LEADER 01601nam--2200433---450- 001 990000940140203316 005 20090720154754.0 035 $a0094014 035 $aUSA010094014 035 $a(ALEPH)000094014USA01 035 $a0094014 100 $a20020204d1989----km-y0itay0103----ba 101 $aita 102 $aIT 105 $a||||||||001yy 200 1 $a<> comune desanctisiano nella storia dell'Alta Irpinia$eAndretta nel sec. XIX$eatti delle "Seconde Giornate storiche andrettesi"$eAndretta, 18-19 agosto 1987$fa cura di Nicola Di Guglielno$gprefazione di Fulvio Tessitore 210 $aNapoli$d1989 215 $aLXVI, 164 p$cill.$d24 cm 225 2 $aQuaderni$fAssociazione pro-loco Andretta$v2 410 $12001$aQuaderni$fAssociazione pro-loco Andretta$v2 606 0 $aAndretta$xStoria$zSec. 19.$xCongressi$z1987 606 0 $aCongressi$yAndretta$z1987 676 $a945.721 702 1$aDI GUGLIELMO,$bNicola 702 1$aTESSITORE,$bFulvio 710 12$aSeconde Giornate storiche andrettesi <2. ; 1987 ; Andretta>$0552288 801 0$aIT$bsalbc$gISBD 912 $a990000940140203316 951 $aX.3.B. 5443(ISE II 254)$b70895 EC$cISE II$d00189792 959 $aBK 969 $aECO 979 $aPATTY$b90$c20020204$lUSA01$h1044 979 $c20020403$lUSA01$h1737 979 $aDLAS$b10$c20030313$lUSA01$h1021 979 $aPATRY$b90$c20040406$lUSA01$h1705 979 $aRSIAV1$b90$c20090417$lUSA01$h1042 979 $aSENATORE$b90$c20090720$lUSA01$h1547 996 $aComune desanctisiano nella storia dell'Alta Irpinia$9973611 997 $aUNISA LEADER 04905oam 2200529 450 001 9910220151603321 005 20190911100038.0 010 $a0-8330-8136-5 035 $a(OCoLC)872658017 035 $a(MiFhGG)GVRL6SHK 035 $a(EXLCZ)992670000000430656 100 $a20130905d2013 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aGetting to work on summer learning $erecommended practices for success /$fCatherine H. Augustine [and three others] 210 1$aSanta Monica, CA :$cRAND Corporation,$d2013. 215 $a1 online resource (xix, 65 pages) $ccharts 225 1 $aRAND summer learning series 225 0 $aGale eBooks 225 0$aRAND summer learning series 300 $aDescription based upon print version of record. 311 $a0-8330-8107-1 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright; Preface; Contents; Figures and Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE: Introduction; Study Background; Highlights from Research on Summer Learning; Overview of Demonstration District Programs; Approach to Evaluation; Report Organization; CHAPTER TWO: Planning; Start Planning Early and Be Inclusive; Commit to Having a Summer Program by December; Include Both District and Site-Level Staff in the Planning Process; Centralize Some Decisionmaking; Deliver Planning Templates to Site Leaders; Meet Regularly and Be Comprehensive in Scope 327 $aConduct Regular and Productive MeetingsInclude Enrichment in the Planning Process; Clearly Delineate Roles; Establish Firm Enrollment Deadlines and Keep Electronic Student Records; CHAPTER THREE: Curriculum and Instruction; Anchor the Program in a Commercially Available and Tested Curriculum; A Promising Approach for ELA; Teaching ELA Through National Geographic's Science Inquiry Kits on Forces in Motion and Habitats; Choose Curricula with Features Associated with Improved Learning; Standardize the Curriculum Across District Sites 327 $aInclude Strategies for Differentiation in Curriculum MaterialsStructure for Sufficient Time on Task; Serve Students in Small Classes or Groups; Provide Support to Students with Special Needs; CHAPTER FOUR: Teacher Selection and Training; Recruit and Hire the Right Teachers; Develop Rigorous Selection Processes to Recruit Motivated Teachers; Take School-Year Performance into Consideration; Hire Teachers with Grade-Level Experience and, If Possible, Familiarity with the Students; Performance-Based Hiring; Give Teachers Sufficient Training and Ongoing Support 327 $aFamiliarize