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Books on the topic 'School report book'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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1

The Book report & Library talk directory of sources: A special report. Worthington, Ohio: Linworth Pub., 1991.

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2

Osbourn, Trevor. School book buying survey, 1994-95: A report on data gathered directly from the schools. London: Educational Publishers' Council, 1995.

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3

Osbourn, Trevor. School book buying survey, 1992-93: A report on data gathered directly from the schools. London: Educational Publishers' Council, 1993.

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4

Richards, Bodart Joni, ed. The world's best thin books: What to read when your book report is due tomorrow. Lanham, Md: Scarecrow Press, 2000.

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5

Romanek, Elizabeth. Contemporary's pre-GED writing and language skills exercise book. Chicago: Contemporary Books, 1992.

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6

O'Connor, Jane. The dazzling book report. New York: HarperCollinsPublishers, 2009.

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7

Workshop on Production, Distribution, and Marketing of Reading Material for Continuing Education of Neo-Literates and School Drop-outs (1988 New Delhi, India). Workshop on Production, Distribution, and Marketing of Reading Material for Continuing Education of Neo-Literates and School Drop-outs: A report on the workshop held during the 8th World Book Fair, New Delhi, 9-11 February 1988. New Delhi: The Trust, 1990.

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8

Mamchak, P. Susan. Teacher's communications resource book: 208 model letters, forms, and checklists for everyday use. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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9

Schulz, Charles M. Aaugh! A dog ate my book report. [New York]: HarperCollins, 1998.

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10

The Blabber report. New York: Dutton Children's Books, 2007.

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11

Botswana. Presidential Commission of Inquiry on the Supply of School Books and Materials to Primary Schools for the 1990 School Years. Report of the Presidential Commission of Inquiry on the Supply of School Books and Materials to Primary Schools for the 1990 School Year: (the IPM Consultancy). [Gaborone]: The Commission, 1991.

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12

Muse, Project. The Muse book: A report on the work of Project Muse. Cambridge, MA: Project Muse, Project Zero, Harvard Graduate School of Education, 1996.

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13

Malawi. Committee of Inquiry on the Purchase of Exercise Books by the Ministry of Education from Fieldyork International. Final report of the Committee of Inquiry on the Purchase of Exercise Books by the Ministry of Education from Fieldyork International. [Blantyre, Malawi]: The Committee, 1995.

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14

Lärarhögskolan, Malmö högskola. Educating for global and non-violent futures: Books, reports, and miniprints from Malmö School of Education. Malmö, Sweden: School of Education, Malmö University, 2004.

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15

Aalto, Helena. A sampling survey of response to "The crisis in Canada's school libraries: a case for reform and reinvestment, a report by Dr. Ken Haycock": A preliminary research summary for Canadian books in schools: raising the profile. Toronto: Association of Canadian Publishers, 2004.

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16

Buzzeo, Toni. "R" is for research. Fort Atkinson, Wis: UpstartBooks, 2008.

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17

Sarvi, J. Zambia Educational Materials Project (ZEMP) field study: Impact of Zambia basic education course books in science, mathematics, and English at grade 8 level in basic and secondary schools of Zambia : final main report. Lusaka, Zambia: Curriculum Development Centre, Research and Evaluation Dept., 1992.

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18

Sunday School Triplicate Report Book. B&H Publishing Group, 1998.

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19

Staff, Vault Editorial. Business School Buzz Book: Business School Students and Alumni Report on More than 100 Top Business Schools (Business School Buzz Book). Vault, Inc., 2004.

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20

Report on the Calderdale Pre-School Parent Book Project. [s.l.]: [The Project?], 1987.

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21

School Triplicate Report Book Weekly, Monthly & Annual Summary of Sunday School Report for All Departments. 20 Lines. B&H Publishing Group, 1998.

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22

Osbourn, Trevor. School book buying survey: A report on data gathered directly from the schools. 1995.

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23

Inc Staff Linworth Publishing (Editor), ed. Curriculum: The School Librarians Role (Book Report Professional Growth Series). Linworth Publishing, 1990.

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24

(Editor), Renee Naughton, and Robert Graef (Editor), eds. Pr Notebook for School Librarians (Book Report Professional Growth Series). Linworth Publishing, 1991.

