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[null,"1.","Record Nr.",null,"UNISOBSOBE00020182"]
[null,null,"Autore",null,"Machiavelli, Niccolò"]
[null,null,"Titolo",null,"3"]
[null,null,"Pubbl/distr/stampa",null,"Brusselles : Tipografia della Società Belga, 1841"]
[null,null,"Descrizione fisica",null,"675 p. ; 16 cm"]
[null,null,"Collana",null,"Scelta collezione di autori classici italiani e stranieri , in versi e in prosa ; 6"]
[null,null,"Lingua di pubblicazione",null,"Italiano"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","testo su 2 colonne"]
[null,"2.","Record Nr.",null,"UNINA9910826113003321"]
[null,null,"Autore",null,"Elish-Piper Laurie"]
[null,null,"Titolo",null,"Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others]"]
[null,null,"Pubbl/distr/stampa",null,"New York, New York ; ; London, [England] : , : The Guilford Press, , 2016"]
[{"$nulls":4},"©2016"]
[null,null,"ISBN",null,"1-4625-2439-7"]
[{"$nulls":4},"1-4625-2441-9"]
[null,null,"Descrizione fisica",null,"1 online resource (241 p.)"]
[null,null,"Disciplina",null,"428.00712"]
[null,null,"Soggetti",null,"Language arts teachers - In-service training - United States"]
[{"$nulls":4},"Language arts (Middle school) - United States"]
[{"$nulls":4},"Language arts (Secondary) - United States"]
[{"$nulls":4},"Language arts - Correlation with content subjects - United States"]
[{"$nulls":4},"Content area reading - United States"]
[{"$nulls":4},"Reading (Middle school) - United States"]
[{"$nulls":4},"Reading (Secondary) - United States"]
[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,"Cover; Half Title Page; Title Page; Copyright; About the Authors; Preface; Acknowledgments; Contents; Part I. Disciplinary Literacy in a Standards-Based Era; What Is Disciplinary Literacy?; Teaching for Disciplinary Literacy; Disciplinary Literacy in Action; Disciplinary Literacy: An Integral Aspect of Today's Standards; The Complexity of Disciplinary Literacy Instruction; Why Disciplinary Literacy Matters for Secondary Literacy Coaches; Part II. Disciplinary Literacy Coaching; What Is Literacy Coaching?; Disciplinary Literacy Coaching and Change"]
[{"$nulls":4},"Guidelines for Effective Disciplinary Literacy CoachingThree Layers of Coaching; Coaching Stances and Coaching Language; Making the Most of Coaching Time; Summary; Part III. Models of Disciplinary Literacy Coaching; Teacher-Initiated Model; Co-Teaching Model; Department/Team Model; Liaison Model; Selecting a Disciplinary Literacy Coaching Model; Summary; Part IV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy Instruction; Strategy 1. Establishing a Climate for Disciplinary Literacy Coaching; What Is It?"]
[{"$nulls":4},"Evaluating the School Climate for Disciplinary Literacy CoachingEstablishing Your Readiness for Disciplinary Literacy Coaching; Strategy 2. Facilitating an Article Study Group; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 3. Providing Professional Development Golden Nuggets at Faculty, Department, and Team Meetings; What Is It?; How Do I Do It?; Strategy 4. Presenting Powerful Professional Development; What Is It?; How Do I Do It?; Four Final Suggestions about Implementing Powerful Professional Development; Strategy 5. Using Technology to Connect Coaches and Teachers"]
[{"$nulls":4},"What Is It?How Do I Do It?; The Strategy in Action; Part V. Small-Group Coaching Strategies to Support Disciplinary Literacy Instruction; Strategy 6. Determining Disciplinary Literacy Outcomes and Creating Assessment Structures; What Is It?; How Do I Do It?; The Strategy in Action; Tips for Working within Other Disciplines; Strategy 7. Selecting, Assessing, and Scaffolding Complex Texts; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 8. Prioritizing Vocabulary for Instruction; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 9. Reviewing Common Assessments"]
[{"$nulls":4},"What Is It?How Do I Do It?; The Strategy in Action; Strategy 10. Developing Discussion Protocols; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 11. Facilitating Teacher Inquiry into the Disciplines; What Is It?; How Do I Do It?; The Strategy in Action; Part VI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy Instruction; Strategy 12. Creating Essential Questions; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 13. Developing Questions with Objectives; What Is It?; How Do I Do It?; The Strategy in Action"]
[{"$nulls":4},"Tips for Working within Other Disciplines"]
[null,null,null,"Sommario/riassunto","Today's standards challenge middle and high school teachers to teach their content deeply and meaningfully. This book provides an innovative coaching model for helping science, social studies, and English language arts teachers promote the reading, writing, listening, speaking, and thinking skills needed for high-level work in each discipline. Seventeen specific strategies are presented for large-group, small-group, and individual coaching, including step-by-step instructions and implementation tips. Profiles of highly effective disciplinary literacy coaches illustrate the nuts and bolts of th"]