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Books on the topic 'Curriculum implementer'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Ontario Public School Boards' Association. Curriculum Committee. OPSBA's School Boards implement the common curriculum. OPSBA, 1995.

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2

D, Haertel Geneva, Walberg Herbert J. 1937-, and Educational Resources Information Center (U.S.), eds. What do we know: Widely implemented school improvement programs. Mid-Atlantic Regional Educational Laboratory at Temple University Center for Research in Human Development and Education, 1997.

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3

United States. Office of Educational Research and Improvement. Center for Statistics., ed. Second international mathematics study: Perceptions of the intended and implemented mathematics curriculum. Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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4

Great Britain. Welsh Office. Education Department. Inspectorate. and Great Britain, eds. National Curriculum and special needs: Preparations to implement the National Curriculum for pupils with statements in special and ordinary schools, 1989-90. H.M.S.O., 1991.

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5

Grove, John Frederick. How primary schools in division ten of ILEA attempted to implement the science national curriculum. [University of Surrey], 1990.

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6

Gray, Joan. A report on factors influencing how teachers implement the new grade 8 social studies curriculum in Saskatchewan. Research Centre, Saskatchewan School Trustees Association Research Centre, 1988.

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7

Chris, Southers, and Oregon State University. School of Education., eds. Family and consumer studies curriculum for Oregon middle schools: What it is, why it is needed, how it is implemented. School of Education, College of Home Economics and Education, Oregon State University, 1996.

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8

Education, British Columbia Ministry of. Working plan #1, 1989-1999: A plan to implement Policy directions : government response to the Sullivan Royal Commission on Education. Province of British Columbia, Ministry of Education, 1989.

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9

British Columbia. Ministry of Education. Working plan #2, 1989-1999: A plan to implement Policy directions : a response to the Sullivan Royal Commission on Education. Province of British Columbia, Ministry of Education, 1990.

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10

Guy, Catherine. Is in-service teacher training in information technology (IT) adequate to equip today's teacher with the skills necessary to implement IT in the primary curriculum?. The Author], 1997.

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11

British Columbia. Ministry of Education. Working plan #3, 1990-1999: A plan to implement Policy directions, a response to the Sullivan Royal Commission on Education by the Government of British Columbia. Province of British Columbia, Ministry of Education, 1990.

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12

Vahrushina, Alina. Sustainable development in higher education: accounting, analytical and educational context. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2129775.

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The concept of sustainable development is a universally recognized paradigm of our time, and the field of higher education in this regard acts as an important environment for the implementation of international projects and national programs aimed at achieving the Sustainable Development Goals (SDGs) of the United Nations. The monograph reveals two main directions in the context of which the activities of universities in the implementation of the sustainable development agenda are implemented: accounting and analytical and scientific and educational. The results of the analysis of the formatio

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13

Council, Bolton (England) Borough, and Bolton Curriculum ICT Team, eds. The teacher friendly QCA: A practical document that aims to give teachers ideas on how to implement the QCA exemplar scheme of the work in the daily teaching of ICT across the curriculum, from Year 1 to Year 6. Bolton Metro, 2000.

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14

Perceptions of the intended and implemented mathematics curriculum. Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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15

Marshall, Marie Grace. STUDENT PERCEPTIONS OF MASTERY LEARNING STRATEGIES IMPLEMENTED IN A NURSING CURRICULUM. 1986.

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16

Implement an Integrated Academic & Vocational Education Curriculum (Integration of Academic & Vocational Curriculum Materials). Amer Assn for Vocational, 1998.

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17

Oracle10g curriculum, Oracle database 10g: Implement parallel SQL & partitioning. Sideris Courseware Corporation, 2006.

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18

Barron, Ann E., and Karen S. Ivers. The Internet and Instruction. LIBRARIES UNLIMITED, INC. and Its Division, 1998. http://dx.doi.org/10.5040/9798216187950.

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Students can explore a variety of subjects with these cross-curricular Internet activities. Designed for educators and students, this guide to telecommunications and the Internet demystifies the technology and provides relevant, feasible, and easy-to-implement ideas and activities for the classroom. Expanded coverage of Web resources and cross-curricular activities are available in this new edition. Projects (arranged by subject area), encourage students to explore the Internet and help them learn in a variety of areas. All activities are presented in reproducible format and are readily integr

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19

Moore, Robin D., Juan Agudelo, Katie Chapman, et al. Progressive Trends in Curricular Change. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0013.

