Resultados
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1101.
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1102.
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1103.
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1104.
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Handbook of early childhood education / Ed. Robert C. Pianta; Assoc. ed. W. Steven Barnett, Laura M. Justice, Susan M. Sheridan Nível de parte analítica: Making the case: why credentialing and certification matter • Higher education for early childhood educators and outcomes for young children: pathways toward greater effectiveness • Improving language and literary outcomes in child care • Enhancing teachers' intentional use of effective interactions with children: designing and testing professional development interventions • Access, participation, and supports: a framework for improving inclusive early education opportunities for children with disabilities • Implications of research on postinstitutionalized children for practice and policy in early education • Promoting young children's mental health throught early childhood consultation: ecological advances and research needs • Supporting the social competence of young children with challenging behavior in the context of the teaching pyramid model: research-based practives and implementation in early childhood settings • Interventions that promote social-emotional learning in Young Children • Fostering collaborative partnerships between early childhood professionals and the parents of young children • Scaffolding self-regulated learning in young children: Lessons from tools of the mind • Executive functioning and developental neuroscience: current progress and implications for early childhood education • An ecological perspective for understanding the early development of self-regulatory skills, social skills, and achievement • Claire E. Cameron • Teacher-child play interactions to achieve learning outcomes • Science and early education • Mathematics learning, assessment, and curriculum • Promoting early literacy and language development • Promoting lower- and higher-level language skills in early education classrooms • Poverty is a knot, and preschool is an untangler • Language, culture, and early education in the United States • Restructuring and aligning early education opportunities for cultural, language, and ethnic minority children • More than teachers: the early care and education workforce • Accountability and program evaluation in early education • Investments in early education: resources at the federal and state levels • Early childhood care and education: enrollment patterns and expenditures • Early education in the United StatesPublicação: New York : Guilford Press, 2012Descrição: 634 p.Disponibilidade:
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1105.
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Measuring writing: recent insights into theory, methodology and practices / ed. Elke Van Steendam, Marion Tillema, Gert Rijllaarsdam, Huub Van den Bergh Nível de parte analítica: Challenges of using automated essay evaluation software for assessing multimodal writing • Raters' perceptions of textual borrowing in integrated writing tasks • Combinig score and text analysis to examine task equivalent in writing assessments • Examining the validity of single-occasion, sengle-genre, holistically scored writing assessments • Advantages and disadvantages of different text • Generalizing of text quality scores • The validity and generalizability of writing scores : the effect of rater, task and languagePublicação: London : Brill, 2012Descrição: 231 p.Disponibilidade:
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1106.
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Effective learning and teaching of writing : a writing in education / eds. Gert Rijlaardam, Huub Van den Bergh, Michel Couzijn Nível de parte analítica: Writing-to-learn and the graph-drawing as aids of the integration of text and graphs • Children's writings strategies : profiles of writers • The effect of student prior experience, attitudes, and approaches on performance in an undergraduate science witting program • Learning by writing hypertext: a research based design of university courses in writing hypertext • writing-to-learn: conducting a process log • Refelctive writing & reflective thinking • Fostering reflective witing by structuring writing-to-learn tasks • Enhancing thinking dispositions through informal writing • Composing a summary • Down the plughole: the pitfallsof testing the writing of L2 pupils • Digital information literacy : teaching students to use the internet in source-based writing • Assessment of agumentative writing • Adapting to the classroom setting: new research on teachers moving between traditional and computer classrooms • Fostering novices ability to write informative texts • Metacognition to learn how to write texts at school and to develop motivation to do it • Writing in your own words: children's use of information sources in research projects • Writing to learn : constructing the concept of genre in a writing workshop • Teaching writing : teaching oral presentation • teaching how to write argumentative texts at primary school • Action research : a study on using an integrative-narrative method to teach L2 writing in a Hong Kong primary school • Impact of regular philosophical discussion on argumentative skills • Teaching writing: using research to inform practice • The uptake of peer-based intervention in the writing classroom • Learning to read and write argumentative text by observation of peer learners • Learning to write instructive texts by reader observation and written feedback • Monitoring local coherence through bridging integration • Improving argumentative writing by fostering sargumentative speech • Stylistic imitation as a tool in writing pedagogy • Deaf ways of writing narratives: a bilingual approach • Using a structured writing workshop to help good readers who are poor writers • Thegarden of thought: about writing poems in upper secondary school • Popular culture: a resource for writing in secondary english classrooms • Making digital annotations using the world wide web • The directivity of teacher strategies in collaborative writing tasks • Metacognitive regulations, peer interactions and revision of narratives by sixth-graders • Contextual factors enhancing cognitive and metacognitive activity during the process of collaborative writing • Rewriting to introduce punctuations in the second grade: a didactic approach • Looking at reading and writing through language • Emergent writing in kindergarten and the emergence of the alphabetic principle • Effective learning and teaching of writingPublicação: New York : Kluwer Academic Publishers, 2005Descrição: 670 p.Disponibilidade:
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1107.
