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Creative learning for inclusion : creative approaches to meet special needs in the classroom / / edited by Edward Sellman
| Creative learning for inclusion : creative approaches to meet special needs in the classroom / / edited by Edward Sellman |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (109 p.) |
| Disciplina | 371.9/046 |
| Altri autori (Persone) | SellmanEdward |
| Collana | Creative teaching/creative schools |
| Soggetto topico |
Children with disabilities - Education
Creative ability - Study and teaching Creative teaching Inclusive education |
| ISBN |
1-136-73409-0
1-283-46092-0 9786613460929 1-136-73410-4 0-203-81814-8 |
| Classificazione | EDU000000EDU010000EDU025000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Creative Learningfor Inclusion; Copyright Page; Contents; Acknowledgements; About the editor; Image acknowledgements; Acronyms; 1. Series introduction: Pat Thomson and Julian Sefton-Green; 2. Creative approaches to inclusion: Edward Sellman; 3. Creative school organisation and curriculum: Rachel Ireland, Darlington Education Village; 4. Fostering creativity in the early years: Alex Hallowes and Andrew Shimmin, McMillan Children's Centre and Nursery School, Hull; 5. Working with creativepartnerships: Mike Scott, Brays Special School, Birmingham
6. Making learning visible: Wendy Johnson and Andy Sloan, Rosehill Special School, Nottingham7. Engaging Deaf students through ICT: Soren Hawes, Danuta Wdziekonska-Piwko, Katie Martin, Jane Thomas and Jon Nicholls, the Deaf Support Centre at Thomas Tallis School, London; 8. Creative approaches to promoting voice: Mary Kirby and David Stewart, Oak Field Special School, Nottingham; Index |
| Record Nr. | UNINA-9910790445203321 |
| Abingdon, Oxon : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creative learning for inclusion : creative approaches to meet special needs in the classroom / / edited by Edward Sellman
| Creative learning for inclusion : creative approaches to meet special needs in the classroom / / edited by Edward Sellman |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; New York, NY, : Routledge, 2012 |
| Descrizione fisica | 1 online resource (109 p.) |
| Disciplina | 371.9/046 |
| Altri autori (Persone) | SellmanEdward |
| Collana | Creative teaching/creative schools |
| Soggetto topico |
Children with disabilities - Education
Creative ability - Study and teaching Creative teaching Inclusive education |
| ISBN |
1-136-73409-0
1-283-46092-0 9786613460929 1-136-73410-4 0-203-81814-8 |
| Classificazione | EDU000000EDU010000EDU025000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Creative Learningfor Inclusion; Copyright Page; Contents; Acknowledgements; About the editor; Image acknowledgements; Acronyms; 1. Series introduction: Pat Thomson and Julian Sefton-Green; 2. Creative approaches to inclusion: Edward Sellman; 3. Creative school organisation and curriculum: Rachel Ireland, Darlington Education Village; 4. Fostering creativity in the early years: Alex Hallowes and Andrew Shimmin, McMillan Children's Centre and Nursery School, Hull; 5. Working with creativepartnerships: Mike Scott, Brays Special School, Birmingham
6. Making learning visible: Wendy Johnson and Andy Sloan, Rosehill Special School, Nottingham7. Engaging Deaf students through ICT: Soren Hawes, Danuta Wdziekonska-Piwko, Katie Martin, Jane Thomas and Jon Nicholls, the Deaf Support Centre at Thomas Tallis School, London; 8. Creative approaches to promoting voice: Mary Kirby and David Stewart, Oak Field Special School, Nottingham; Index |
| Record Nr. | UNINA-9910953766303321 |
| London ; ; New York, NY, : Routledge, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Encouraging learning : how you can help children learn / / James Nottingham
| Encouraging learning : how you can help children learn / / James Nottingham |
| Autore | Nottingham James. |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (210 p.) |
| Disciplina | 370.15/4 |
| Soggetto topico | Motivation in education |
| ISBN |
1-136-76311-2
1-136-76304-X 0-203-55907-X |