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This chapter investigates the general curricular requirements of two of the most popular music degrees undertaken by undergraduates—performance and music education—in order to consider how current coursework could be reconfigured into a more student-driven, inclusive framework that reflects the dynamics and needs of modern musical careers. In looking at the core courses as well as the upper-division, more specialized courses in each particular major, we address questions such as how to streamline core courses, how to allow students to have more active roles their degree trajectories without in

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20

Crouch, Luis, and Ursula Hoadley. The Transformation of South Africa’s System of Basic Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824053.003.0002.

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As background to the rest of the book, the chapter describes and analyses the main structural transformations that took place in post-apartheid education in South Africa. The chapter provides analytical context to the rest of the book. It focuses on three key transformations: governance, school funding, and curriculum. For each, the chapter provides historical background, describes the transformation in some depth, and attempts to answer whether the transformation ‘worked’, and in what sense. The chapter concludes that some of the transformations worked, in that they were actually implemented

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21

Geher, Glenn, David Sloan Wilson, Hadassah Head, and Andrew Gallup, eds. Darwin's Roadmap to the Curriculum. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.001.0001.

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This book integrates the vast literature in the interdisciplinary field of Evolutionary Studies (EvoS), providing clear examples of how evolutionary concepts relate to all facets of life. It provides chapters dedicated to the processes associated with an EvoS education, including examples of how an interdisciplinary approach to evolutionary theory has been implemented successfully at various colleges and universities and in degree programs. Chapters outline a variety of applications to an evolution education, including improved sustainable development, medical practices, and creative and criti

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22

Dr. Kathryne Favors and Dr. John Favors. Every Teacher's Guidebook on Thematic Integrated Education: How to Plan and Implement Successful Curriculum Integration. Jonka Enterprises, 1992.

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23

Root, Alexey W. People, Places, Checkmates. ABC-CLIO, LLC, 2010. http://dx.doi.org/10.5040/9798400695995.

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Fifteen chess-enhanced lesson plans address National Council for the Social Studies standards for grades 4–8 and help prepare students to succeed in University Interscholastic League (UIL) Chess Puzzle. Implement the National Council for the Social Studies (NCSS) curriculum standards in your classroom with People, Places, Checkmates: Teaching Social Studies with Chess. In this unique volume, 15 lesson plans teach culture, history, geography, and citizenship through the history of chess and its relationship to art, civics, culture, economics, geography, government, and technology. This book wil

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24

McAllister, Lesley S. Yoga in the Music Studio. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190915001.001.0001.

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The ancient practice of yoga, which has exploded in popularity in the United States over the past two decades, has the potential to help music students learn to practice more mindfully and reach peak performance more quickly. This book explores how professional musicians and music teachers of all instruments and levels can use yoga postures (asana) and breath work (pranayama) to enhance artistry. It begins with an overview of yoga philosophy and history before delving into principles of movement, alignment, anatomy, and breath. Following a research-oriented chapter illustrating the cognitive,

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25

Jesseman, Deborah J. The Common Core in Action. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400629020.

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This book addresses Common Core State Standard curriculum resources to assist the school librarian in collaborating with classroom teachers. Librarians are being asked to understand the Common Core State Standards (CCSS) and their implications to programming and instruction, as well as to collection development planning. Using lesson plans originally published in School Library Monthly, this title builds upon them, adding many additional plans that address CCSS issues. The plans will help you implement the standards and can also be used as stepping stones to facilitate planning conversations a

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26

Cano, Lesley M. 3D Printing. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400605802.

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This beginner's guide to 3D design and printing provides librarians with lessons, tips, and instructions for integrating these technologies into the K–12 standards-based curriculum. This fascinating primer illustrates how 3D printing can be used in different curriculum areas to engage and inspire your K–12 students. You'll gain insight into the printing process and learn how to best utilize multi-dimensional equipment in your library. Written in non-technical language, the book introduces the technology, shows how to get started, and offers ideas for creating project-based learning models. Aut

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27

Moore, Robin D., ed. College Music Curricula for a New Century. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.001.0001.

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This volume considers what a more inclusive, dynamic, and socially engaged curriculum of musical study might look like in universities. Its goal is to create dialogue among faculty, administrators, and students about what the future of college music instruction should be and how to transition to new paradigms. Critiques and calls for reform have existed for decades, but few publications have offered concrete suggestions as to how things might be done differently. This book suggests new concepts or guiding principles that might be used to reconceive applied music education at the university lev

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28

Asokan, Dr N. Empowering Educators: Mastering Curriculum Decision Making. Jupiter Publications Consortium, 2024. https://doi.org/10.47715/978-93-86388-86-5.

