| 000 -LEADER |
|---|
| fixed length control field |
03958cam a22003258i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
17967017 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20140926160424.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
131209s2014 cau b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2013037999 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781452290195 (pbk.) |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Description conventions |
rda |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 043 ## - GEOGRAPHIC AREA CODE |
|---|
| Geographic area code |
n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB 2806.15 |
| Item number |
.Er755 2014 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
375/.001 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Erickson, H. Lynn, |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Transitioning to concept-based curriculum and instruction : |
| Remainder of title |
how to bring content and process together / |
| Statement of responsibility, etc |
H. Lynn Erickson, Lois A. Lanning. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
Thousand Oaks, Calif. : |
| Name of publisher, distributor, etc |
Corwin, |
| Date of publication, distribution, etc |
2014. |
| 263 ## - PROJECTED PUBLICATION DATE |
|---|
| Projected publication date |
1111 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
199 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
25 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Curriculum design : from an objectives-based to a concept-based model -- A short retrospective on educational swings from the authors -- The value of know, understand, and able to do in concept-based models -- Problems with traditional content objectives -- Two-dimensional versus three-dimensional curriculum models -- Contrasting the two-dimensional and three-dimensional models -- Introducing the structures of knowledge and process -- The interplay of process and knowledge -- Contrasting instructional descriptions -- The structure of knowledge -- Understanding the relationships in the structure of knowledge -- How the structure of knowledge guides curriculum design -- Designing disciplinary curriculum frameworks at the national, state, or local levels -- Mathematics as a concept-driven discipline -- Examples of concepts and subject specific generalizations -- The structure of process -- The structure of process -- How the structure of process guides curriculum and instruction -- The developing concept-based teacher -- Bridging the gaps between knowing, doing, and understanding -- Collaborative concept-based lesson planning -- Common terminology used to describe quality instruction -- The developing concept-based teacher -- Do the developing concept-based teacher rubrics have a place in teacher evaluation plans? -- The developing concept-based student -- What about thinking? -- The relationship of critical thinking and concept-based -- Developing critical thinking -- The developing concept-based student -- Why these categories? -- What do teachers need to understand about concept-based pedagogy? -- The what and why of CB curriculum and instruction -- The how of CB curriculum and instruction -- Critical aspects of concept-based pedagogy -- Quality pedagogy -- Concept-based classrooms -- What do principals and instructional coaches need to understand about -- Implementing and sustaining concept-based curricular and instructional models in their schools? -- Setting the stage for curriculum implementation -- Staff development -- Staff support with accountability : building systemwide synergy -- The collection and analysis of the "right" data -- What do district leaders need to understand about concept-based -- Curriculum designs? -- District leaders discuss concept-based curriculum and instruction -- Summary and the road ahead -- Curriculum and instruction : the warp -- Concept-based learning : the weft -- The path forward -- Resources -- Resource A. concept-based mathematics unit -- Resource B. concept-based science unit -- Resource C. concept-based art unit -- Resource D. concept-based world language unit -- Resource E. concept-based music unit -- Resource F. adapted learning activities for chapter 7. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Curriculum planning |
| Geographic subdivision |
United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Education |
| General subdivision |
Curricula |
| -- |
Standards |
| Geographic subdivision |
United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Interdisciplinary approach in education |
| Geographic subdivision |
United States. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Lanning, Lois A, |
| Relator term |
author. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
0 |
| b |
vip |
| c |
orignew |
| d |
1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Books |
| Call number prefix |
Foreign |