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12th-grade reading and mathematics 2005 : National Assessment of Educational Progress
| 12th-grade reading and mathematics 2005 : National Assessment of Educational Progress |
| Pubbl/distr/stampa | Washington, D.C. : , : National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, , 2007 |
| Descrizione fisica | 24 pages : digital, PDF file |
| Collana | The nation's report card |
| Soggetto topico |
High school seniors - Reading - United States - Evaluation
High school seniors - United States - Mathematics - Evaluation Reading (Secondary) - United States Mathematics - Study and teaching (Secondary) Educational tests and measurements - United States Twelfth grade (Education) - United States - Evaluation Academic achievement - Standards - United States |
| Soggetto genere / forma | Statistics. |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | 12th-grade reading and mathematics 2005 |
| Record Nr. | UNINA-9910696155903321 |
| Washington, D.C. : , : National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, , 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others]
| Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others] |
| Autore | Elish-Piper Laurie |
| Pubbl/distr/stampa | New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 428.00712 |
| Soggetto topico |
Language arts teachers - In-service training - United States
Language arts (Middle school) - United States Language arts (Secondary) - United States Language arts - Correlation with content subjects - United States Content area reading - United States Reading (Middle school) - United States Reading (Secondary) - United States |
| ISBN |
1-4625-2439-7
1-4625-2441-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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
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? 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 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 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 Tips for Working within Other Disciplines |
| Record Nr. | UNINA-9910797935303321 |
Elish-Piper Laurie
|
||
| New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others]
| Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others] |
| Autore | Elish-Piper Laurie |
| Pubbl/distr/stampa | New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 428.00712 |
| Soggetto topico |
Language arts teachers - In-service training - United States
Language arts (Middle school) - United States Language arts (Secondary) - United States Language arts - Correlation with content subjects - United States Content area reading - United States Reading (Middle school) - United States Reading (Secondary) - United States |
| ISBN |
1-4625-2439-7
1-4625-2441-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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
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? 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 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 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 Tips for Working within Other Disciplines |
| Record Nr. | UNINA-9910826113003321 |
|
Elish-Piper Laurie
|
||
| New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others]
| Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others] |
| Pubbl/distr/stampa | New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 428.00712 |
| Soggetto topico |
Language arts teachers - In-service training - United States
Language arts (Middle school) - United States Language arts (Secondary) - United States Language arts - Correlation with content subjects - United States Content area reading - United States Reading (Middle school) - United States Reading (Secondary) - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4625-2441-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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
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? 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 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 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 Tips for Working within Other Disciplines |
| Record Nr. | UNINA-9910460365903321 |
| New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Engaging adolescents in reading / / John T. Guthrie, editor ; cover designer, Rose Storey