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25

Storer, Dianne. Book Report Journal: Kids Reading Log Books Read Diary School Phonics and Literacy. Independently Published, 2020.

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26

Staff, Vault Editorial. Law School Buzz Book: Law School Students and Alumni Report on More than 100 Top Law Schools (Vault Career Library). Vault, Inc., 2004.

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27

Clearinghouse on School Book-Banning Litigation (U.S.), ed. Books on trial: A survey of recent cases : a report from the Clearinghouse on School Book-Banning Litigation. [New York, N.Y.]: National Coalition Against Censorship, 1985.

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28

Staff, Vault Editorial. College Buzz Book: College Students and Alumni Report on Over 300 Top Colleges (Vault School Series). Vault, Inc., 2004.

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29

Bay Area Mathematics Task Force., ed. A mathematics source book for elementary and middle school teachers: Key concepts, teaching tips, and learning pitfalls : a report. Novato, Calif: Arena Press, 1999.

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30

Miller, Peter. Production and bibliographic control of non-book materials in the United Kingdom: Final report (School of Librarianship and Information Studies research report / Polytechnic of North London). Polytechnic of North London, 1985.

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31

Dombo, Eileen A., and Christine Anlauf Sabatino. Creating Trauma-Informed Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190873806.001.0001.

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Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has been established in the scholarly literature, as has the need for trauma-informed schools and communities. School social workers are on the front lines of service delivery through their work with children who face social and emotional struggles in the pursuit of education. They are in a prime position for preventing and addressing trauma, but there are scant resources for social workers to assist in the creation of trauma-informed schools. This book will provide an overview of the impact of trauma on children and adolescents, as well as interventions for direct practice and collaboration with teachers, families, and communities. Readers of this book will discover valuable resources and distinct examples of how to implement the ten principles of trauma-informed services in their schools to provide trauma-informed care to students grounded in the principles of safety, connection, and emotional regulation. They will also gain beneficial skills for self-care in their work.
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32

Bamidel. 2, 10, 20 Mm Graph Paper Notebook: 100 Pages 90gsm A4 Squared Quad Grid Paper Pad Book for Maths, Science, Engineering, Laboratory Report and Technical Student School Work - Red. Independently Published, 2020.

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33

Johnsen, Berit, ed. International Classroom Studies of Inclusive Practises: Comparing Teaching-Learning Processes. Cappelen Damm Akademisk, 2020. http://dx.doi.org/10.23865/noasp.122.

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This anthology is addressed to anyone searching for examples of individually tailored inclusive practices in the community of the class, with a critical view of their successes, shortcomings and obstacles. The book is divided into three parts: Part One contains articles that outline important aspects of the research cooperation. Part Two presents individual summaries of findings from each of the seven studies. Part Three consists of the joint comparative research report. This is the third and final anthology related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.
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34

Kelley, True. The Blabber Report. Dutton Juvenile, 2007.

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35

(Illustrator), Ken Maestis, ed. Book of Endangered Species: Rare, Vulnerable, and Endangered Species of the World. Earthbooks Incorporated, 1991.

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36

How to Write Terrific Book Reports: A School Survival Guide. Tandem Library, 1999.

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37

illustrator, Lee Jared D., and Scholastic Inc, eds. The book report from the Black Lagoon. Scholastic Inc., 2010.

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38

Geographic Features - Social Studies Book for Kids - Great for School Projects and Book Reports. Teacher Created Materials -, 2018.

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39

Nussbaum, Ben. California Indians - Social Studies Book for Kids - Great for School Projects and Book Reports. Teacher Created Materials -, 2018.

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40

National Holidays - Social Studies Book for Kids - Great for School Projects and Book Reports. Teacher Created Materials -, 2018.

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41

Teoh, Karen M. Schooling Diaspora. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.001.0001.