| Classificazione | EDU000000EDU010000EDU025000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Foreword; 1. Learning how to learn; What's the point of education?; A.S.K; Attitudes for learning; Skills for learning; Knowledge for learning; Top tips for learning how to learn; Further evidence; Further reading and viewing; Questionnaire; 2. How talented are your children?; Introduction; Does ability come from nature or nurture?; Intelligence testing; What's the right way to group children?; Effect size; Top tips for developing talents; Further reading; 3. Don't call them gifted!; Introduction
Fixed and growth mindsetsA connection between mindset and praise; What's wrong with gifts?; My child really is a genius; The mindset of boys vs. girls; Is my child top of the class?; A cautionary note about effort; Growth mindset and school grades; A final story about praise; Top tips for praise; Further reading; 4. Learning to think for themselves; Introduction; Why do we need more thinking?; Thinking skills tested in exams; Flexible, insightful and productive thinking; Thinking activities with children; Top tips for thinking; Further reading; 5. Helping children to be wise; Thinking wisely Cognitive conflictConfusion leading to wisdom; Wobblers; The moral purpose of cognitive conflict; Top tips for wisdom; 6. Boost your children's self-esteem; Introduction; Self-esteem and the Learning Challenge; The Learning Pit and self-esteem; Ensuring the Learning Challenge works; The 'Eureka' moment; Strategies for climbing out of the pit; Praise and the pit; Top tips for boosting self-esteem; 7. Curiosity did not kill the cat; Introduction; Philosophy holds a key to curiosity; Philosophy for children; The basics of P4C; Putting P4C into practice The Gruffalo by Julia Donaldson and Axel SchefflerJeg Gar En Tur - A self-portrait by Lasse Gjertsen; Further reading; Notes |
| Record Nr. | UNINA-9910792179703321 |
Nottingham James.
|
||
| Abingdon, Oxon : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Encouraging learning : how you can help children learn / / James Nottingham
| Encouraging learning : how you can help children learn / / James Nottingham |
| Autore | Nottingham James |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; New York, : Routledge, 2013 |
| Descrizione fisica | 1 online resource (210 p.) |
| Disciplina | 370.15/4 |
| Soggetto topico | Motivation in education |
| ISBN |
1-136-76311-2
1-136-76304-X 0-203-55907-X |
| Classificazione | EDU000000EDU010000EDU025000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Foreword; 1. Learning how to learn; What's the point of education?; A.S.K; Attitudes for learning; Skills for learning; Knowledge for learning; Top tips for learning how to learn; Further evidence; Further reading and viewing; Questionnaire; 2. How talented are your children?; Introduction; Does ability come from nature or nurture?; Intelligence testing; What's the right way to group children?; Effect size; Top tips for developing talents; Further reading; 3. Don't call them gifted!; Introduction
Fixed and growth mindsetsA connection between mindset and praise; What's wrong with gifts?; My child really is a genius; The mindset of boys vs. girls; Is my child top of the class?; A cautionary note about effort; Growth mindset and school grades; A final story about praise; Top tips for praise; Further reading; 4. Learning to think for themselves; Introduction; Why do we need more thinking?; Thinking skills tested in exams; Flexible, insightful and productive thinking; Thinking activities with children; Top tips for thinking; Further reading; 5. Helping children to be wise; Thinking wisely Cognitive conflictConfusion leading to wisdom; Wobblers; The moral purpose of cognitive conflict; Top tips for wisdom; 6. Boost your children's self-esteem; Introduction; Self-esteem and the Learning Challenge; The Learning Pit and self-esteem; Ensuring the Learning Challenge works; The 'Eureka' moment; Strategies for climbing out of the pit; Praise and the pit; Top tips for boosting self-esteem; 7. Curiosity did not kill the cat; Introduction; Philosophy holds a key to curiosity; Philosophy for children; The basics of P4C; Putting P4C into practice The Gruffalo by Julia Donaldson and Axel SchefflerJeg Gar En Tur - A self-portrait by Lasse Gjertsen; Further reading; Notes |
| Record Nr. | UNINA-9910965611303321 |
|
Nottingham James
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||
