LEADER 01000nam a2200241 i 4500 001 991000023679707536 005 20020503112535.0 008 980928s1997 it ||| | ita 035 $ab10011559-39ule_inst 035 $aocm00008429$9ExL 040 $aDip.to Beni Culturali$bita 100 1 $aAquilina, Guido$0459333 245 10$aAttivitą di gestione. Riorganizzazione funzionale. /$ca cura di Guido Aquilina 260 $aRoma :$bSoprintendenza Archeologica per il Lazio,$c1997 300 $a114 p. ;$c20 cm 490 0 $aDidactica. Serie Lettera, Rassegna, Schermaglie & noterelle. 500 $aIndice: Vol. 2: Gestione informatica. Catalogo & vincoli 907 $a.b10011559$b17-02-17$c31-05-02 912 $a991000023679707536 945 $aLE001 An XII 17$g1$i2001000002351$lle001$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i10014573$z31-05-02 996 $aAttivitą di gestione. Riorganizzazione funzionale$9175914 997 $aUNISALENTO 998 $ale001$b01-01-98$cm$da $e-$fita$git $h0$i1 LEADER 04574nam 22005055 450 001 9910349346103321 005 20251223173644.0 010 $a3-030-22845-2 024 7 $a10.1007/978-3-030-22845-3 035 $a(CKB)4100000008959009 035 $a(MiAaPQ)EBC5849818 035 $a(DE-He213)978-3-030-22845-3 035 $a(EXLCZ)994100000008959009 100 $a20190810d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAfter-School Programming and Intrinsic Motivation $eTeaching At-Risk Students to Read /$fedited by Elaine Clanton Harpine 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (182 pages) 311 08$a3-030-22844-4 327 $aChapter 1. Why is an After-School Reading Program One of the Best Ways to Stop Reading Failure? Does Intrinsic Motivation Contribute to Mental Wellness in the Classroom? -- Chapter 2. Is Oral Reading Important in Correcting Reading Failure? -- Chapter 3. Is Group-Centered Better Than Classroom Instruction for Teaching Reading? The Need for a Group-Centered Approach. Testing Two Group Methods -- Chapter 4. How Do You Build a Group Program Based on the Principles of Intrinsic Motivation? Developing an After-School Program to Meet the Needs of all Students: Eight Years of Development -- Chapter 5. Selecting the Most Reliable Evaluation Tool -- Chapter 6. How Many Students Work Best in an After-School Program? Are Small Groups Better than Large After School Programs? What Ages? -- Chapter 7. Which Reading Levels Work Best Together? Can We Include Students with Special Needs? -- Chapter 8. Do Inner City and Rural Students Mix in a Reading Program? What are the Challenges? -- Chapter 9. Testing the Format? Does Group-Centered Prevention Work? A Very Successful Year -- Chapter 10. Why Does Group-Centered Prevention Work When Other After-School Programs Fail? What is the Role of Intrinsic Motivation? Retesting? Another Success Story -- Chapter 11. Creating a Sustainable Ongoing After-School Program. The Story of New Leadership -- Chapter 12. Where Do We Go from Here? Comments from the Research Team. How Can You Apply What We Learned to Your Program?. . 330 $aThis book examines the eight-year development of the Reading Orienteering Club after-school program, showing how to develop, test, change, and adapt an after-school program to fit the needs of the children who attend. It includes case studies and data reports for each year and presents the theory, application, and program evaluation steps that workers in the field or students learning about program design must follow. Chapters present first-person accounts as well as statistical evaluations of the effectiveness of the reading program with each group of children. In addition, chapters highlight the changes that were made in program design and why each change was implemented, giving practitioners the insights needed to adapt interventions and strategies to their own programs. The book concludes with recommendations from the authors on how to run a successful after-school reading program.Topics featured in this book include: The effect of intrinsic motivation to mental wellness in the classroom. The importance of oral reading in correcting reading failure. Group-center approaches to teaching reading in the classroom. How to select the best evaluation tool. The challenges of mixing inner city and rural students in a reading program. After-School Programming and Intrinsic Motivation is an essential reference for scientist-practitioners, clinicians, researchers, and graduate students in such disciplines as school psychology, childhood education, social work, psychotherapy and counseling, and learning and instruction. 606 $aSchool Psychology 606 $aEducational psychology 606 $aSocial service 606 $aSchool Psychology 606 $aEducational Psychology 606 $aSocial Work 615 0$aSchool Psychology. 615 0$aEducational psychology. 615 0$aSocial service. 615 14$aSchool Psychology. 615 24$aEducational Psychology. 615 24$aSocial Work. 676 $a428.4 676 $a372.4 702 $aClanton Harpine$b Elaine$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910349346103321 996 $aAfter-School Programming and Intrinsic Motivation$92462834 997 $aUNINA