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Schooling Diaspora relates the previously untold story of female education and the overseas Chinese in British Malaya and Singapore, traversing more than a century of British imperialism, Chinese migration, and Southeast Asian nationalism. This book explores the pioneering English- and Chinese-language girls’ schools in which these women studied and worked, drawing from school records, missionary annals, colonial reports, periodicals, and oral interviews. The history of educated overseas Chinese girls and women reveals the surprising reach of transnational female affiliations and activities in an age and a community that most accounts have cast as male dominated. These women created and joined networks in schools, workplaces, associations, and politics. They influenced notions of labor and social relations in Asian and European societies. They were at the center of political debates over language and ethnicity and were vital actors in struggles over twentieth-century national belonging. Their education empowered them to defy certain sociocultural conventions in ways that school founders and political authorities did not anticipate. At the same time, they contended with an elite male discourse that perpetuated patriarchal views of gender, culture, and nation. Even as their schooling propelled them into a cosmopolitan, multi-ethnic public space, Chinese girls and women in diaspora often had to take sides as Malayan and Singaporean society became polarized—sometimes falsely—into mutually exclusive groups of British loyalists, pro-China nationalists, and Southeast Asian citizens. They negotiated these constraints to build unique identities, ultimately contributing to the development of a new figure: the educated transnational Chinese woman.
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42

Educational Resources Information Center (U.S.), ed. A back to school special report: The baby boom echo. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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43

Educational Resources Information Center (U.S.), ed. A back to school special report on the baby boom echo: America's schools are overcrowded and wearing out. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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44

Feierherd, Guillermo Eugenio, Patricia Mabel Pesado, and Claudia Cecilia Russo, eds. Computer Science & Technology Series. Editorial de la Universidad Nacional de La Plata (EDULP), 2016. http://dx.doi.org/10.35537/10915/58554.

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CACIC’15 was the 21thCongress in the CACIC series. It was organized by the School of Technology at the UNNOBA (North-West of Buenos Aires National University) in Junín, Buenos Aires. The Congress included 13 Workshops with 131 accepted papers, 4 Conferences, 2 invited tutorials, different meetings related with Computer Science Education (Professors, PhD students, Curricula) and an International School with 6 courses. CACIC 2015 was organized following the traditional Congress format, with 13 Workshops covering a diversity of dimensions of Computer Science Research. Each topic was supervised by a committee of 3-5 chairs of different Universities. The call for papers attracted a total of 202 submissions. An average of 2.5 review reports werecollected for each paper, for a grand total of 495 review reports that involved about 191 different reviewers. A total of 131 full papers, involving 404 authors and 75 Universities, were accepted and 24 of them were selected for this book.
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45

Simari, Guillermo, and Hugo Padovani, eds. Computer Science & Technology Series. Editorial de la Universidad Nacional de La Plata (EDULP), 2011. http://dx.doi.org/10.35537/10915/18411.

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CACIC’10 was the sixteenth Congress in the CACIC series. It was organized by the School of Computer Science of the University of Moron. The Congress included 10 Workshops with 104 accepted papers, 1 main Conference, 4 invited tutorials, different meetings related with Computer Science Education (Professors, PhD students, Curricula) and an International School with 5 courses. (<a href="http://www.cacic2010.edu.ar/">http://www.cacic2010.edu.ar/</a>). CACIC 2010 was organized following the traditional Congress format, with 10 Workshops covering a diversity of dimensions of Computer Science Research. Each topic was supervised by a committee of three chairs of different Universities. The call for papers attracted a total of 195 submissions. An average of 2.6 review reports were collected for each paper, for a grand total of 507 review reports that involved about 300 different reviewers. A total of 104 full papers were accepted and 20 of them were selected for this book.
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46

Pesado, Patricia Mabel, Marcelo G. Estayno, and María Fabiana Piccoli, eds. Computer Science & Technology Series. Editorial de la Universidad Nacional de La Plata (EDULP), 2017. http://dx.doi.org/10.35537/10915/61164.

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CACIC’16 was the 22th Congress in the CACIC series. It was organized by the Computer Science Department at the School of Mathematics, Physics and Natural Sciences of the San Luis National University. The Congress included 13 Workshops with 136 accepted papers, 2 Conferences, 2 invited Tutorials, different meetings related with Computer Science Education (Professors, PhD students, Curricula) and an International School with 6 courses. CACIC 2016 was organized following the traditional Congress format, with 13 Workshops covering a diversity of dimensions of Computer Science Research. Each topic was supervised by a committee of 3-5 chairs of different Universities. The call for papers attracted a total of 185 submissions. An average of 2.5 review reports were collected for each paper, for a grand total of 462 review reports that involved about 176 different reviewers. A total of 136 full papers, involving 457 authors and 79 Universities, were accepted and 30 of them were selected for this book.
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47

De Giusti, Armando, Guillermo Simari, and Patricia Pesado, eds. Computer Science & Technology Series. Editorial de la Universidad Nacional de La Plata (EDULP), 2013. http://dx.doi.org/10.35537/10915/58940.

