100 commonly asked questions in math class : answers that promote mathematical understanding . Grades 6-12 / / Alfred S. Posamentier [and five others] |
Autore | Posamentier Alfred S. |
Pubbl/distr/stampa | Thousand Oaks : , : Corwin, , [2013] |
Descrizione fisica | 1 online resource (233 p.) |
Disciplina | 510.71/2 |
Soggetto topico |
Mathematics - Study and teaching (Secondary)
Mathematics - Study and teaching (Middle school) Mathematics |
Soggetto genere / forma | Electronic books. |
ISBN |
1-4833-3399-X
1-4833-3283-7 1-4833-8787-9 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | 100 COMMONLY ASKED QUESTIONS IN MATH CLASS-FRONT COVER; 100 COMMONLY ASKED QUESTIONS IN MATH CLASS; CONTENTS; ABOUT THE AUTHORS; INTRODUCTION; CHAPTER 1: GENERAL QUESTIONS; CHAPTER 2: ARITHMETIC QUESTIONS; CHAPTER 3: ALGEBRA QUESTIONS; CHAPTER 4: GEOMETRY QUESTIONS; CHAPTER 5: PROBABILITY QUESTIONS; INDEX |
Altri titoli varianti |
One hundred commonly asked questions in math class
Hundred commonly asked questions in math class |
Record Nr. | UNINA-9910480197703321 |
Posamentier Alfred S. | ||
Thousand Oaks : , : Corwin, , [2013] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
School discipline, classroom management, and student self-management [[electronic resource] ] : a PBSS implementation guide / / Howard M. Knoff ; foreword by Raymond J. McNulty |
Autore | Knoff Howard M |
Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2012 |
Descrizione fisica | 1 online resource (321 p.) |
Disciplina | 371.2 |
Soggetto topico |
School discipline - United States
Classroom management - United States Community and school - United States |
Soggetto genere / forma | Electronic books. |
ISBN |
1-4522-8354-0
1-4522-7956-X 1-4833-8751-8 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
COVER; SCHOOL DISCIPLINE, CLASSROOM MANAGEMENT, & STUDENT SELF-MANAGEMENT; CONTENTS; FOREWORD; PREFACE AND ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHOR; CHAPTER 1: INTEGRATING A SCHOOLWIDE POSITIVE BEHAVIORAL SUPPORT SYSTEM (PBSS) BLUEPRINT INTO AN EFFECTIVE SCHOOLS PROCESS; Introduction; Student Competency and Self-Management Defined; How a PBSS Fits into an Effective School; The Underlying Science and Six Components of the Evidence-Based PBSS Blueprint; The Three Tiers within the PBSS Blueprint; Summary; CHAPTER 2: SCHOOL READINESS AND THE STEPS FOR PBSS IMPLEMENTATION
IntroductionGoals of a Schoolwide Positive Behavioral Support System; A Four-Year PBSS Implementation Blueprint; The Planning Year:Pre-Implementation Year 1; Implementation Year 1; Implementation Year 2; Implementation Year 2 Activities; Implementation Year 3; Implementation Year 3 Activities; Summary; CHAPTER 3: THE SCHOOL DISCIPLINE/ PBSS AND OTHER COMMITTEES: EFFECTIVE TEAM AND GROUP FUNCTIONING; Introduction; Using the Effective Schools Blueprint to Organize a School's Committee Structure; Characteristics of Effective Committees; The Committee Mission, Role, and Function Document The Most Typical School Discipline/PBSS Committee Activities and their Infusion into Grade-Level or Instructional Team ActivitiesSummary; Appendix 3.1; Appendix 3.2; Primary Building-Level SPRINT Team Goals, Objectives, and Outcomes; Year-at-a-Glance Agenda for the Monthly SPRINT Team Meetings; CHAPTER 4: BEHAVIORAL ACCOUNTABILITY, STUDENT MOTIVATION, AND STAFF CONSISTENCY; Introduction; The Components within The Behavioral Matrix; Developing The Behavioral Matrix; Preplanning: At The School Discipline/PBSS Committee; Phase 1: At the Grade-Level Teams Phase 2: At the School Discipline/PBSS CommitteePhase 3: At the Grade-Level Teams; Phase 4: At the School Discipline/PBSS Committee; Phase 5: With the Entire School Faculty; Phase 6: With All Faculty and Students; Summary; Note; CHAPTER 5: TEACHING SOCIAL, EMOTIONAL, AND BEHAVIORAL SKILLS; Introduction; The Importance of Social, Emotional, and Behavioral Skills Instruction: Revisited; The Scientific Criteria of an Effective Social, Emotional, and Behavioral Skills Program; Applying The Scientific Criteria Using the Stop & Think Social Skills Program A Brief Review of Some Notable Social, Emotional, and Behavioral Skills ProgramsSelecting a Skills Program At The District Level; Summary; Note; CHAPTER 6: SCHOOL SAFETY AND CRISIS PREVENTION, INTERVENTION, AND RESPONSE; Introduction; The Five Setting-Specific Common School Domains: Prevention; The Five Setting-Specific Common School Domains: Problem Solving; Crisis Management and Emergency Operations Plans and Processes; Summary; CHAPTER 7: TEASING, TAUNTING, BULLYING, HARASSMENT, HAZING, AND PHYSICAL AGGRESSION; Introduction; Bullying: Definitions, Impacts, and Approaches The Special Situation Domains for Teasing, Taunting, Bullying, Harassment, Hazing, and Physical Aggression |
Record Nr. | UNINA-9910480645103321 |
Knoff Howard M | ||
Thousand Oaks, Calif., : Corwin, c2012 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|