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[null,"1.","Record Nr.",null,"UNINA9910821871703321"]
[null,null,"Autore",null,"Storeygard Judith"]
[null,null,"Titolo",null,"Count me in! K-5 : including learners with special needs in mathematics classrooms / / Judy Storeygard ; foreword by Karen Karp"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, Calif. : , : Corwin Press, , 2012"]
[null,null,"ISBN",null,"1-4522-8364-8"]
[{"$nulls":4},"1-5063-3580-2"]
[{"$nulls":4},"1-4522-7990-X"]
[null,null,"Descrizione fisica",null,"1 online resource (xvii, 146 pages) : illustrations"]
[null,null,"Collana",null,"Gale eBooks"]
[null,null,"Disciplina",null,"371.90447"]
[null,null,"Soggetti",null,"Mathematics - Study and teaching (Elementary)"]
[{"$nulls":4},"Individualized instruction"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"\"\"FRONT COVER\"\"; \"\"COUNT ME IN! Kâ€?5 \"\"; \"\"CONTENTS\"\"; \"\"FOREWORD\"\"; \"\"ACKNOWLEDGMENTS\"\"; \"\"Publisherâ€?s Acknowledgments\"\"; \"\"ABOUT THE AUTHOR\"\"; \"\"ABOUT THE CONTRIBUTORS\"\"; \"\"INTRODUCTION \"\"; \"\"Making Sense of Mathematics: The Guiding Principle of This Book\"\"; \"\"Focus on Labels: Ableism\"\"; \"\"Inconsistency of Labels\"\"; \"\"Labeling Impedes Differentiation\"\"; \"\"Including a Variety of Instructional Strategies: The Approach of This Book\"\"; \"\"Organization of This Book\"\"; \"\"Note\"\"; \"\"CHAPTER 1: BUILDING A CULTURE OF ACCEPTANCE IN THE INCLUSIVE MATHEMATICS CLASSROOM\"\""]
[{"$nulls":4},"\"\"Recognizing Differences and Supporting Strengths\"\"\"\"Making the Classroom a Safe Place\"\"; \"\"Promoting Responsibility\"\"; \"\"Acknowledging Frustration\"\"; \"\"Summary\"\"; \"\"CHAPTER 2: SUPPORTING STUDENTS IN EXPRESSING MATHEMATICAL IDEAS\"\"; \"\"Issues Related to Expressive Language Difficulties\"\"; \"\"Effective Strategies\"\"; \"\"Making Connections\"\"; \"\"Using Their Own Language\"\"; \"\"Using Representations\"\"; \"\"Providing Structures\"\"; \"\"Summary\"\"; \"\"CHAPTER 3: HELPING STUDENTS BUILD THE CAPACITY TO ATTEND TO AND FOCUS ON MATHEMATICAL IDEAS \"\"; \"\"Diagnosis and Labeling\"\"; \"\"Classroom Strategies\"\""]
[{"$nulls":4},"\"\"Whole-Group Discussions\"\"\"\"Keeping Discussions Active\"\"; \"\"Sharing Strategies\"\"; \"\"Keeping Consistent Structures\"\"; \"\"Understanding What Students Know\"\"; \"\"Using Technology\"\"; \"\"Summary\"\"; \"\"Notes\"\"; \"\"CHAPTER 4: DEVELOPING STUDENTSâ€? COGNITIVE FLEXIBILITY\"\"; "]
[{"$nulls":4},"\"\"Explicit Teaching\"\"; \"\"Developing a Set of Limited Choices\"\"; \"\"Language\"\"; \"\"Using Representations and Contexts\"\"; \"\"Selecting Strategies\"\"; \"\"Working in Groups\"\"; \"\"Summary\"\"; \"\"CHAPTER 5: DEVELOPING STRATEGIES FOR STUDENTS WITH MEMORY DIFFICULTIES\"\"; \"\"Building on Student Strengths\"\"; \"\"Sixth and Seventh Grades\"\""]
[{"$nulls":4},"\"\"Developing a Conceptual Foundation\"\"\"\"Grounding Skills and Concepts in Understanding\"\"; \"\"Summary\"\"; \"\"Notes\"\"; \"\"CHAPTER 6: BUILDING STUDENTSâ€? ABILITIES TO PLAN, ORGANIZE, AND SELF-MONITOR IN MATHEMATICS CLASS\"\"; \"\"Providing Entry Points\"\"; \"\"Guided Math Group: Introducing the Problem With First Graders\"\"; \"\"Using Technology\"\"; \"\"Connecting to Prior Knowledge With Third Graders\"\"; \"\"Intervention With a Second Grader\"\"; \"\"Self-Monitoring: Students Evaluating Their Own Work\"\"; \"\"Gradual Release of Responsibility\"\"; \"\"Summary\"\"; \"\"Note\"\"; \"\"CONCLUSION\"\""]
