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  • 1
    Online Resource
    Online Resource
    Leveraging technology to improve school safety and student wellbeing (2020)
    Hershey, PA : IGI Global
    Details
    UID:
    b3kat_BV046253535
    Format: 1 Online-Ressource
    ISBN: 9781799817680
    Content: From implementation in the classroom to building security, technology has permeated all aspects of education throughout the United States. Though hardware has been developed to identify and prevent weaponry from entering a school, including video cameras, entry control devices, and weapon detectors, school safety remains a fundamental concern with the recent increase of school violence and emergence of cyberbullying. Professionals need answers on how to use this technology to protect the physical, emotional, and social wellbeing of all children. Leveraging Technology to Improve School Safety a
    Note: Section 1. Digital leadership and safety. Chapter 1. It can happen here: addressing school safety and security after a mass shooting in a small Kansas town ; Chapter 2. From video surveillance to video narratives: three black male stories on safety ; Chapter 3. Technology to enhance learning for all students: accessibility issues and internet access for low SES ; Chapter 4. The challenges of digital citizenship ; Chapter 5. Curation of your online persona through self-care and responsible citizenship: participatory digital citizenship for secondary education -- Section 2. Wellbeing. Chapter 6. Educators and wellbeing: the role of mindfulness in the times of technology ; Chapter 7. Ensuring student wellbeing and learning via effective classroom assessments: teacher presence, practice, and professionalism ; Chapter 8. Blended social skills intervention for students identified as emotionally and behaviorally disturbed ; Chapter 9. Assistive technology and best practices ; Chapter 10. School counselors and technology: bridging the gap for student success -- Section 3. Academic success. Chapter 11. Observations of elementary and middle school children interacting with computers ; Chapter 12. Professional development for classroom teachers ; Chapter 13. Beyond retreat and rebellion: building teacher capacity for optimized student engagement and agency ; Chapter 14. The impact of self-efficacy on leveraging technology in the classroom ; Chapter 15. Elementary students as digital makers: improving STEMc teaching and learning with digital making
    Additional Edition: Erscheint auch als Druck-Ausgabe, hardcover ISBN 978-1-7998-1766-6
    Additional Edition: Erscheint auch als Druck-Ausgabe, softcover ISBN 978-1-7998-1767-3
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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    TU Berlin
  • 2
    Online Resource
    Online Resource
    Leveraging technology to improve school safety and student wellbeing (2019)
    Hershey, Pennsylvania : IGI Global
    Details
    UID:
    b3kat_BV046655339
    Format: 1 Online-Ressource (28 PDFs (329 pages))
    ISBN: 9781799817680
    Content: From implementation in the classroom to building security, technology has permeated all aspects of education throughout the United States. Though hardware has been developed to identify and prevent weaponry from entering a school, including video cameras, entry control devices, and weapon detectors, school safety remains a fundamental concern with the recent increase of school violence and emergence of cyberbullying. Professionals need answers on how to use this technology to protect the physical, emotional, and social wellbeing of all children. Leveraging Technology to Improve School Safety a
    Note: Description based upon print version of record , Description based on title screen (IGI Global, viewed 10/17/2019)
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 1799817660
    Additional Edition: ISBN 9781799817666
    Language: English
    DOI: 10.4018/978-1-7998-1766-6
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    TU Berlin
  • 3
    Online Resource
    Online Resource
    Cases on building quality distance delivery programs : strategies and experiences (2011)
    Hershey ; New York : Information Science Reference
    Details
    UID:
    b3kat_BV044301041
    Format: 1 Online-Ressource (xxi, 325 Seiten)
    ISBN: 9781609601133
    Series Statement: Premier reference source
    Content: Targets pressing needs in distance education by connecting theory and practice, addressing emerging leadership issues, and identifying best practices in teaching and learning
