LEADER 01641nam 2200397 n 450 001 996387951103316 005 20200824120909.0 035 $a(CKB)1000000000630226 035 $a(EEBO)2248552236 035 $a(UnM)99853964e 035 $a(UnM)99853964 035 $a(EXLCZ)991000000000630226 100 $a19920708d1627 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 04$aThe meditations of Iohn Gerhard Doctr of Divinitie, and superintendent of Heldburge. Written originally in the Latine tongue. Newly translated into English by Ralphe Winterton fellow of the King's Colledge in Cambridge$b[electronic resource] 210 $a[Cambridge] $cPrinted by Thomas Bucke and Iohn Bucke, printers to the Vniversitie of Cambridge$d1627 215 $a[48], 535, [1] p 300 $aRunning title reads: Gerhards meditations. 300 $aReproduction of the original in the British Library. 330 $aeebo-0018 606 $aPrayers$vEarly works to 1800 606 $aMeditations$vEarly works to 1800 615 0$aPrayers 615 0$aMeditations 700 $aGerhard$b Johann$f1582-1637.$0889049 701 $aWinterton$b Ralph$f1600-1636.$01002172 702 $aMarshall$b William$ffl. 1617-1650, 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996387951103316 996 $aThe meditations of Iohn Gerhard Doctr of Divinitie, and superintendent of Heldburge. Written originally in the Latine tongue. Newly translated into English by Ralphe Winterton fellow of the King's Colledge in Cambridge$92375851 997 $aUNISA LEADER 04466nam 2200637 450 001 9910153078003321 005 20230803220508.0 010 $a1-292-05193-0 035 $a(CKB)2550000001160543 035 $a(SSID)ssj0001215298 035 $a(PQKBManifestationID)12505393 035 $a(PQKBTitleCode)TC0001215298 035 $a(PQKBWorkID)11175392 035 $a(PQKB)11581701 035 $a(MiAaPQ)EBC5174737 035 $a(MiAaPQ)EBC5176337 035 $a(MiAaPQ)EBC5832214 035 $a(MiAaPQ)EBC5137315 035 $a(MiAaPQ)EBC6400958 035 $a(Au-PeEL)EBL5137315 035 $a(CaONFJC)MIL543637 035 $a(OCoLC)1015885818 035 $a(EXLCZ)992550000001160543 100 $a20190816d2014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aParents as partners in education $efamilies and schools working together /$fEugenia Hepworth Berger, Mari Riojas-Cortez 205 $aEighth edition. 210 1$aHarlow, Essex, England :$cPearson,$d[2014] 210 4$d©2014 215 $a1 online resource (304 pages) $cillustrations 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-292-04200-1 311 $a1-306-12386-0 320 $aIncludes bibliographical references and index. 327 $aCover -- Table of Contents -- 1. Family-Essential for Children's Development -- 2. Diversity of Families -- 3. Working with Culturally and Linguistically Diverse Groups -- 4. Effective Teacher-Family Communication: Types, Barriers, Conferences, and Programs -- 5. School-Based Programs -- 6. Home-Based Programs -- 7. Supporting Families of Children with Special Needs -- 8. The Abused Child -- 9. Assisting Parents with Child Advocacy -- References -- Index. 330 $aParents as Partners in Education, Eighth Edition, is uniquely the most comprehensive book on the market covering the history of family/school collaboration, current issues and population trends affecting American schools and communities, diverse family structures, and techniques for establishing connections with parents and encouraging involvement with their child's learning.   Based on the notion of funds of knowledge, the knowledge that children acquire from their families, this best-selling textbook helps the reader differentiate between culture and diversity as they relate to culturally and linguistically diverse families. This edition, with a new co-author, emphasizes on understanding families' funds of knowledge, discusses culturally relevant pedagogy to work with families and children, particularly those who are English language learners and/or immigrants, and provides an expanded section on working with families who have children with autism. A special focus on culturally and linguistically diverse children with special needs is a remarkable aspect of the book. Key additions and changes to this edition include: more practical ideas and tips for teachers on how to work with culturally and linguistically diverse children and their families in a classroom setting; applicable information on how to build parent involvement programs; strategies for working with culturally diverse students who have Autism Spectrum Disorder and their families; emphasis on the value of pre-school and pre-K programs methods for working with English Language Learners and their families, including a section on second language acquisition. Rooted in the premise that once educators understand the value of families for healthy development they can begin to create strong partnerships to assist children in successful experiences in school. 330 8 $aParents as Partners in Education: Families and Schools Working Together, Eighth Edition will be a key component to teachers gaining this knowledge and using it in the classroom for the betterment of all children and their families. 410 0$aAlways learning. 606 $aHome and school$zUnited States 606 $aEducation$xParent participation$zUnited States 615 0$aHome and school 615 0$aEducation$xParent participation 676 $a371.19/2 700 $aBerger$b Eugenia Hepworth$01376600 702 $aRiojas-Cortez$b Mari 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910153078003321 996 $aParents as partners in education$93412534 997 $aUNINA