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Curriculum Decisions Matters Effective curriculum decision making is the backbone of exceptional education. It has the power to inspire, engage, and transform students, teachers, and entire learning communities. Yet, for many educators and educational leaders, curriculum development and implementation can be a daunting and complex task. The ever-changing educational landscape, diverse student needs, and competing stakeholder demands can make it challenging to create and implement a curriculum that truly supports student success for their life and career. “Empowering Educators: Mastering Curric

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29

Rosenblith, Suzanne, and Patrick Womac. The Bible in American Public Schools. Edited by Paul C. Gutjahr. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190258849.013.5.

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This chapter traces the Bible’s path through the history of American public education beginning in the colonial period, where it was central to the project of education, through the Common School movement, where its relevance was challenged as Enlightenment and scientific reasoning took hold. By the turn of the twentieth century, the Bible had lost its stronghold on public schools and the contentious relationship was cemented through a series of court cases that continue to impact policy and curriculum to the present time. The chapter concludes by highlighting several contemporary policies imp

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30

Maniotes, Leslie K., LaDawna Harrington, and Patrice Lambusta. Guided Inquiry Design® in Action. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400660573.

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Supplying classroom-tested lessons and unit plans that can serve as templates, this book demonstrates exactly how to integrate and implement Guided Inquiry Design® (GID) theory into practice. Guided Inquiry is an approach that many educators—thought leaders and practitioners alike—are finding to be well-suited to information-age learning and a way to meet Common Core Standards. For many teachers, librarians, middle school leaders, and curriculum specialists, the biggest challenge is finding examples of guided inquiry in practice applicable to their own context. This guide offers an easy soluti

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31

Droney, Claire, and Annelies Verbiest. The Everyday Autism Handbook for Schools. Jessica Kingsley Publishers, 2022. https://doi.org/10.5040/9781805015550.

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A practical, easy-to-read introduction to the ideas and strategies that can be implemented within the classroom to help autistic children achieve their full potential. With an introduction to autism and its key differences, insights from autistic individuals and case studies drawn from years of experience, this is the definitive resource for busy teachers supporting autistic children within a mainstream or specialist school environment. This book provides guidance on a variety of topics related to teaching autistic children in primary school, including adapting the curriculum, ensuring effecti

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32

R. Larsen, Kai, and Daniel S. Becker. Automated Machine Learning for Business. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190941659.001.0001.

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In Automated Machine Learning for Business, we teach the machine learning process using a new development in data science: automated machine learning. AutoML, when implemented properly, makes machine learning accessible to most people because it removes the need for years of experience in the most arcane aspects of data science, such as the math, statistics, and computer science skills required to become a top contender in traditional machine learning. Anyone trained in the use of AutoML can use it to test their ideas and support the quality of those ideas during presentations to management an

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33

Carter, Sarah Anne. Thinking with Things. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190225032.003.0003.

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This chapter examines what happened when object lessons were implemented in the United States, particularly through the development of the Oswego Normal School in New York. E. A. Sheldon developed a rigorous curriculum based on the work of M. E. M. Jones and Elizabeth Mayo that trained pupil-teachers to give object lesson. The intent was to train students how to think and observe rather than to rely on students’ rote memorization of knowledge. His work transformed Oswego into the center of object teaching in the 1860s. Critiques of the practice at Oswego as well as the details of its classroom

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34

Keating, AnaLouise. Beyond Intersectionality. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037849.003.0001.

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This chapter analyzes the overlooked theoretical contributions of This Bridge Called My Back: Writings by Radical Women of Color, underscoring the importance of women-of-colors theorizing while inviting readers to go beyond intersectional frameworks. A groundbreaking, multigenre collection of writings, This Bridge Called My Back has become an iconic text in feminist scholarship and women's and gender studies (WGS) curriculum. This chapter argues that This Bridge Called My Back offers social-justice actors and scholars of all colors innovative tools and theoretical contributions that we still n

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35

Mindful School. Mindful Community.: McLean School's Curriculum and Guide for Educators Information, Resources, and Materials to Develop, Implement, and Sustain a K-12 Mindfulness Program. Palmetto Publishing, 2021.

