Kooperativer Bibliotheksverbund

UID:

Format: 1 Online-Ressource (xii, 148 pages) , illustrations

ISBN: 1462519202 , 9781462519200

Series Statement: The Essential Library of PreK-2 Literacy

Content: "Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers"--

Content: "Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers. Subject Areas/Key words: CCSS, Common Core State Standards, decoding, early grades, elementary grades, fluency, foundational skills, kindergarten, learning, lessons, literacy assessment, oral language, phonics, phonological awareness, preschool, primary grades, print concepts, reading comprehension, text comprehension, vocabulary Audience: PreK-2 classroom teachers, reading specialists and coaches, and special educators; teacher educators and graduate students."--

Content: Assessing Accurate and Automatic Word RecognitionAssessing Prosodic Reading; What about Informal Reading Inventories?; Conclusion; Chapter 4. Fluency Instruction for Any Setting; Using Instructional Strategies to Help Students Access Texts; Echo Reading ; Choral Reading; Partner Reading; Conclusion; Chapter 5. Fluency Instruction for Shared Reading; Selecting Appropriate Texts; Repeated versus Scaffolded Wide Reading; Fluency-Oriented Reading Instruction ; Wide Fluency-Oriented Reading Instruction ; FORI or Wide FORI: Which to Choose?; Conclusion.

Content: Cover; Half Title; The Essential Library of PreK-2 Literacy; Title ; Copyright; Dedication; About the Authors; Series Editors' Note; Contents; Chapter 1. Foundational Skills and Open-Ended Learning: When and Why?; Reading Development: Differing Skills at Different Stages?; Where Does Fluency Fit in Reading Development?; Chapter 2. What Is Fluent Reading?; What Is Fluent Reading?: The Role of Automaticity and Prosody; What Does Effective Fluency Instruction Look Like?; Where Is Fluency in the CCSS?; Conclusion; Chapter 3. Assessing Fluent Reading; Why Assess Fluency?

Content: Chapter 6. Fluency Instruction for Flexible GroupsWhy Flexible Groups for Teaching Fluency?; Oral Recitation Lesson; Fluency-Oriented Oral Reading and Wide Fluency-Oriented Oral Reading ; Supported Oral Reading; Conclusion; Chapter 7. Fluency Instruction for Individuals; Making the Most of Opportunities to Work with One or Two Students; Repeated Readings; Reading-While-Listening ; Cross-Age Reading ; Neurological Impress Method; Conclusion; Chapter 8. Supplemental Fluency Instruction; Why Supplemental Fluency Instruction?; Paired Repeated Reading; Fluency Development Lesson; Readers' Theatre.

Content: ConclusionRecommended Trade Books for Children by Theme; Award-Winning Trade Books for Children, 2000-2014; Notable Trade Books for Children, 2013-2014; References; Index.

Content: Foundational skills and open-ended learning : when and why? -- What Is fluent reading? -- Assessing fluent reading -- Fluency instruction for any setting -- Fluency instruction for shared reading -- Fluency instruction for flexible groups -- Fluency instruction for individuals -- Supplemental fluency instruction -- Recommended trade books for children by theme -- Award-winning trade books for children, 2000-2014 -- Notable trade books for children, 2013-2014.

Note: Includes bibliographical references and index

Additional Edition: 9781462519194

Additional Edition: 1462519199

Additional Edition: 9781462518999

Additional Edition: 1462518990

Additional Edition: 9781462519194

Additional Edition: 1462519199

Additional Edition: Erscheint auch als Druck-Ausgabe Kuhn, Melanie R Developing fluent readers

Language: English

URL: lizenzpflichtig

UID:

Format: 1 online resource (162 p.)

ISBN: 1-4625-1920-2

Series Statement: The Essential Library of PreK- 2 Literacy

Content: Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers.

Note: Description based upon print version of record. , Assessing Accurate and Automatic Word RecognitionAssessing Prosodic Reading; What about Informal Reading Inventories?; Conclusion; Chapter 4. Fluency Instruction for Any Setting; Using Instructional Strategies to Help Students Access Texts; Echo Reading ; Choral Reading; Partner Reading; Conclusion; Chapter 5. Fluency Instruction for Shared Reading; Selecting Appropriate Texts; Repeated versus Scaffolded Wide Reading; Fluency-Oriented Reading Instruction ; Wide Fluency-Oriented Reading Instruction ; FORI or Wide FORI: Which to Choose?; Conclusion , Chapter 6. Fluency Instruction for Flexible GroupsWhy Flexible Groups for Teaching Fluency?; Oral Recitation Lesson; Fluency-Oriented Oral Reading and Wide Fluency-Oriented Oral Reading ; Supported Oral Reading; Conclusion; Chapter 7. Fluency Instruction for Individuals; Making the Most of Opportunities to Work with One or Two Students; Repeated Readings; Reading-While-Listening ; Cross-Age Reading ; Neurological Impress Method; Conclusion; Chapter 8. Supplemental Fluency Instruction; Why Supplemental Fluency Instruction?; Paired Repeated Reading; Fluency Development Lesson; Readers' Theatre , English