    Note: Includes bibliographical references , 1. A history of distance education / Wendy Rickman, Cheryl Wiedmaier -- 2. Course management systems in transition / Gary Szirony, Carrie Boden -- 3. An inquiry into the policies and practices for online education at one U.S. doctoral/research-extensive university / Peter Bruce, Robert Zheng -- 4. Planning and implementing online programs / Kay Bishop, Christine Kroll -- 5. Leading a change initiative / Shelly Albritton -- 6. The case of teacher-librarianship by distance learning at the University of Alberta, Canada / Dianne Oberg -- 7. Full-surround instructional design support for quality e-learning / Shalin Hai-Jew -- 8. Leading an online school / Virginia Garland -- 9. Library support to distance learners / Kshema Prakash -- 10. Quality matters TM / Kay Shattuck -- , 11. Charting student physical locations in the virtual world / Terence Cavanaugh, Elinor Scheirer -- 12. Technology-supported constructivism / Melodee Landis -- 13. Student epistemic beliefs as a catalyst for online course design / Samuel Conn, Simin Hall, Michael Herndon -- 14. The third time's for charm / Angela Webster-Smith -- 15. Working in a wiki environment / Wajeeh Daher -- 16. Avoiding isolation through collaborative learning and lecture videos / Gail Hughes, Rudo Tsemunhu -- 17. Old dogs, new tricks / Nancy Gallavan -- 18. Visions, voices, and virtual journeys / Tony Talbert, Adeline Meira
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-1-60960-111-9
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 1-60960-111-4
    Language: English
    Keywords: Fernunterricht ; Führungskraft ; Aufsatzsammlung
    DOI: 10.4018/978-1-60960-111-9
    URL: Volltext  (URL des Erstveröffentlichers)
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    TU Berlin
  • 4
    Online Resource
    Online Resource
    Technological tools for the literacy classroom (2013)
    Hershey PA : Information Science Reference
    Details
    UID:
    b3kat_BV044480664
    Format: 1 Online-Ressource (xx, 354 Seiten)
    ISBN: 9781466639751 , 9781466639768
    Series Statement: Premier reference source
    Content: "This book combines practical and effective classroom practices with the latest technological research findings utilized in literacy instruction" - Provided by publisher
    Note: Includes bibliographical references and index
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-1-4666-3974-4
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 1-4666-3974-1
    Language: English
    Keywords: Aufsatzsammlung
    DOI: 10.4018/978-1-4666-3974-4
    URL: Volltext  (URL des Erstveröffentlichers)
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    TU Berlin
  • 5
    Online Resource
    Online Resource
    Empowering students through multilingual and content discourse (2023)
    Hershey PA, USA : IGI Global
    Details
    UID:
    b3kat_BV049102133
    Format: 1 Online-Ressource (xxi, 340 Seiten) , Illustrationen, Diagramme
    ISBN: 9798369305454
    Series Statement: Advances in educational technologies and instructional design (AETID)
    Content: "Empowering Students Through Multilingual and Content Discourse is a peer-reviewed research book that challenges the traditional monolingual classroom approach, where the teacher's voice dominates and only the dominant culture's language is considered the path to success. The book aims to empower students by creating classroom spaces where all voices are heard, valued, and empowered. It draws on research from scholars who study discourse and offers insights into how discourse can be used to promote language and literacy development, honor all students' voices, and empower them.This book also provides guidance on culturally and linguistically sustaining discourse practices and encourages educators to incorporate students' home languages and discourse practices in classroom instruction. It challenges educators to move away from centering White English and represent language more responsibly within the classroom. This research is a valuable resource for academic scholars and a useful tool for teachers looking to cultivate student-centered classroom practices. By encouraging discourse among students, educators can create a space where human life holds meaning, and students feel empowered to act and use their voices."--
    Note: Preface -- Chapter 1. Multilingual Discourse -- Chapter 1. Extending Student (R)esponse to (E)ngagement in a Bilingual Classroom: An Analysis of Identity-Infused Classroom Discourse -- Chapter 2. How Coaching Fosters Opportunities and Constraints for Teachers of Multilingual Learners -- Chapter 3. Empowering Teachers for Cultural and Linguistic Diversity via Multimodal Critical Identity Collages -- Chapter 4. The Impact of Diverse Children's Literature and Academic Discourse on Identity Formation -- Chapter 5. Teacher feedback is among the most powerful influences on student learning. Feedback that responds sensitively to students' cultural and linguistic backgrounds is especially important for English learners (ELs), yet teachers... -- Chapter 6. The purpose of this chapter is to examine the beliefs of four elementary-aged Afghan refugee children regarding their first-language usage