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101231s2010 xxua e b 001 0 engxd |
015 |
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|a2009047379
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020 |
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|a9781412982030 ((pbk. : alk. paper))
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020 |
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|a1412982030 ((pbk. : alk. paper))
|
035 |
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|a(OCoLC)460052626
|
035 |
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|aocn460052626
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040 |
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|aTMUE|beng|cTMUE|dTMUE
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050 |
14
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|aLB1031|bO49 2010
|
082 |
04
|
|a371.39/4|222
|
082 |
04
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|a371.394
|
100 |
1
|
|aO'MearaJodi
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245 |
10
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|aBeyond differentiated instruction / |cJodi O'Meara
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260 |
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|aThousand Oaks, Calif : |bCorwin, |c2010
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300 |
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|aix, 145 p : |bill ; |c26 cm
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504 |
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|aIncludes bibliographical references and index
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505 |
1
|
|aIntroduction: Overview--Types of knowledge--Moving beyond foundational knowledge--Differentiation of foundational knowledge--Teacher self-assessment--Preassessment of students--Instructional decisions for differentiation--Management of flow--Formative assessment and the continuous monitoring of progress--Summative assessments and products--Wrap-up and final thoughts--Appendix
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650 |
0
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|aIndividualized instruction
|
650 |
0
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|aCognitive styles in children
|
650 |
0
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|aMixed ability grouping in education
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650 |
0
|
|aElementary school teaching
|