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36

Raine, Tim, George Collins, Catriona Hall, and Nina Hjelde. Oxford Handbook for the Foundation Programme. Edited by James Dawson, Stephan Sanders, and Simon Eccles. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198813538.001.0001.

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The Oxford Handbook for the Foundation Programme provides a unique resource for medical students and junior doctors as a definitive guide to the Foundation Programme. It is divided into 18 chapters, each covering a core area of the curriculum, including being a doctor, life on the wards, history and examination, prescribing, drugs, resuscitation, cardiovascular, respiratory, gastroenterology, endocrinology, neurology, psychiatry, fluids and renal, haematology, skin and eyes, emergency department, procedures, and interpreting results. It presents evidence-based clinical guidance in a clear way

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37

Robison, Mark, and Lindley Shedd, eds. Audio Recorders to Zucchini Seeds. ABC-CLIO, LLC, 2017. http://dx.doi.org/10.5040/9798400615757.

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This exploration of the range of options for a "library of things" collection demonstrates what has been implemented successfully and offers practical insights regarding these nontraditional projects, from the development of concepts to the everyday realities of maintaining these collections. What services libraries provide and how they function in their communities is constantly being reconsidered and redefined. One example of this is the trend of experimenting with building circulating collections of nonliterary "things"—such as tools, seeds, cooking equipment, bicycles, household machinery,

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38

9780192678805, Tim Raine, George Collins, Fraser Brown, and Sophie Howarth. Oxford Handbook for the Foundation Programme. 6th ed. Oxford University PressOxford, 2025. https://doi.org/10.1093/med/9780192863959.001.0001.

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Abstract The Oxford Handbook for the Foundation Programme provides a unique resource for medical students and junior doctors as a definitive guide to the Foundation Programme. It is divided into 20 chapters, each covering a core area of the curriculum, including being a doctor, life on the wards, history and examination, prescribing, drugs, resuscitation, care at the end of life, cardiovascular, respiratory, gastroenterology, endocrinology, neurology, psychiatry, fluids and renal, haematology, skin and eyes, emergency department, primary care, procedures, and interpreting results. It presents

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39

Maynard, D. M. The Reflective Workbook for Teachers and Support Staff of Trans and Non-Binary Students. Jessica Kingsley Publishers, 2021. http://dx.doi.org/10.5040/9781805015260.

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In the Margins Book Awards - Winner A reflective workbook aimed at teachers and support staff of students who are transitioning or questioning their gender. This book provides insights, practical tools, and opportunities for self-reflection. It discusses the unique needs of teachers and schools as they navigate supporting the gender journeys of their transgender, non-binary, or gender questioning students by enabling staff to identify, understand, and incorporate the needs of this population. The chapters of this essential resource offer guidance on how to implement appropriate school policies

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40

Alperin, Holly, and Sarah Benes. Lesson Planning for Skills-Based Health Education. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215535.

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Lesson Planning for Skills-Based Elementary Health Education is a highly practical resource for elementary health educators or general classroom teachers looking for innovative, tried-and-true ways to implement health education. The text offers effective skills-based learning activities, lessons, units, and assessments for your classroom that you can use as they are or with modifications to meet the needs of your students. You can use this text to build a completely new curriculum or to supplement your existing curriculum, providing a smooth transition from a content-based approach to a skills

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41

Klafehn, Jennifer. Cross-Cultural Competence as a 21st Century Skill. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0004.

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Cross-cultural competence (3C) is one 21st century skill that employers have deemed important for employees to develop prior to entering the workforce. Despite the relevance of 3C to pre-professional populations, however, research in this area has primarily focused on the influence of 3C as it pertains to professional populations, such as expatriates and the military, for whom cross-cultural performance plays a critical role. Similarly, research exploring the development of 3C has been directed almost exclusively toward validating the effectiveness of interventions, many of which are implement

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42

Brown, Stacy. The School Librarian’s Technology Playbook. ABC-CLIO, LLC, 2020. http://dx.doi.org/10.5040/9798216011187.

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Using concrete examples, The School Librarian's Technology Playbook offers strategies for school librarians to initiate and support innovative practices throughout their school community. The role of school librarians has evolved: no longer do they primarily support teachers with reading and literacy resources. Many librarians now support teachers in integrating technology tools and innovative teaching practices in their classrooms. At her school, author and learning coordinator Stacy Brown has pioneered the transition to innovation and technology use in the classroom. In The School Librarian'

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43

Thompson, Gail L. African-American Teens Discuss Their Schooling Experiences. Praeger, 2002. http://dx.doi.org/10.5040/9798400608292.