| London ; ; New York, : Routledge, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
ICT for teaching assistants / / John Galloway and Hilary Norton
| ICT for teaching assistants / / John Galloway and Hilary Norton |
| Autore | Galloway John |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2011 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 371.33/4 |
| Altri autori (Persone) | NortonHilary |
| Soggetto topico |
Education - Great Britain - Data processing
Information technology - Great Britain Teachers' assistants - Great Britain |
| ISBN |
1-136-71799-4
1-283-44224-8 9786613442246 1-136-71800-1 0-203-81585-8 |
| Classificazione |
EDU000000EDU010000EDU025000
5,3 DN 8004 DP 2584 DP 2604 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; ICT for Teaching Assistants; Copyright; Contents; Introduction; Chpater 1: How we learn and how computers help; Chapter 2: Including all learners; Chapter 3: Using ICT in teaching and learning; Chapter 4: The scope of ICT; Chapter 5: ICT to communicate; Chapter 6: Working with data; Chapter 7: Presenting ideas; Chapter 8: Developing multimedia skills; Chapter 9: The opportunities of working online; Chapter 10: Being safe online; Chapter 11: Taking control - putting yourself in charge; Chapter 12: What is good ICT teaching?; Chapter 13: Health and safety issues
Chapter 14: Legal knowledgeChapter 15: Keeping up to date and getting qualified; Appendix 1: National Occupational Standards for Supporting Teaching and Learning in Schools; Appendix 2: NVQ for TAs; Appendix 3: Useful websites; Index |
| Record Nr. | UNINA-9910779097803321 |
|
Galloway John
|
||
| Abingdon, Oxon : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
ICT for teaching assistants / / John Galloway and Hilary Norton
| ICT for teaching assistants / / John Galloway and Hilary Norton |
| Autore | Galloway John |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Abingdon, Oxon ; ; New York, : Routledge, 2011 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 371.33/4 |
| Altri autori (Persone) | NortonHilary |
| Soggetto topico |
Education - Great Britain - Data processing
Information technology - Great Britain Teachers' assistants - Great Britain |
| ISBN |
1-136-71799-4
1-283-44224-8 9786613442246 1-136-71800-1 0-203-81585-8 |
| Classificazione |
EDU000000EDU010000EDU025000
5,3 DN 8004 DP 2584 DP 2604 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; ICT for Teaching Assistants; Copyright; Contents; Introduction; Chpater 1: How we learn and how computers help; Chapter 2: Including all learners; Chapter 3: Using ICT in teaching and learning; Chapter 4: The scope of ICT; Chapter 5: ICT to communicate; Chapter 6: Working with data; Chapter 7: Presenting ideas; Chapter 8: Developing multimedia skills; Chapter 9: The opportunities of working online; Chapter 10: Being safe online; Chapter 11: Taking control - putting yourself in charge; Chapter 12: What is good ICT teaching?; Chapter 13: Health and safety issues
Chapter 14: Legal knowledgeChapter 15: Keeping up to date and getting qualified; Appendix 1: National Occupational Standards for Supporting Teaching and Learning in Schools; Appendix 2: NVQ for TAs; Appendix 3: Useful websites; Index |
| Record Nr. | UNINA-9910965052203321 |
|
Galloway John
|
||
| Abingdon, Oxon ; ; New York, : Routledge, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The teacher's reflective practice handbook : becoming an extended professional through capturing evidence-informed practice / / Paula Zwozdiak-Myers
| The teacher's reflective practice handbook : becoming an extended professional through capturing evidence-informed practice / / Paula Zwozdiak-Myers |
| Autore | Zwozdiak-Myers Paula |
| Pubbl/distr/stampa | New York : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 371.102 |
| Soggetto topico |
Reflective teaching
Teachers - In-service training Portfolios in education |
| ISBN |
1-280-66505-X
9786613641984 0-203-11873-1 1-136-31132-7 |