| Engaging adolescents in reading / / John T. Guthrie, editor ; cover designer, Rose Storey |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (208 p.) |
| Disciplina | 428.40712 |
| Soggetto topico |
Reading (Secondary) - United States
Reading (Middle school) - United States Motivation in education - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-9484-4
1-4522-9798-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Editor""; ""About the Contributors""; ""Chapter 1 - Reading Motivation and Engagement in Middle and High School: Appraisal and Intervention""; ""Dilemmas of Students� Motivation and Engagement in School Reading""; ""Challenge: Teacher Support for Motivation and Engagement""; ""Meaning is Motivating: Classroom Goal Structures""; ""Control and Choice: Supporting Self-Directed Reading""; ""Reading is Social: Bringing Peer Interaction to the Text""; ""Self-Efficacy: Building Confident Readers""
""Interest in Reading: Potency of Relevance""""Struggling Readers: Boosting Motivation in Low Achievers""; ""Merging Engagement Support into Structured Classroom Management""; ""Next Steps: Transforming Classrooms and Schools""; ""Chapter 2 - Meaning is Motivating: Classroom Goal Structures""; ""Providing Mastery Goals""; ""Making Tasks Relevant""; ""Using Hands-on Activities""; ""Mastery Versus Performance Motivation: Theory and Research""; ""Transforming Text to Meaning""; ""Scaffolding Mastery Motivation""; ""Providing Reteach Opportunities""; ""Rewarding Effort Over Performance"" ""Chapter 3 - Control and Choice: Supporting Self-Directed Reading""""Providing Control and Choice in Instruction""; ""Overview of Instructional Practices""; ""Ownership of Text""; ""Options for How to Learn from Text""; ""Input into Curriculum""; ""Student Self-Direction and Shared Control: Theory and Research""; ""Self-Selection of Knowledge Displays""; ""Voice in Standards for Evaluating""; ""Inquiry Projects""; ""Scaffolding Control and Choice for Diverse Students""; ""Order in the Classroom!""; ""Roles for Administrators"" ""Chapter 4 - Reading is Social: Bringing Peer Interaction to the Text""""Open Discussions""; ""Student-Led Discussions""; ""Collaborative Reasoning""; ""Why Social Interaction? Research and Theory""; ""Arranging Partnerships""; ""Socially Constructing Class Management""; ""Scaffolding Social Motivation Over Time""; ""Chapter 5 - Self-Efficacy: Building Confident Readers""; ""Recognizing the Gap""; ""Matching Text to Students""; ""How Self-Efficacy Develops in a Classroom: Theory and Research""; ""Establishing Initial Confidence""; ""Setting Realistic Goals""; ""Assuring Enabling Skills"" ""Chapter 6 - Interest in Reading: Potency of Relevance""""Rationale for Relevance""; ""Real-World Connection""; ""Personalizing with Questioning""; ""Extending Intrinsic Interests""; ""How Relevance Works: Theory and Evidence""; ""Self-Expression""; ""Puzzling""; ""Chapter 7 - Growing Motivation: How Students Develop""; ""Context Counts""; ""Situated Motivation is Significant""; ""Motives Move from Outside to Inside""; ""Internal Motivation Drives Achievement""; ""General Motivation is Stable""; ""Global Internal Motivation Declines Across Time""; ""Cause and Effect?"" ""Chapter 8 - Struggling Readers: Boosting Motivation in Low Achievers"" |
| Record Nr. | UNINA-9910481040403321 |
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Engaging adolescents in reading / / John T. Guthrie, editor ; cover designer, Rose Storey
| Engaging adolescents in reading / / John T. Guthrie, editor ; cover designer, Rose Storey |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (208 p.) |
| Disciplina | 428.40712 |
| Soggetto topico |
Reading (Secondary) - United States
Reading (Middle school) - United States Motivation in education - United States |
| ISBN |
1-4522-9484-4
1-4522-9798-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Editor""; ""About the Contributors""; ""Chapter 1 - Reading Motivation and Engagement in Middle and High School: Appraisal and Intervention""; ""Dilemmas of Students� Motivation and Engagement in School Reading""; ""Challenge: Teacher Support for Motivation and Engagement""; ""Meaning is Motivating: Classroom Goal Structures""; ""Control and Choice: Supporting Self-Directed Reading""; ""Reading is Social: Bringing Peer Interaction to the Text""; ""Self-Efficacy: Building Confident Readers""
