238 997 $aUNINA LEADER 01165nam0 22002651i 450 001 UON00194547 005 20231205103228.829 100 $a20030730d1988 |0itac50 ba 101 $aita 102 $aIT 105 $a|||| ||||| 200 1 $aˆLa ‰ città di Napoli dopo la rivoluzione urbanistica di Pedro di Toledo$fGiovanni Tarcagnota 210 $aRoma$cEdizioni Benincasa$d1988. XXV$d177 p. ; 25 cm. 606 $aNapoli$xStoria$xSec. 16.$3UONC039475$2FI 620 $aIT$dRoma$3UONL000004 676 $a945.07$cStoria d'Italia. Periodo dominazione spagnola e austriaca. 1527-1796$v21 700 1$aTARCAGNOTA$bGiovanni$3UONV115323$0466766 702 1$aStrazzullo$bFranco$3UONV107716 712 $aEdizioni di Gabriele e Mariateresa Benincasa$3UONV266440$4650 801 $aIT$bSOL$c20250718$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00194547 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI EUR C A 0551 $eSI SC 29602 5 0551 996 $aCittà di Napoli dopo la rivoluzione urbanistica di Pedro di Toledo$91292137 997 $aUNIOR