| Classificazione | EDU000000EDU010000EDU025000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; The Teacher's Reflective Practice Handbook: Becoming an extended professional through capturing evidence-informed practice; Copyright; Contents; Figures; Tables; Preface; Part I Reflective practice for professional development: Framing the construct; Chapter 1 Reflective practice: Captured, framed and defined; Chapter 2 Qualitative distinctions in reflective practice; Part II Dimensions of reflective practice: Key features and processes; Chapter 3 Dimension 1: Study your own teaching for personal improvement
Chapter 4 Dimension 2: Systematically evaluate your own teaching through classroom research proceduresChapter 5 Dimension 3: Link theory with your own practice; Chapter 6 Dimension 4: Question your personal theories and beliefs; Chapter 7 Dimension 5: Consider alternative perspectives and possibilities; Chapter 8 Dimension 6: Try out new strategies and ideas; Chapter 9 Dimension 7: Maximise the learning potential of all your pupils; Chapter 10 Dimension 8: Enhance the quality of your own teaching; Chapter 11 Dimension 9: Continue to improve your own teaching Appendix A: Standards for teachersAppendix B: Criteria to determine 'outstanding' trainee teachers; References; Index |
| Record Nr. | UNINA-9910791943003321 |
|
Zwozdiak-Myers Paula
|
||
| New York : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The teacher's reflective practice handbook : becoming an extended professional through caputring evidence-informed practice / / Paula Zwozdiak-Myers
| The teacher's reflective practice handbook : becoming an extended professional through caputring evidence-informed practice / / Paula Zwozdiak-Myers |
| Autore | Zwozdiak-Myers Paula |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Abingdon, Oxon ; ; New York, NY, : Routledge, 2012 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 371.102 |
| Soggetto topico |
Reflective teaching
Teachers - In-service training Portfolios in education |
| ISBN |
9786613641984
9781280665059 128066505X 9780203118733 0203118731 9781136311321 1136311327 |
| Classificazione | EDU000000EDU010000EDU025000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; The Teacher's Reflective Practice Handbook: Becoming an extended professional through capturing evidence-informed practice; Copyright; Contents; Figures; Tables; Preface; Part I Reflective practice for professional development: Framing the construct; Chapter 1 Reflective practice: Captured, framed and defined; Chapter 2 Qualitative distinctions in reflective practice; Part II Dimensions of reflective practice: Key features and processes; Chapter 3 Dimension 1: Study your own teaching for personal improvement
Chapter 4 Dimension 2: Systematically evaluate your own teaching through classroom research proceduresChapter 5 Dimension 3: Link theory with your own practice; Chapter 6 Dimension 4: Question your personal theories and beliefs; Chapter 7 Dimension 5: Consider alternative perspectives and possibilities; Chapter 8 Dimension 6: Try out new strategies and ideas; Chapter 9 Dimension 7: Maximise the learning potential of all your pupils; Chapter 10 Dimension 8: Enhance the quality of your own teaching; Chapter 11 Dimension 9: Continue to improve your own teaching Appendix A: Standards for teachersAppendix B: Criteria to determine 'outstanding' trainee teachers; References; Index |
| Record Nr. | UNINA-9910966440703321 |
|
Zwozdiak-Myers Paula
|
||
| Abingdon, Oxon ; ; New York, NY, : Routledge, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
What if it happens in my classroom? : developing skills for expert behaviour management / / Kate Sida-Nicholls
| What if it happens in my classroom? : developing skills for expert behaviour management / / Kate Sida-Nicholls |
| Autore | Sida-Nicholls Kate |
| Pubbl/distr/stampa | Milton Park, Abingdon, Oxon ; ; New York : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.102/4 |
| Soggetto topico |
Behavior modification
Classroom management Problem children - Behavior modification School discipline |
| ISBN |
1-136-62077-X
0-429-23471-6 1-283-60572-4 9786613918178 1-136-62078-8 0-203-69494-5 |
| Classificazione | EDU000000EDU010000EDU025000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Acknowledgements; Introduction; 1 Managing the behaviour of students at the start of your lesson; Says 'Your lesson is boring'; Says 'I need to go to the toilet' in the first five minutes; Does not have the right equipment; Is late for your lesson; Gives you a letter excusing them from your lesson; Is leaning out of a window; Is listening to music; Throws items at other students; Does not work with a TA; Does not want to sit in a seating plan; Enters the room noisily; 2 Managing the behaviour of students during the main phase of your lesson
