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Helping students make sense of the world using next generation science and engineering practices / / Christina Schwarz, Cindy Passmore, Brian Reiser, [editors]
| Helping students make sense of the world using next generation science and engineering practices / / Christina Schwarz, Cindy Passmore, Brian Reiser, [editors] |
| Autore | Schwarz Christina |
| Pubbl/distr/stampa | Arlington, Virginia : , : NSTA Press, National Science Teachers Association, , [2017] |
| Descrizione fisica | 1 online resource (x, 381 pages) : illustrations |
| Disciplina | 507.1/2 |
| Collana | Gale eBooks |
| Soggetto topico |
Mathematics - Study and teaching
Science - Study and teaching Logic, Symbolic and mathematical - Study and teaching Curriculum-based assessment Curriculum evaluation |
| ISBN | 1-941316-95-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover -- Title Page -- Half Title -- Copyright -- Contents -- About the Editors -- Contributors -- Section 1: The Big Picture-Why Science and Engineering Practices, and What Do They Mean for Us in the Classroom? -- Chapter 1: Moving Beyond "Knowing About" Science to Making Sense of the World-Christina V. Schwarz, Cynthia Passmore, and Brian J. Reiser -- Chapter 2: The Framework, the NGSS, and the Practices of Science-Jonathan Osborne and Helen Quinn -- Chapter 3: Toward More Equitable Learning in Science Expanding Relationships Among Students, Teachers, and Science Practices -Megan Bang, Bryan Brown, Angela Calabrese Barton, Ann Rosebery, and Beth Warren -- Chapter 4: Role of Practices in Scientific Literacy-Beth A. Covitt, Jenny M. Dauer, and Charles W. Anderson -- Section 2: What Do the Practices Look Like in Classrooms?-Unpacking Each Practice -- Chapter 5: Asking Questions-Brian J. Reiser, Lisa Brody, Michael Novak, Keetra Tipton, and Leeann (Sutherland) Adams -- Chapter 6: Developing and Using Models-Cynthia Passmore, Christina V. Schwarz, and Jocelyn Mankowski -- Chapter 7: Planning and Carrying Out Investigations-Mark Windschitl -- Chapter 8: Analyzing and Interpreting Data-Ann E. Rivet and Jenny Ingber -- Chapter 9: Using Mathematics and Computational Thinking-Michelle Hoda Wilkerson and Michelle Fenwick -- Chapter 10: Constructing Explanations-Katherine L. Mcneill, Leema K. Berland, and Pamela Pelletier -- Chapter 11: Engaging in Argument From Evidence-Leema K. Berland, Katherine L. Mcneill, Pamela Pelletier, and Joseph Krajcik -- Chapter 12: Obtaining, Evaluating, and Communicating Information-Leah A. Bricker, Philip Bell, Katie Van Horne, and Tiffany L. Clark -- Chapter 13: Engineering Practices-Christine M. Cunningham -- Section 3: How Can We Teach Using the Practices?.
Chapter 14: From Recitation to Reasoning Supporting Scientific and Engineering Practices Through Talk-Sarah Michaels and Catherine O'Connor -- Chapter 15: Putting It All Together Two Examples of Teaching With the NGSS-Mark Windschitl, Carolyn Colley, and Bethany Sjoberg -- Chapter 16: Summary and Conclusions-Christina V. Schwarz, Cynthia Passmore, and Brian J. Reiser -- Index -- Back Cover. |
| Record Nr. | UNINA-9910163895103321 |
Schwarz Christina
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| Arlington, Virginia : , : NSTA Press, National Science Teachers Association, , [2017] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A measure of success [[electronic resource] ] : the influence of curriculum-based measurement on education / / Christine A. Espin ... [et al.], editors
| A measure of success [[electronic resource] ] : the influence of curriculum-based measurement on education / / Christine A. Espin ... [et al.], editors |
| Pubbl/distr/stampa | Minneapolis, : University of Minnesota Press, c2012 |
| Descrizione fisica | 1 online resource (407 p.) |
| Disciplina | 371.26/4 |
| Altri autori (Persone) | EspinChristine |
| Soggetto topico | Curriculum-based assessment |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4529-4763-5
0-8166-8174-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Abbreviations; Introduction; 1. Curriculum-Based Measurement: The Paradigm, History, and Legacy; I. Contributions to Educational Policy and Practice; 2. A Review of Deno and Mirkin's Special Education Resource Teacher (SERT) Model: An Early Effort to Reconcile the Right to Social Integration with a Need for Effective Instruction; 3. Using Curriculum-Based Measurement to Develop Educationally Meaningful and Legally Sound Individualized Education Programs (IEPs); 4. When the "Emerging Alternative" Becomes the Standard; II. School-Based and District-Wide Applications