""Interest in Reading: Potency of Relevance""""Struggling Readers: Boosting Motivation in Low Achievers""; ""Merging Engagement Support into Structured Classroom Management""; ""Next Steps: Transforming Classrooms and Schools""; ""Chapter 2 - Meaning is Motivating: Classroom Goal Structures""; ""Providing Mastery Goals""; ""Making Tasks Relevant""; ""Using Hands-on Activities""; ""Mastery Versus Performance Motivation: Theory and Research""; ""Transforming Text to Meaning""; ""Scaffolding Mastery Motivation""; ""Providing Reteach Opportunities""; ""Rewarding Effort Over Performance"" ""Chapter 3 - Control and Choice: Supporting Self-Directed Reading""""Providing Control and Choice in Instruction""; ""Overview of Instructional Practices""; ""Ownership of Text""; ""Options for How to Learn from Text""; ""Input into Curriculum""; ""Student Self-Direction and Shared Control: Theory and Research""; ""Self-Selection of Knowledge Displays""; ""Voice in Standards for Evaluating""; ""Inquiry Projects""; ""Scaffolding Control and Choice for Diverse Students""; ""Order in the Classroom!""; ""Roles for Administrators"" ""Chapter 4 - Reading is Social: Bringing Peer Interaction to the Text""""Open Discussions""; ""Student-Led Discussions""; ""Collaborative Reasoning""; ""Why Social Interaction? Research and Theory""; ""Arranging Partnerships""; ""Socially Constructing Class Management""; ""Scaffolding Social Motivation Over Time""; ""Chapter 5 - Self-Efficacy: Building Confident Readers""; ""Recognizing the Gap""; ""Matching Text to Students""; ""How Self-Efficacy Develops in a Classroom: Theory and Research""; ""Establishing Initial Confidence""; ""Setting Realistic Goals""; ""Assuring Enabling Skills"" ""Chapter 6 - Interest in Reading: Potency of Relevance""""Rationale for Relevance""; ""Real-World Connection""; ""Personalizing with Questioning""; ""Extending Intrinsic Interests""; ""How Relevance Works: Theory and Evidence""; ""Self-Expression""; ""Puzzling""; ""Chapter 7 - Growing Motivation: How Students Develop""; ""Context Counts""; ""Situated Motivation is Significant""; ""Motives Move from Outside to Inside""; ""Internal Motivation Drives Achievement""; ""General Motivation is Stable""; ""Global Internal Motivation Declines Across Time""; ""Cause and Effect?"" ""Chapter 8 - Struggling Readers: Boosting Motivation in Low Achievers"" |
| Record Nr. | UNINA-9910797317103321 |
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Engaging adolescents in reading / / John T. Guthrie, editor ; cover designer, Rose Storey
| Engaging adolescents in reading / / John T. Guthrie, editor ; cover designer, Rose Storey |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (208 p.) |
| Disciplina | 428.40712 |
| Soggetto topico |
Reading (Secondary) - United States
Reading (Middle school) - United States Motivation in education - United States |
| ISBN |
1-4522-9484-4
1-4522-9798-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Editor""; ""About the Contributors""; ""Chapter 1 - Reading Motivation and Engagement in Middle and High School: Appraisal and Intervention""; ""Dilemmas of Students� Motivation and Engagement in School Reading""; ""Challenge: Teacher Support for Motivation and Engagement""; ""Meaning is Motivating: Classroom Goal Structures""; ""Control and Choice: Supporting Self-Directed Reading""; ""Reading is Social: Bringing Peer Interaction to the Text""; ""Self-Efficacy: Building Confident Readers""
""Interest in Reading: Potency of Relevance""""Struggling Readers: Boosting Motivation in Low Achievers""; ""Merging Engagement Support into Structured Classroom Management""; ""Next Steps: Transforming Classrooms and Schools""; ""Chapter 2 - Meaning is Motivating: Classroom Goal Structures""; ""Providing Mastery Goals""; ""Making Tasks Relevant""; ""Using Hands-on Activities""; ""Mastery Versus Performance Motivation: Theory and Research""; ""Transforming Text to Meaning""; ""Scaffolding Mastery Motivation""; ""Providing Reteach Opportunities""; ""Rewarding Effort Over Performance"" ""Chapter 3 - Control and Choice: Supporting Self-Directed Reading""""Providing Control and Choice in Instruction""; ""Overview of Instructional Practices""; ""Ownership of Text""; ""Options for How to Learn from Text""; ""Input into Curriculum""; ""Student Self-Direction and Shared Control: Theory and Research""; ""Self-Selection of Knowledge Displays""; ""Voice in Standards for Evaluating""; ""Inquiry Projects""; ""Scaffolding Control and Choice for