Uses your first nameFalls asleep in your lesson; Copies the work of another student; Is eating in your lesson; Refuses to do any work in your lesson; Talks while you are talking; Taps a pen while you are talking; Is texting on their phone in your lesson; Doesn't stay outside in the corridor after being sent out; Makes homophobic comments about another student; Refuses to work in a group; Swears in your lesson; Talks back to you in a lesson; Passes notes to another student; Sits in your chair; Is regularly absent from the same lesson every week 3 Managing the behaviour of students as your lesson draws to a closeHas not participated in a group presentation; Ruins another student's work; Writes graffiti on the desk; Does not hand in good quality homework; Turns off another student's computer; 4 Managing the behaviour of students as they leave your classroom; Leaves the classroom before you have dismissed the class; Leaves your room noisily with their classmates; Regularly stays behind to talk to you; 5 Managing the behaviour of students in the corridor; Is wearing incorrect uniform; Drops litter; Is play fighting in the corridor Is banging their head against the wallSays 'My friend thinks you are fit'; Index |
| Record Nr. | UNINA-9910785899203321 |
|
Sida-Nicholls Kate
|
||
| Milton Park, Abingdon, Oxon ; ; New York : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
What if it happens in my classroom? : developing skills for expert behaviour management / / Kate Sida-Nicholls
| What if it happens in my classroom? : developing skills for expert behaviour management / / Kate Sida-Nicholls |
| Autore | Sida-Nicholls Kate |
| Pubbl/distr/stampa | Milton Park, Abingdon, Oxon ; ; New York : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.102/4 |
| Soggetto topico |
Behavior modification
Classroom management Problem children - Behavior modification School discipline |
| ISBN |
1-136-62077-X
0-429-23471-6 1-283-60572-4 9786613918178 1-136-62078-8 0-203-69494-5 |
| Classificazione | EDU000000EDU010000EDU025000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Acknowledgements; Introduction; 1 Managing the behaviour of students at the start of your lesson; Says 'Your lesson is boring'; Says 'I need to go to the toilet' in the first five minutes; Does not have the right equipment; Is late for your lesson; Gives you a letter excusing them from your lesson; Is leaning out of a window; Is listening to music; Throws items at other students; Does not work with a TA; Does not want to sit in a seating plan; Enters the room noisily; 2 Managing the behaviour of students during the main phase of your lesson
Uses your first nameFalls asleep in your lesson; Copies the work of another student; Is eating in your lesson; Refuses to do any work in your lesson; Talks while you are talking; Taps a pen while you are talking; Is texting on their phone in your lesson; Doesn't stay outside in the corridor after being sent out; Makes homophobic comments about another student; Refuses to work in a group; Swears in your lesson; Talks back to you in a lesson; Passes notes to another student; Sits in your chair; Is regularly absent from the same lesson every week 3 Managing the behaviour of students as your lesson draws to a closeHas not participated in a group presentation; Ruins another student's work; Writes graffiti on the desk; Does not hand in good quality homework; Turns off another student's computer; 4 Managing the behaviour of students as they leave your classroom; Leaves the classroom before you have dismissed the class; Leaves your room noisily with their classmates; Regularly stays behind to talk to you; 5 Managing the behaviour of students in the corridor; Is wearing incorrect uniform; Drops litter; Is play fighting in the corridor Is banging their head against the wallSays 'My friend thinks you are fit'; Index |
| Record Nr. | UNINA-9910799912203321 |
|
Sida-Nicholls Kate
|
||
| Milton Park, Abingdon, Oxon ; ; New York : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