[{"$nulls":4},"\"\"Complexity of Teaching in Inclusive Mathematics Classrooms\"\"\"\"Making Sense of Mathematics\"\"; \"\"Making Mathematics Explicit\"\"; \"\"GLOSSARY AND RESOURCES\"\"; \"\"Ableism\"\"; \"\"Abstract Thinking\"\"; \"\"Accommodations\"\"; \"\"Aspergerâ€?s Syndrome\"\"; \"\"Attention Deficit Hyperactivity Disorder (ADHD)\"\"; \"\"Autism Spectrum Disorder\"\"; \"\"Cognitive Flexibility\"\"; \"\"Common Core State Standards Initiative\"\"; \"\"Differentiation\"\"; \"\"Disproportionality\"\"; \"\"Executive Function\"\"; \"\"Expressive Language Disability\"\"; \"\"Gradual Release of Responsibility\"\"; \"\"Individualized Education Program (IEP)\"\""]
[{"$nulls":4},"\"\"Interactive Whiteboard\"\""]
[null,null,null,"Sommario/riassunto","Between the pressure to meet standards and the overwhelming number of different learning needs that students have, planning lessons has become more complex. Judith Storeygard provides proven approaches to understanding the behaviors of children with special needs and effectively teaching all students. Using research-based and field-tested methodology, this book's teaching strategies include differentiated instruction, with an emphasis on co-teaching between general educators and special educators."]
[null,"2.","Record Nr.",null,"UNINA9910144796803321"]
[null,null,"Titolo",null,"Historical diver"]
[null,null,"Pubbl/distr/stampa",null,"Santa Barbara, Calif., : Historical Diving Society U.S.A"]
[null,null,"Descrizione fisica",null,"1 online resource"]
[null,null,"Disciplina",null,"797"]
[null,null,"Soggetti",null,"Scuba diving - History"]
[{"$nulls":4},"Deep diving"]
[{"$nulls":4},"Scuba diving"]
[{"$nulls":4},"History"]
[{"$nulls":4},"Periodicals."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Periodico"]
[null,null,null,"Note generali","Official publication of the Historical Diving Society U.S.A. and various similar diving societies from other countries."]
[{"$nulls":4},"Refereed/Peer-reviewed"]
[null,"3.","Record Nr.",null,"UNINA9910154970703321"]
[null,null,"Autore",null,"Anderson Charles C (Charles Campbell), <1923->"]
[null,null,"Titolo",null,"Psychology and the liberal consensus / / Charles C. Anderson, L.D. Travis"]
[null,null,"Pubbl/distr/stampa",null,"Waterloo, Ont., Canada, : Wilfrid Laurier University Press, c1983"]
[null,null,"ISBN",null,"9780889208995"]
[{"$nulls":4},"0889208999"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (164 p.)"]
[null,null,"Disciplina",null,"302"]
[null,null,"Soggetti",null,"Psychology - United States - Methodology"]
[{"$nulls":4},"Educational psychology - United States - Methodology"]
[{"$nulls":4},"Liberalism - United States - History - 20th century"]
[{"$nulls":4},"Psychology - History - 20th century"]
[{"$nulls":4},"United States Social conditions 20th century"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Includes index."]
[null,null,null,"Nota di bibliografia","Includes bibliography and index."]