in school, while living in their first asylum country of Pakistan. It shares findings related... -- Chapter 7. Critical Autoethnography as an Empowering Discourse for International Students in US Higher Education -- Chapter 2. Content Discourse -- Chapter 8. Writing Center Discourses in Theory and Practice: A Comparative Case Study -- Chapter 9. A Multiliteracies Approach to Antiracist High School English Language Arts Pedagogy -- Chapter 10. Empowering Students to Cultivate Better Writers -- Chapter 11. Dialogic Interactions in Genre-Based Writing and Learning -- Chapter 12. Sharing Untold Stories: Discussion Pedagogy and Authentic Learning in the Social Studies -- Chapter 13. Exploring Cultural Competence Topics in Family Science Classrooms -- Chapter 14. Explain It to Me: Supporting Student Voice in Mathematical Writing -- Chapter 15. Positioning Latinx Learners to Thrive in Mathematics: Translanguaging and Dialogic Discourse -- Compilation of References -- About the Contributors -- Index
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9798369305430
    Language: English
    DOI: 10.4018/979-8-3693-0543-0
    URL: Volltext  (URL des Erstveröffentlichers)
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    TU Berlin
  • 6
    Online Resource
    Online Resource
    Handbook of research on opening pathways for marginalized individuals in higher education (2022)
    Hershey, Pennsylvania : IGI Global
    Details
    UID:
    b3kat_BV048447351
    Format: 1 Online-Ressource (462 Seiten)
    ISBN: 9781668438213
    Content: "This research book will help to alleviate and remedy many issues of "historical privilege" with a lens on diversity and support through the creation of inclusive communities of equitable educational access by examining specific case studies and stories from the field which will better describe the narrative of issues and trends around inclusive higher education environments.
    Note: Includes bibliographical references and index. - Mode of access: World Wide Web
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9781668438190
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 1668438194
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 1668438194
    Language: English
    DOI: 10.4018/978-1-6684-3819-0
    URL: Volltext  (URL des Erstveröffentlichers)
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    TU Berlin
  • 7
    Online Resource
    Online Resource
    Cultivating critical discourse in the classroom (2023)
    Hershey PA, USA : IGI Global
    Details
    UID:
    b3kat_BV049061974
    Format: 1 Online-Ressource (xxiv, 341 Seiten) , Illustrationen, Karten
    ISBN: 9781668482988
    Series Statement: Advances in educational technologies and instructional design
    Content: "This book will share the benefits of empowering and engaging students at all levels of education through the use of academic discourse. Presented in this book is a critical examination of discourse, types of discourse, and how discourse can be used to empower students. The book will provide insights for educators to become more knowledgeable, and therefore better equipped, to create spaces through discourse where cultural competence is cultivated. Readers will: Examine discourse as power; connections between discourse practices, culture, language, and identity; and how teachers promote culturally and linguistically sustaining discourse practices in classroom communities. Consider classroom structures that emphasize instructional conversations, equitable participation, and extended student dialogue. Explore instructional approaches to minimize traditional teacher-centered discourse patterns and emphasize opportunities for students to engage in authentic academic conversations while developing linguistic competence. Interrogate and grapple with assumptions and biases around specific language standards; whose voices are included or excluded; and how voices are honored in the classroom"--
    Note: Empowering teachers for cultural and linguistic diversity via multimodal critical identity collages / Deborah Romero -- Fostering science discourse in teacher education : elementary teaching candidates publish narrative podcasts / Aaron Gierhart -- Sharing untold stories : discussion pedagogy and authentic learning in the social studies / Christopher Dague -- Dialogic interactions in genre-based writing and learning / Zoi A. Traga Philippakos, Ashley Voggt -- Dialogic interactions across the implementation of strategies in genre-based writing and learning / Zoi Philippakos -- Classroom discord, challenges and approaches / Adam McGhee
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-1-6684-8296-4
    Language: English
    DOI: 10.4018/978-1-6684-8296-4
    URL: Volltext  (URL des Erstveröffentlichers)
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    TU Berlin
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