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Discutindo se aprende: interacção social, conhecimento e escola / Clotilde Pontecorvo, Anna Maria Ajello, Cristina Zucchermaglio Nível de parte analítica: Compartilhar socialmente a convecionalidade da lingua escrita • Raciocínio social e interacção de grupo • Explicador de fenômenos históricos • Construir modelos compartilhados sobre fenômenos naturais • As disciplinas como artefactos culturais e como práticas de discurso • Professores e crianças nos discursos: a construção de textos escritos • Professores e discussões: formação e prática pedagógica • A construção do discurso nas discussões em sala de aula: uma análise sequencial • As crianças reescrevem a história: a construção retórica do ponto de vista • Discutir, argumentar e pensar na escola: o adulto como regulador da aprendizagem • Interação social e construção do conhecimento: confronto de paradigmas e perspectivas de pesquisa • A perspectiva pedagógica no estudo dos processos sociais da escola • A contribuição da perspectiva Vygotskyana à Psicologia da educaçãoPublicação: Porto Alegre : Artmed, 2005Descrição: 296 pDisponibilidade:
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1108.
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1109.
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Revision cognitive and instructional processes / eds. Linda Allal, Lucile Chanquoy, Pierre Largy Nível de parte analítica: The study of revision as a writing process and a learning-to-write process • Efects of coolaborative revision on children's ability to write understandable narrative texts • Integrated writing instruction and the development of revision skills • Insights from instructional reasearch on revision with struggling writers • Revision of form and meaning in learning to write comprehensible text • Audience perspective in young writers' compising and revising • Revision in the context of different drafting strategies • Orthographic revision : the case of subject-verb agreement in French • Processing time and cognitive effortin revision : effects of error type and of working memory capacity • What triggers revision?Publicação: Boston : Kluwer Academic Publishers, 2004Descrição: 233 p.Disponibilidade:
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1110.
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1111.
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1112.
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Plano Bullying : como apagar o bullying da escola / eds. Luís Fernandes; Sónia Seixas Publicação: Lisboa : Plátano, 2012Descrição: 192 p. +
1 cd\rom com materiais editáveisDisponibilidade:
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1113.
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1114.
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Learning together : children and adults in a school community / ed. Barbara Rogoff, Carolyn Goodman Turkanis, Leslee Bartlett Nível de parte analítica: Never-ending learning • OC teachers take their learning to other schools • Decision making in a learning community • Teachers learning together in forming a learning community • A teacher learning about adult learning • A new teacher learning to share responsability with parents • Qualifying to help people learn : becoming a beginner • Becoming an adult member in a community of learners • parents' learning about children's learning • Kindergarten, again • Becoming a cooperative parent in a parent co-operative • Teaching by learning from children • helping children learn to make responsible choices • Learning to manage time • What about sharing? • Respect from respect • Caring Conversations • Creating curriculum with children • The classrrom community in control • Setting the scene : coordinating a classroom community • Coming home to school • A home and school community • Seeing the big picture • An orientation to principles-in-action • Constructing ourselves : the beginning of and evolving philosophy • Lessons about learning as a communityPublicação: Oxford : Oxford University Press, 2001Descrição: 249 p.Disponibilidade:
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1115.
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Intentional conceptual change / ed. Gale M. Sinatra, Paul R. Pintrich Nível de parte analítica: Future directions for theory and research on intentional conceptual change • When is conceptual change intended? a cognitive-sociocultural view • Exploring the relationships between conceptual change and intentional learning • Achievement goals and intentional conceptual change • Learning about biologgical evolution: a special case of intentional conceptual change • Conceptual change in response to persuasive messages • J's epistemological stance and strategies • Personal epistemologies and intentional conceptual change • Interest, epistemological belief, and intentional conceptual change • The role of domains-specific knowledge in intentional conceptual change • Metacognitive aspects of student's reflective discourse : implications for intentional conceptual change teaching and learning • Acunpuncture, incommensurability, and conceptual change • Self-explanation: enriching a situation model or repairing a domain model? • Influences on intentional conceptual change • The role of intentions in conceptual change learningPublicação: Mahwah : Lawrence Erlbaum Associates, 2003Descrição: 479 p.Disponibilidade:
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1116.
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Context and cognition : ways of learning and knowing / ed. Paul Light, George Butterworth Nível de parte analítica: Contexts and cognitions: taking a pluralist view • The pragmatic bases of children's reasoning • Desituating cognition through the construction of conceptual knowledge • Sociocultural processes of creative planning in children's playcrafting • Word problems : a microcosm of theories of learning • Proportional reasoning in and out of school • Culture, context and the construction of knowledge in the classroom • Social class, context and cognitive development • Context and cognition in models of cognitive growthPublicação: New York : Harvester Wheatsheaf, 1992Descrição: 186 pDisponibilidade:
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1117.
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O jogo e a matemática / Darlinda Moreira, Isolina Oliveira Nível de parte analítica: Novas tecnologias, jogos e matemáticas • Jogos matemáticos com movimento corporal • Jogos matemáticos e materiais manipuláveis • O jogo na metemática e na educação • A matemática e a educação pré-escolarPublicação: Lisboa : Universidade Aberta, 2004Descrição: 197 p.Disponibilidade:
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1118.
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1119.
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1120.
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