5. School-and District-Wide Implementation of Curriculum-Based Measurement in the Minneapolis Public Schools6. Implementing Data-Based Program Modification Big Ideas; 7. The Contribution of Curriculum-Based Measurement to Response to Intervention: Research, Policy, and School Practice; III. Applications in Elementary Education; 8. How Curriculum-Based Measures Help Us Detect Word Recognition Problems in First Graders; 9. How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty 10. Technological Applications of Curriculum-Based Measurement in Elementary Settings: Curriculum-Based Measurement in the Digital Age IV. Applications in Secondary Education; 11. Big Ideas and Core Values: The Influence of Stanley Deno's Work on Secondary Mathematics Progress Monitoring; 12. They're Getting Older . . . but Are They Getting Better? The Influence of Curriculum-Based Measurement on Programming for Secondary-School Students with Learning Disabilities; V. Applications in General Education Settings 13. Curriculum-Based Measurement at Larue Elementary: They Said It Couldn't Be Done! 14. Curriculum-Based Measurement Progress Monitoring and the Health of General Education; VI. Applications for Special School Populations; 15. Curriculum-Based Measurement and English Language Learners: District-Wide Academic Norms for Special Education Eligibility; 16. A Tribute to Stanley Deno: Curriculum-Based Measurement for English Learners in First Grade; 17. Extending Curriculum-Based Measurement to Assess Performance of Students with Significant Cognitive Disabilities VII. Applications in State Assessments of Schools 18. How Curriculum-Based Measurement Progress Monitoring Contributes to the Alignment of Instruction and State-Adopted Standards and Assessments; 19. Curriculum-Based Measures: Application with State Assessments; 20. Curriculum-Based Measurement, Progress Monitoring, and State Assessments; VIII. Uses for Teacher Development; 21. Stanley Deno's Contributions to Teacher Education Scholarship and Practice; 22. The Impact of Curriculum-Based Measurement on Teacher Practice; IX. Uses in Psychology and School Psychology 23. Data-Based Program Modification and the Launching of Careers |
| Record Nr. | UNINA-9910462288203321 |
| Minneapolis, : University of Minnesota Press, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A measure of success [[electronic resource] ] : the influence of curriculum-based measurement on education / / Christine A. Espin ... [et al.], editors
| A measure of success [[electronic resource] ] : the influence of curriculum-based measurement on education / / Christine A. Espin ... [et al.], editors |
| Pubbl/distr/stampa | Minneapolis, : University of Minnesota Press, c2012 |
| Descrizione fisica | 1 online resource (407 p.) |
| Disciplina | 371.26/4 |
| Altri autori (Persone) | EspinChristine |
| Soggetto topico | Curriculum-based assessment |
| ISBN |
1-4529-4763-5
0-8166-8174-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Abbreviations; Introduction; 1. Curriculum-Based Measurement: The Paradigm, History, and Legacy; I. Contributions to Educational Policy and Practice; 2. A Review of Deno and Mirkin's Special Education Resource Teacher (SERT) Model: An Early Effort to Reconcile the Right to Social Integration with a Need for Effective Instruction; 3. Using Curriculum-Based Measurement to Develop Educationally Meaningful and Legally Sound Individualized Education Programs (IEPs); 4. When the "Emerging Alternative" Becomes the Standard; II. School-Based and District-Wide Applications
5. School-and District-Wide Implementation of Curriculum-Based Measurement in the Minneapolis Public Schools6. Implementing Data-Based Program Modification Big Ideas; 7. The Contribution of Curriculum-Based Measurement to Response to Intervention: Research, Policy, and School Practice; III. Applications in Elementary Education; 8. How Curriculum-Based Measures Help Us Detect Word Recognition Problems in First Graders; 9. How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty 10. Technological Applications of Curriculum-Based Measurement in Elementary Settings: Curriculum-Based Measurement in the Digital Age IV. Applications in Secondary Education; 11. Big Ideas and Core Values: The Influence of Stanley Deno's Work on Secondary Mathematics Progress Monitoring; 12. They're Getting Older . . . but Are They Getting Better? The Influence of Curriculum-Based Measurement on Programming for Secondary-School Students with Learning Disabilities; V. Applications in General Education Settings 13. Curriculum-Based Measurement at Larue Elementary: They Said It Couldn't Be Done! 14. Curriculum-Based Measurement Progress Monitoring and the Health of General Education; VI. Applications for Special School Populations; 15. Curriculum-Based Measurement and English Language Learners: District-Wide Academic Norms for Special Education Eligibility; 16. A Tribute to Stanley Deno: Curriculum-Based Measurement for English Learners in First Grade; 17. Extending Curriculum-Based Measurement to Assess Performance of Students with Significant Cognitive Disabilities VII. Applications in State Assessments of Schools 18. How Curriculum-Based Measurement Progress Monitoring Contributes to the Alignment of Instruction and State-Adopted Standards and Assessments; 19. Curriculum-Based Measures: Application with State Assessments; 20. Curriculum-Based Measurement, Progress Monitoring, and State Assessments; VIII. Uses for Teacher Development; 21. Stanley Deno's Contributions to Teacher Education Scholarship and Practice; 22. The Impact of Curriculum-Based Measurement on Teacher Practice; IX. Uses in Psychology and School Psychology 23. Data-Based Program Modification and the Launching of Careers |