Teachers with the Summer Curriculum and How to Teach ItHelp Teachers Tailor the Curriculum for Students with Different Aptitudes; Provide Ongoing Support to Implement the Curriculum; Include All Instructional Support Staff in Academic Training Sessions; Give Teachers Time to Set Up Their Classrooms; CHAPTER FIVE: Enrichment Activities; Goals and Expectations; Select Providers with Well-Qualified Staff; Hiring District Teachers; Contracting Directly with Enrichment Providers; Establishing Strategic Partnerships with Intermediaries 327 $aPlan Carefully If Enrichment Is Integrated with AcademicsHire Instructors Who Can Manage Behavior and Keep Class Sizes Small; CHAPTER SIX: Attendance; Set Enrollment Deadlines; Establish a Clear Attendance Policy and Track Attendance; Provide Field Trips and Other Incentives for Students Who Attend; Disguising Academics Is Not Necessary to Boost Attendance; Combining Strategies to Maximize Attendance; CHAPTER SEVEN: Academic Time on Task; Operate the Program for Five to Six Weeks; Schedule Three to Four Hours a Day for Academics; Focus on Academic Content During Academic Class Periods 327 $aCHAPTER EIGHT: Program Cost and Funding 330 $aRAND is conducting a longitudinal study that evaluates the effectiveness of voluntary summer learning programs in reducing summer learning loss, which contributes substantially to the achievement gap between low- and higher-income students. Based on evaluations of programs in six school districts, this second report in a series provides research-based advice for school district leaders as they create and strengthen summer programs. 410 0$aRAND summer learning series. 606 $aSummer schools$zUnited States 606 $aChildren with social disabilities$xEducation$zUnited States 615 0$aSummer schools 615 0$aChildren with social disabilities$xEducation 676 $a371.2/32 700 $aAugustine$b Catherine H.$f1968-$0891506 702 $aAugustine$b Catherine H.$f1968- 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910220151603321 996 $aGetting to work on summer learning$93871865 997 $aUNINA LEADER 02516nam 2200565 450 001 9910817867603321 005 20230124192726.0 010 $a0-7618-6409-1 035 $a(CKB)3710000000224953 035 $a(EBL)1771658 035 $a(OCoLC)889675166 035 $a(SSID)ssj0001374864 035 $a(PQKBManifestationID)12512095 035 $a(PQKBTitleCode)TC0001374864 035 $a(PQKBWorkID)11326025 035 $a(PQKB)11642715 035 $a(MiAaPQ)EBC1771658 035 $a(Au-PeEL)EBL1771658 035 $a(CaPaEBR)ebr10915579 035 $a(CaONFJC)MIL639132 035 $a(EXLCZ)993710000000224953 100 $a20140903h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAdventure in human knowledges and beliefs /$fAndrew Ralls Woodward 210 1$aLanham, Maryland :$cHamilton Books,$d2014. 210 4$dİ2014 215 $a1 online resource (108 p.) 300 $aDescription based upon print version of record. 311 $a0-7618-6408-3 311 $a1-322-07881-5 320 $aIncludes bibliographical references and index. 327 $aContents; Prologue: This Book and Acknowledgments; I: Knowledge or Knowledges? Belief or Beliefs?; 1 The Adventure; 2 Knowledges; 3 Beliefs; 4 Belief as Trust; II: Scientific and Religious People; 5 Religious Language; 6 Some Unexpected Surprises; 7 Faces of Religion / Faces of Science; 8 Knowledge and Belief Communities; III: Adjudicators; 9 Causes and Explanatory Forces; 10 The "Knowledge Bar"; 11 Ancient Forms of Knowledge; 12 The Current Landscape; Epilogue: What Then Is Reality?; Glossary of Strange Sounding Words; Bibliography of Works Cited; Index 330 $aIn Adventure in Human Knowledges and Beliefs, readers are adjudicators who "measure" the acceptability of knowledges and beliefs. 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