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CACIC’12 was the eighteenth Congress in the CACIC series. It was organized by the School of Computer Science and Engineering at the Universidad Nacional del Sur. The Congress included 13 Workshops with 178 accepted papers, 5 Conferences, 2 invited tutorials, different meetings related with Computer Science Education (Professors, PhD students, Curricula) and an International School with 5 courses. CACIC 2012 was organized following the traditional Congress format, with 13 Workshops covering a diversity of dimensions of Computer Science Research. Each topic was supervised by a committee of 3-5 chairs of different Universities. The call for papers attracted a total of 302 submissions. An average of 2.5 review reports were collected for each paper, for a grand total of 752 review reports that involved about 410 different reviewers. A total of 178 full papers, involving 496 authors and 83 Universities, were accepted and 27 of them were selected for this book.
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48

De Giusti, Armando, Javier Díaz, Armando Eduardo De Giusti, and Javier F. Díaz, eds. Computer Science & Technology Series. Editorial de la Universidad Nacional de La Plata (EDULP), 2012. http://dx.doi.org/10.35537/10915/25904.

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CACIC’11 was the seventeenth Congress in the CACIC series. It was organized by the School of Computer Science of the University of La Plata. The Congress included 11 Workshops with 148 accepted papers, 3 main Conference, 4 invited tutorials, different meetings related with Computer Science Education (Professors, PhD students, Curricula) and an International School with 5 courses. (http://www.cacic2011.edu.ar/). CACIC 2011 was organized following the traditional Congress format, with 11 Workshops covering a diversity of dimensions of Computer Science Research. Each topic was supervised by a committee of three chairs of different Universities. The call for papers attracted a total of 281 submissions. An average of 2.5 review reports were collected for each paper, for a grand total of 702 review reports that involved about 400 different reviewers. A total of 148 full papers, involving 393 authors and 77 Universities, were accepted and 25 of them were selected for this book.
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49

Simari, Guillermo, Patricia Pesado, and José Paganini, eds. Computer Science and Technology Series. Editorial de la Universidad Nacional de La Plata (EDULP), 2010. http://dx.doi.org/10.35537/10915/18409.

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CACIC'09 was the fifteenth Congress in the CACIC series. It was organized by the School of Engineering of the National University of Jujuy. The Congress included 9 Workshops with 130 accepted papers, 1 main Conference, 4 invited tutorials, different meetings related with Computer Science Education (Professors, PhD students, Curricula) and an International School with 5 courses. <a href="http://www.cacic2009.fi.unju.edu.ar/cacic2009ing">CACIC 2009</a> was organized following the traditional Congress format, with 9 Workshops covering a diversity of dimensions of Computer Science Research. Each topic was supervised by a committee of three chairs of different Universities. The call for papers attracted a total of 267 submissions. An average of 2.7 review reports were collected for each paper, for a grand total of 720 review reports that involved about 300 different reviewers. A total of 130 full papers were accepted and 20 of them were selected for this book.
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50

Graham, Patricia Albjerg. Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.001.0001.

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In this informative volume, Patricia Graham, one of America's most esteemed historians of education, offers a vibrant history of American education in the last century. Drawing on a wide array of sources, from government reports to colorful anecdotes, Graham skillfully illustrates Americans' changing demands for our schools, and how schools have responded by providing what critics want, though never as completely or as quickly as they would like. In 1900, as waves of immigrants arrived, the American public wanted schools to assimilate students into American life, combining the basics of English and arithmetic with emphasis on patriotism, hard work, fair play, and honesty. In the 1920s, the focus shifted from schools serving a national need to serving individual needs; education was to help children adjust to life. By 1954 the emphasis moved to access, particularly for African-American children to desegregated classrooms, but also access to special programs for the gifted, the poor, the disabled, and non-English speakers. Now Americans want achievement for all, defined as higher test scores. While presenting this intricate history, Graham introduces us to the passionate educators, scholars, and journalists who drove particular agendas, as well as her own family, starting with her immigrant father's first day of school and ending with her own experiences as a teacher. Invaluable background in the ongoing debate on education in the United States, this book offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done.
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