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For decades, researchers and policymakers have grappled with the issue of the underachievement of African American students. An age-old problem has been that these students on average lag behind their peers of other racial/ethnic groups in math, science, and reading. Recently, California, like some other states, has implemented a high-stakes standardized testing program that has revealed that when test scores are disaggregated along racial/ethnic lines, the scores of African American students continue to trail those of their peers. The study described in this book was undertaken in an effort t

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44

Trajetórias das licenciaturas da UnB: a pesquisa na e sobre a docência. Editora Universidade de Brasília, 2020. http://dx.doi.org/10.26512/9786558460213.

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O Programa de Consolidação das Licenciaturas – Prodocência constituiu uma política pública, executada de 2006 e 2016, com a finalidade de apoiar projetos para elevar a qualidade dos cursos de licenciatura no país e valorizar a formação e a relevância social dos professores da educação básica. Destinado às instituições de ensino superior públicas federais e estaduais, o programa lançou cinco editais. A UnB participou do Prodocência em 2008, 2010 e 2013. Os textos desta obra reúnem informações sobre as características, o desenvolvimento e os resultados dos subprojetos aprovados no edital de 2013

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45

Cordell, Diane M. Using Images to Teach Critical Thinking Skills. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798216031277.

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Learn how to teach visual literacy through photography—an easy way for you to combine student interest with resources at hand to enhance a key learning skill. Research indicates that 75 to 90 percent of classroom learning occurs through the visual system, making visual literacy a key component of information literacy and of critical thinking—a requirement throughout the Common Core standards. It's no surprise then that visual literacy is increasingly recognized as a competency that should be part of every student's skill set. Fortunately, this critical skill can be incorporated into existing c

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46

Maniotes, Leslie K., ed. Guided Inquiry Design® in Action. ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798400660566.

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Edited by the cocreator of the Guided Inquiry Design® (GID) framework as well as an educator, speaker, and international consultant on the topic, this book explains the nuances of GID in the high school context. It also addresses background research and explains guided inquiry and the information search process. Today's students need to be able to think creatively to solve problems. They need to be in learning environments that incorporate collaboration, discussion, and genuine reflection to acquire these kinds of real-world skills. Guided Inquiry Design® in Action: High School gives teachers

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47

Karam, Fares J., and Amanda Kibler, eds. Critical Dialogic TESOL Teacher Education. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350342101.

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This edited volume showcases how teacher educators around the world engage with critical and dialogic approaches to prepare TESOL professionals. Language teachers are at the forefront of supporting the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their academic and linguistic potential. Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approac

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48

Zwozdiak-Myers, Paula Nadine, ed. Whole School Character and Virtue Education. Jessica Kingsley Publishers, 2020. https://doi.org/10.5040/9781805014874.

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Using the successful implementation achieved at Yeading Junior School, this book provides strategies and advice about how to widely implement character education in schools. This helpful guide answers the following questions schools and teachers have when considering how to develop character education: What character virtues are important in primary education?How can these be cultivated within the formal and informal curricula?How do we know if strategies are working and successful?What constitutes evidence of best practice? With contributions from professional practitioners ranging from build

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49

Lima, Cristiane Pereira, and Léia Teixeira Lacerda. Vivências e práticas pedagógicas sobre as relações de gênero: Anos iniciais do ensino fundamental. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-235-3.

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This book presents the results of pedagogical practices developed with children on gender relations topic. It aims to dialogue with professionals of early childhood education and early years of elementary school. It was created based on the need to produce educational resources able to encourage teachers and students on the development of this approach at school. The text is structured in 4 sessions. Section 1, “Gender relations at school”, presents the research paths, exposing theoretical and methodological reflections that may support the work of the educator. In section 2, “Childhood studie

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50

Peck, Penny. Crash Course in Children’s Services. 2nd ed. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400632877.

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Useful for newcomers to the children's library staff as well as longtime children's librarians, the second edition of this popular handbook provides easy-to-follow instructions to make innovations in children's library materials work for you. Addressing everything from the basics of reference to the complex and highly specialized duties of program development, this handbook is perfect for both librarians and support staff who are assigned to the children's department of a library. This second addition of Crash Course in Children's Services covers many of the new issues facing children's librar

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