[null,null,"Nota di contenuto",null,"\"\"CONTENTS\"\"; \"\"ACKNOWLEDGEMENTS\"\"; \"\"1 INTRODUCTION: THE THESIS\"\"; \"\"A. The Redeemer Society and Social Change\"\"; \"\"B. Science, Society, and Education\"\"; \"\"C. Probabilistic Science and Heredity\"\"; \"\"D. Causal Laws and Determinism\"\"; \"\"E. Educational Activists\"\"; \"\"F. The Liberal Consensus\"\"; \"\"2 OVERTURES TO ORTHODOXY: COGNITIVE THEORY AND COMPUTER PROGRAMMES\"\"; \"\"A. The Two Problems\"\"; \"\"B. Cognitive Psychology and Computing Science\"\"; \"\"3 OVERTURES TO ORTHODOXY: CONVENTIONAL COGNITIVE THEORY\"\"; \"\"A. The Familiar Priorities\"\"; \"\"B. Bruner and Consensus Ideas\"\""]
[{"$nulls":4},"\"\"C. Bruner and National Security\"\"\"\"D. Bruner and the American Economic Empire\"\"; \"\"E. Bruner and Instructional Technology\"\"; \"\"F. Bruner and Values\"\"; \"\"G. Piaget Emerges\"\"; \"\"4 OVERTURES TO ORTHODOXY: COGNITIVE IDEAS\"\"; \"\"A. The Risky Shift\"\"; \"\"B. The Need for Entrepreneurial Achievement\"\"; \"\"C. The Inner Person\"\"; \"\"D. Freedom\"\"; \"\"E. Identity\"\"; \"\"F. Values Clarification\"\"; \"\"G. Trust\"\"; \"\"H. Altruism\"\"; \"\"5 THE MESSIANIC TRADITION IN EDUCATION DECLINES\"\"; \"\"A. Coleman, Jensen and Jencks\"\"; \"\"B. Attacking Jensen\"\"; \"\"C. Attacking Jencks\"\"; \"\"D. Credentialism and the Regnant Model\"\""]
[{"$nulls":4},"\"\"6 THE CREDENTIALS OF PSYCHOLOGY AS A SCIENCE\"\"\"\"A. Experimental Psychology\"\"; \"\"B. Social Psychology\"\"; \"\"C. Developmental Psychology\"\"; \"\"D. Affective Psychology\"\"; \"\"E. Educational Psychology "]
[{"$nulls":4},"and Research\"\"; \"\"7 DEFENCE MECHANISMS\"\"; \"\"A. Institutional Forces\"\"; \"\"B. Authoritative Voices\"\"; \"\"8 ADMITTING DEFEAT\"\"; \"\"A. \"\"Dead Mechanism\"\" and Animate Objects\"\"; \"\"B. Sampling\"\"; \"\"C. Cause and Effect\"\"; \"\"D. Shifty Facts\"\"; \"\"E. Theoretical Squabbling\"\"; \"\"F. In the Laboratory\"\"; \"\"9 SURVIVAL PLANS\"\"; \"\"A. The Human Science\"\"; \"\"B. Humble Solutions\"\"; \"\"BIBLIOGRAPHY\"\"; \"\"INDEX\"\""]
[{"$nulls":4},"\"\"Subject Index\"\"\"\"A\"\"; \"\"B\"\"; \"\"C\"\"; \"\"D\"\"; \"\"E\"\"; \"\"F\"\"; \"\"G\"\"; \"\"H\"\"; \"\"I\"\"; \"\"J\"\"; \"\"K\"\"; \"\"L\"\"; \"\"M\"\"; \"\"N\"\"; \"\"O\"\"; \"\"P\"\"; \"\"Q\"\"; \"\"R\"\"; \"\"S\"\"; \"\"T\"\"; \"\"U\"\"; \"\"V\"\"; \"\"W\"\"; \"\"Y\"\"; \"\"Author Index\"\"; \"\"A\"\"; \"\"B\"\"; \"\"C\"\"; \"\"D\"\"; \"\"E\"\"; \"\"F\"\"; \"\"G\"\"; \"\"H\"\"; \"\"I\"\"; \"\"J\"\"; \"\"K\"\"; \"\"L\"\"; \"\"M\"\"; \"\"N\"\"; \"\"O\"\"; \"\"P\"\"; \"\"R\"\"; \"\"S\"\"; \"\"T\"\"; \"\"U\"\"; \"\"V\"\"; \"\"W\"\"; \"\"Y\"\"; \"\"Z\"\""]
[null,null,null,"Sommario/riassunto","This volume presents a carefully reasoned, rigorous critique of mainline academic psychology. From the professional beginnings of their discipline, contend the authors, American psychologists have made two promises: that psychology would be treated as a natural science and that its application to social—mainly educational—reform would be as effective as that of the more physical sciences to technological change. Underlying these promises is the “liberal consensus,” the belief that social problems are to be solved by improvements in educational methods. Put to the test during the affluence of the 1950s and 1960s—the years of the liberal consensus—these promises were never kept, maintain the authors. Their provocative study provides a variety of reasons why the goal was unattained, and is even unattainable. The book will be of interest to psychologists, sociologists, professional educators, and students of social change."]