Diverse Students""; ""Order in the Classroom!""; ""Roles for Administrators"" ""Chapter 4 - Reading is Social: Bringing Peer Interaction to the Text""""Open Discussions""; ""Student-Led Discussions""; ""Collaborative Reasoning""; ""Why Social Interaction? Research and Theory""; ""Arranging Partnerships""; ""Socially Constructing Class Management""; ""Scaffolding Social Motivation Over Time""; ""Chapter 5 - Self-Efficacy: Building Confident Readers""; ""Recognizing the Gap""; ""Matching Text to Students""; ""How Self-Efficacy Develops in a Classroom: Theory and Research""; ""Establishing Initial Confidence""; ""Setting Realistic Goals""; ""Assuring Enabling Skills"" ""Chapter 6 - Interest in Reading: Potency of Relevance""""Rationale for Relevance""; ""Real-World Connection""; ""Personalizing with Questioning""; ""Extending Intrinsic Interests""; ""How Relevance Works: Theory and Evidence""; ""Self-Expression""; ""Puzzling""; ""Chapter 7 - Growing Motivation: How Students Develop""; ""Context Counts""; ""Situated Motivation is Significant""; ""Motives Move from Outside to Inside""; ""Internal Motivation Drives Achievement""; ""General Motivation is Stable""; ""Global Internal Motivation Declines Across Time""; ""Cause and Effect?"" ""Chapter 8 - Struggling Readers: Boosting Motivation in Low Achievers"" |
| Record Nr. | UNINA-9910819983703321 |
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Enhanced Reading Opportunities study [[electronic resource] ] : early impact and implementation findings / / James J. Kemple ... [and others]
| The Enhanced Reading Opportunities study [[electronic resource] ] : early impact and implementation findings / / James J. Kemple ... [and others] |
| Pubbl/distr/stampa | [Washington, D.C.] : , : U.S. Dept. of Education, National Center for Education Evaluation and Regional Assistance, , 2008 |
| Descrizione fisica | xxiii, 235 pages : digital, PDF file |
| Altri autori (Persone) | KempleJames J |
| Soggetto topico |
Reading (Secondary) - United States
Reading - Remedial teaching - United States Reading comprehension - United States |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Enhanced Reading Opportunities study |
| Record Nr. | UNINA-9910696695003321 |
| [Washington, D.C.] : , : U.S. Dept. of Education, National Center for Education Evaluation and Regional Assistance, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The enhanced reading opportunities study [[electronic resource] ] : findings from the second year of implementation / / William Corrin ... [and others]
| The enhanced reading opportunities study [[electronic resource] ] : findings from the second year of implementation / / William Corrin ... [and others] |
| Pubbl/distr/stampa | [Washington, DC] : , : United States Dept. of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, , [2008] |
| Descrizione fisica | 1 online resource (xxvii, 278 pages) : illustrations |
| Altri autori (Persone) | CorrinWilliam J |
| Soggetto topico |
Reading (Secondary) - United States
Reading - Remedial teaching - United States Reading comprehension - United States |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Enhanced reading opportunities study |
| Record Nr. | UNINA-9910698156503321 |
| [Washington, DC] : , : United States Dept. of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, , [2008] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Enhanced Reading Opportunities study [[electronic resource] ] : early impact and implementation findings : executive summary / / James J. Kemple ... [and others]
| The Enhanced Reading Opportunities study [[electronic resource] ] : early impact and implementation findings : executive summary / / James J. Kemple ... [and others] |
| Pubbl/distr/stampa | [Washington, D.C.] : , : U.S. Dept. of Education, National Center for Education Evaluation and Regional Assistance, , [2008] |
| Descrizione fisica | iv, 14 pages : digital, PDF file |
| Altri autori (Persone) | KempleJames J |
| Soggetto topico |
Reading (Secondary) - United States
Reading - Remedial teaching - United States Reading comprehension - United States |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Enhanced Reading Opportunities study |
| Record Nr. | UNINA-9910697454403321 |
| [Washington, D.C.] : , : U.S. Dept. of Education, National Center for Education Evaluation and Regional Assistance, , [2008] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