| Record Nr. | UNINA-9910785967003321 |
| Minneapolis, : University of Minnesota Press, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A measure of success : the influence of curriculum-based measurement on education / / Christine A. Espin ... [et al.], editors
| A measure of success : the influence of curriculum-based measurement on education / / Christine A. Espin ... [et al.], editors |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Minneapolis, : University of Minnesota Press, c2012 |
| Descrizione fisica | 1 online resource (407 p.) |
| Disciplina | 371.26/4 |
| Altri autori (Persone) | EspinChristine |
| Soggetto topico | Curriculum-based assessment |
| ISBN |
1-4529-4763-5
0-8166-8174-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Abbreviations; Introduction; 1. Curriculum-Based Measurement: The Paradigm, History, and Legacy; I. Contributions to Educational Policy and Practice; 2. A Review of Deno and Mirkin's Special Education Resource Teacher (SERT) Model: An Early Effort to Reconcile the Right to Social Integration with a Need for Effective Instruction; 3. Using Curriculum-Based Measurement to Develop Educationally Meaningful and Legally Sound Individualized Education Programs (IEPs); 4. When the "Emerging Alternative" Becomes the Standard; II. School-Based and District-Wide Applications
5. School-and District-Wide Implementation of Curriculum-Based Measurement in the Minneapolis Public Schools6. Implementing Data-Based Program Modification Big Ideas; 7. The Contribution of Curriculum-Based Measurement to Response to Intervention: Research, Policy, and School Practice; III. Applications in Elementary Education; 8. How Curriculum-Based Measures Help Us Detect Word Recognition Problems in First Graders; 9. How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty 10. Technological Applications of Curriculum-Based Measurement in Elementary Settings: Curriculum-Based Measurement in the Digital Age IV. Applications in Secondary Education; 11. Big Ideas and Core Values: The Influence of Stanley Deno's Work on Secondary Mathematics Progress Monitoring; 12. They're Getting Older . . . but Are They Getting Better? The Influence of Curriculum-Based Measurement on Programming for Secondary-School Students with Learning Disabilities; V. Applications in General Education Settings 13. Curriculum-Based Measurement at Larue Elementary: They Said It Couldn't Be Done! 14. Curriculum-Based Measurement Progress Monitoring and the Health of General Education; VI. Applications for Special School Populations; 15. Curriculum-Based Measurement and English Language Learners: District-Wide Academic Norms for Special Education Eligibility; 16. A Tribute to Stanley Deno: Curriculum-Based Measurement for English Learners in First Grade; 17. Extending Curriculum-Based Measurement to Assess Performance of Students with Significant Cognitive Disabilities VII. Applications in State Assessments of Schools 18. How Curriculum-Based Measurement Progress Monitoring Contributes to the Alignment of Instruction and State-Adopted Standards and Assessments; 19. Curriculum-Based Measures: Application with State Assessments; 20. Curriculum-Based Measurement, Progress Monitoring, and State Assessments; VIII. Uses for Teacher Development; 21. Stanley Deno's Contributions to Teacher Education Scholarship and Practice; 22. The Impact of Curriculum-Based Measurement on Teacher Practice; IX. Uses in Psychology and School Psychology 23. Data-Based Program Modification and the Launching of Careers |
| Record Nr. | UNINA-9910808132203321 |
| Minneapolis, : University of Minnesota Press, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Modeling and Measuring Competencies in Higher Education : Approaches to Challenges in Higher Education Policy and Practice / / by Olga Zlatkin-Troitschanskaia, Hans Anand Pant, Corinna Lautenbach, Dimitar Molerov, Miriam Toepper, Sebastian Brückner
| Modeling and Measuring Competencies in Higher Education : Approaches to Challenges in Higher Education Policy and Practice / / by Olga Zlatkin-Troitschanskaia, Hans Anand Pant, Corinna Lautenbach, Dimitar Molerov, Miriam Toepper, Sebastian Brückner |
| Autore | Zlatkin-Troitschanskaia Olga |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2017 |
| Descrizione fisica | 1 online resource (127 pages) : color illustrations |
| Disciplina | 371.26 |
| Soggetto topico |
Higher education
Curriculum-based assessment Higher Education Assessment, Testing and Evaluation |
| ISBN | 3-658-15486-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Competency Orientation in Higher Education -- An Overview of Assessment Practices -- Modeling and Measuring Competencies in Germany: The KoKoHos Program -- Demands in Higher Education: Results of the Kohos Projects -- Development Perspectives for Higher Education Research and Practice -- Conclusion and Outlook. |
| Record Nr. | UNINA-9910279574303321 |
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Zlatkin-Troitschanskaia Olga
|
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| Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
