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[null,"1.","Record Nr.",null,"UNINA9910458642903321"]
[null,null,"Titolo",null,"Emotion in education [[electronic resource] /] / [edited by] Paul A. Schutz, Reinhard Pekrun"]
[null,null,"Pubbl/distr/stampa",null,"Amsterdam ; ; Boston, : Academic Press, c2007"]
[null,null,"ISBN",null,"1-281-00358-1"]
[{"$nulls":4},"9786611003586"]
[{"$nulls":4},"0-08-047504-3"]
[null,null,"Descrizione fisica",null,"1 online resource (363 p.)"]
[null,null,"Collana",null,"Educational Psychology"]
[null,null,"Disciplina",null,"370.15/34"]
[null,null,"Soggetti",null,"Educational psychology"]
[{"$nulls":4},"Affective education"]
[{"$nulls":4},"Emotions in children"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,"Nota di contenuto",null,"Front Cover; Emotion in Education; Copyright Page; Dedication Page; Contents; Contributors; Preface; Part I Introduction; Chapter 1: Introduction to Emotion in Education; References; Part II Theoretical Perspectives on Emotions in Education; Chapter 2: The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education; Overview of The Control-value Theory; Control, Values, and Emotions: Linkages Between Appraisals and Affect; Corollaries and Extensions of the Theory; Implications for Educational Practice; Conclusion; References"]
[{"$nulls":4},"Chapter 3: Understanding Students' Affective Processes in the Classroom The Dual Processing Self-regulation Model; Studying Affect in the Classroom; Goal Pursuit, Perception of Obstacles, and Goal Frustration; Exploring the Effect of Positive and Negative Affect on Self-assessment and Effort; Testing Our Hypotheses; What can be Learned from these Results?; Study 2: Testing the Model in other School Subjects; What can be Learned from this Study?; References; Chapter 4: Emotion in the Hierarchical Model of Approach-Avoidance Achievement Motivation"]
[{"$nulls":4},"The Hierarchical Model of Approach-Avoidance Achievement Motivation Research Linking General Affective Dispositions to Achievement Goals; Research Linking Achievement Goals to Distinct Affect; Linking "]
[{"$nulls":4},"Achievement Goals and Perceived Success/Failure Outcomes to Distinct Emotions; Summary and Conclusions; References; Chapter 5: Examining Emotional Diversity in the Classroom: An Attribution Theorist Considers the Moral Emotions; Assuming Emotions are Intrapsychic as Opposed to Social Phenomena; Characteristics of Emotions in (and out of) the Classroom; An Attributional Approach to Emotions"]
[{"$nulls":4},"Summary of the Moral Emotions Some Concluding Remarks; References; Chapter 6: A Macro Cultural-Psychological Theory of Emotions; Macro Cultural Factors are the Basis of General Features of Psychological Phenomena; Macro Cultural Factors are the Basis of Emotions' Specific Content; Practical Applications of the Macro Cultural Theory of Emotions to Education; Conclusion; References; Part III Student's Emotions in Educational Contexts; Chapter 7: The Role of Affect in Student Learning: A Multi-Dimensional Approach to Considering the Interaction of Affect, Motivation, and Engagement"]
[{"$nulls":4},"A Multi-dimensional Model of Affect Integrating Affect, Motivation, and Engagement; Does Affect Mediate the Relation Between Achievement Goals and Engagement?; Future Directions; Conclusion; References; Chapter 8: A Dynamical Systems Perspective Regarding Students' Learning Processes: Shame Reactions and Emergent Self-Organizations; Dynamical Systems Approach to Understanding Students' Learning, Motivation, Emotions, and Self-regulation Processes; Control and Value: Higher-order Properties of Cognitions, Emotions, and Motivations; Dynamical Systems Theory and the Example of Academic Shame"]
[{"$nulls":4},"Conclusion and Discussion"]
[null,null,null,"Sommario/riassunto","This edited book examines some of the current inquiry related to the study of emotions in educational contexts. There has been a notable increased interest in educational research on emotions.Emotion in Education represents some of the most exciting and current research on emotions and education, and has the potential to impact research in this area. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a \"\"must-have\"\" resource for academics in the fields of education, educational psychology, emotion psychology, cultural psy"]
[null,"2.","Record Nr.",null,"UNINA9910818387603321"]
[null,null,"Autore",null,"Fenner Diane Staehr"]
[null,null,"Titolo",null,"Evaluating all teachers of English learners and students with disabilities : supporting great teaching / / Diane Staehr Fenner, Peter Kozik, Ayanna Cooper ; foreword by Melanie hobbs and giselle lundy-Ponce"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, California : , : Corwin, a SAGE Company, , [2015]"]
[{"$nulls":4},"�2015"]
[null,null,"ISBN",null,"1-4833-9419-0"]
[{"$nulls":4},"1-4833-9420-4"]
[{"$nulls":4},"1-4833-9418-2"]
[{"$nulls":4},"1-4833-9417-4"]
[null,null,"Descrizione fisica",null,"1 online resource (xv, 254 pages) : illustrations"]
[null,null,"Collana",null,"Gale eBooks"]
[null,null,"Disciplina",null,"371.144"]
[null,null,"Soggetti",null,"Teachers - Rating of"]
[{"$nulls":4},"Linguistic minorities - Education"]
[{"$nulls":4},"Children with disabilities - Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"1. Need for an inclusive teacher evaluation framework -- 2. Foundations of education of English learners -- 3. Foundations of education of students with disabilities -- 4. Principle 1: committing to equal access for all learners -- 5. Principle 2: preparing to support diverse learners -- 6. Principle 3: reflective teaching using evidence-based strategies -- 7. Principle 4: building a culture of collaboration and community -- 8. Empowering educators through coaching."]
[null,null,null,"Sommario/riassunto","Teacher evaluation can be a valuable tool for evaluators and teachers alike. But it should never be used in a \"one-size-fits-all\" manner, especially when evaluating all teachers who work with the nations growing numbers of English learners (ELs) and students with disabilities. Just as these diverse students needs require nuanced teaching methods, the evaluations of all teachers who work with these students require unique considerations. Such considerations are precisely what youll learn in this comprehensive, action-oriented book. Drawing on a focused array of authoritative research on supporting the success of ELs and students with disabilities, case studies, and action plans, the authors detail  Four principles for inclusive teacher evaluation of diverse learners that are compatible with the Danielson "]
[{"$nulls":4},"and Marzano frameworks  Sample specialized \"look-fors\" that evaluators can use and adapt to recognize effective teaching of ELs and students with disabilities  Strategies for coaching teachers of ELs and students with disabilities who need more support reaching these learners Teaching ELs and students with disabilities can be one of the most challenging experiences in an educators career, and also one of the most rewarding if educators have the tools they need. With this book, the first of its kind, your school can become a leader in the field by taking part in conversations that center on equitable teaching of diverse learners as well as valid evaluation of those who serve them in classrooms. \"Staehr Fenner, Kozik, and Cooper provide a framework for rich instructional conversations that moves teacher evaluation from the blame game to a collaborative and informative process that empowers teaching effectiveness and student learning.\" Spencer Salend, Emeritus Professor of Educational Studies State University of New York at New Paltz \"In this book, the authors successfully outline an objective assessment framework that builds educators individual and collective capacity to improve their practice, not only with ELs but with all their students. A must-read for teachers and evaluators alike.\" Rosa Aronson, Executive Director TESOL International Association."]