Additional Edition: ISBN 1-322-51466-6

Additional Edition: ISBN 1-4625-1919-9

Language: English

UID:

Format: 1 Online-Ressource , Illustrationen

ISBN: 9781462519200 , 9781462519194 , 9781462518999

Series Statement: The Essential Library of PreK-2 Literacy

Content: Foundational skills and open-ended learning: when and why? -- What is fluent reading? -- Assessing fluent reading -- Fluency instruction for any setting -- Fluency instruction for shared reading -- Fluency instruction for flexible groups -- Fluency instruction for individuals -- Supplemental fluency instruction -- Recommended Trade books for children by them -- Award-winning trade books for children, 2000-2014 -- Notable trade books for children, 2013-2014.. Cover; Half Title; The Essential Library of PreK-2 Literacy; Title ; Copyright; Dedication; About the Authors; Series Editors' Note; Contents; Chapter 1. Foundational Skills and Open-Ended Learning: When and Why?; Reading Development: Differing Skills at Different Stages?; Where Does Fluency Fit in Reading Development?; Chapter 2. What Is Fluent Reading?; What Is Fluent Reading?: The Role of Automaticity and Prosody; What Does Effective Fluency Instruction Look Like?; Where Is Fluency in the CCSS?; Conclusion; Chapter 3. Assessing Fluent Reading; Why Assess Fluency?. Assessing Accurate and Automatic Word RecognitionAssessing Prosodic Reading; What about Informal Reading Inventories?; Chapter 4. Fluency Instruction for Any Setting; Using Instructional Strategies to Help Students Access Texts; Echo Reading ; Choral Reading; Partner Reading; Chapter 5. Fluency Instruction for Shared Reading; Selecting Appropriate Texts; Repeated versus Scaffolded Wide Reading; Fluency-Oriented Reading Instruction ; Wide Fluency-Oriented Reading Instruction ; FORI or Wide FORI: Which to Choose?; Conclusion.. Chapter 6. Fluency Instruction for Flexible GroupsWhy Flexible Groups for Teaching Fluency?; Oral Recitation Lesson; Fluency-Oriented Oral Reading and Wide Fluency-Oriented Oral Reading ; Supported Oral Reading; Chapter 7. Fluency Instruction for Individuals; Making the Most of Opportunities to Work with One or Two Students; Repeated Readings; Reading-While-Listening ; Cross-Age Reading ; Neurological Impress Method; Chapter 8. Supplemental Fluency Instruction; Why Supplemental Fluency Instruction?; Paired Repeated Reading; Fluency Development Lesson; Readers' Theatre.. ConclusionRecommended Trade Books for Children by Theme; Award-Winning Trade Books for Children, 2000-2014; Notable Trade Books for Children, 2013-2014; References; Index

Note: Literaturangaben , Index , englisch

Language: English

URL: lizenzpflichtig

UID:

Format: 1 Online-Ressource (xviii, 238 pages) , illustrations

ISBN: 1462542654 , 9781462542659

Content: Cover -- Halftitle Page -- Also from the Editors -- Title Page -- Copyright -- Dedication -- About the Editors -- Contributors -- Foreword -- Acknowledgments -- Contents -- 1. Introduction -- The Need for Focused Attention on Conceptual Development -- Overview of This Book -- Conclusion -- References -- 2. Developing Vocabulary Skills while Developing Conceptual Knowledge: Strategies from the PAVEd for Success Kindergarten and Prekindergarten Program -- Why Focus on Vocabulary? -- Building Bridges -- Explicit Vocabulary Enhancement Practices for Young Children: New VEhicles and CAR Quest -- PAVEd for Success in Practice -- Conclusion -- References -- 3. "I Don't Just Want to Read, I Want to Learn Something": Best Practices for Using Informational Texts to Build Young Children's Conceptual Knowledge -- What Are Concepts, and How Are Concepts and Vocabulary Related? -- How Might Informational Texts Contribute to Conceptual Knowledge and Vocabulary? -- How Might Information Books Be Used for Conceptual Development/Vocabulary Acquisition? -- Conclusion -- References -- 4. What Does Discussion Add to Reading for Conceptual Learning? -- Why Do Discussions Lead to Improved Reading Comprehension? -- What Kind of Discussion? -- The Collaborative Reasoning Approach to Classroom Discussion -- Multilink Causal Reasoning for Conceptual Learning -- Analogical Reasoning for Empathy -- Metacognition for Conceptual Learning -- Conclusion -- References -- 5. Using Multimodal Text Sets to Support Conceptual Understandings -- What Are Text Sets? -- Text Sets: A New Name for an Old Idea? -- Scaffolding Concept-Based Instruction -- Resources for Building and Teaching with Multimodal Text Sets -- Conclusion -- References -- 6. Developing Conceptual Knowledge in the Content Areas: Overlooked Features of Texts That Influence Complexity -- Text Complexity: Some Background -- How Does Text Enhance Conceptual Knowledge? -- Word Familiarity (Frequency) in Literary, Science/Social Science, and Math Texts -- Text Cohesion -- Word Concreteness and Imageability -- Conclusion -- References -- 7. Teaching and Learning in a Digital World: Digital Literacies for Disciplinary Learning -- Learning in a Digital World -- The Growing Importance of Disciplinary Literacies -- Digital Literacies for Disciplinary Learning -- Three Potentials Addressed by Interweaving Digital Literacies for Disciplinary Learning -- Addressing the Three Potentials: An Instructional Framework -- Implementing Digital Literacies for Disciplinary Learning -- Conclusion -- References -- 8. Teaching to Write and Writing to Learn: Conceptual Development through Discipline-Specific Writing -- Teaching Discipline-Specific Literacy -- How We Can Learn by Writing -- Writing and Conceptual Knowledge in Social Studies -- Writing and Conceptual Knowledge in Mathematics -- Writing and Conceptual Knowledge in Science -- Conclusion -- References.

Note: Includes bibliographical references and index

Additional Edition: 9781462542611

Additional Edition: 1462542611

Additional Edition: 9781462542628

Additional Edition: 146254262X

Additional Edition: 9781462542611

Additional Edition: Erscheint auch als Druck-Ausgabe Developing conceptual knowledge through oral and written language New York : The Guilford Press, [2020]

Language: English

URL: lizenzpflichtig

UID:

Format: Online-Ressource

Note: München, Technische Universität München, Diss., 2015

Language: English

Keywords: Hochschulschrift

URN: urn:nbn:de:bvb:91-diss-20151208-1274297-1-2

URL: https://nbn-resolving.org/urn:nbn:de:bvb:91-diss-20151208-1274297-1-2

URL: https://d-nb.info/108203424X/34

URL: kostenfrei

UID:

Format: 1 Online-Ressource

Note: Dissertation Technische Universität München 2015

Language: English

Keywords: Hochschulschrift

URN: urn:nbn:de:bvb:91-diss-20151208-1274297-1-2

URL: kostenfrei

URL: kostenfrei

URL: kostenfrei

UID:

Format: 1 online resource (259 pages)

ISBN: 9781462542659

Content: Cover -- Halftitle Page -- Also from the Editors -- Title Page -- Copyright -- Dedication -- About the Editors -- Contributors -- Foreword -- Acknowledgments -- Contents -- 1. Introduction -- The Need for Focused Attention on Conceptual Development -- Overview of This Book -- Conclusion -- References -- 2. Developing Vocabulary Skills while Developing Conceptual Knowledge: Strategies from the PAVEd for Success Kindergarten and Prekindergarten Program -- Why Focus on Vocabulary? -- Building Bridges -- Explicit Vocabulary Enhancement Practices for Young Children: New VEhicles and CAR Quest -- PAVEd for Success in Practice -- Conclusion -- References -- 3. "I Don't Just Want to Read, I Want to Learn Something": Best Practices for Using Informational Texts to Build Young Children's Conceptual Knowledge -- What Are Concepts, and How Are Concepts and Vocabulary Related? -- How Might Informational Texts Contribute to Conceptual Knowledge and Vocabulary? -- How Might Information Books Be Used for Conceptual Development/Vocabulary Acquisition? -- Conclusion -- References -- 4. What Does Discussion Add to Reading for Conceptual Learning? -- Why Do Discussions Lead to Improved Reading Comprehension? -- What Kind of Discussion? -- The Collaborative Reasoning Approach to Classroom Discussion -- Multilink Causal Reasoning for Conceptual Learning -- Analogical Reasoning for Empathy -- Metacognition for Conceptual Learning -- Conclusion -- References -- 5. Using Multimodal Text Sets to Support Conceptual Understandings -- What Are Text Sets? -- Text Sets: A New Name for an Old Idea? -- Scaffolding Concept-Based Instruction -- Resources for Building and Teaching with Multimodal Text Sets -- Conclusion -- References -- 6. Developing Conceptual Knowledge in the Content Areas: Overlooked Features of Texts That Influence Complexity -- Text Complexity: Some Background.

Note: Description based on publisher supplied metadata and other sources

Additional Edition: 9781462542628

Additional Edition: Erscheint auch als Druck-Ausgabe 9781462542628

Language: English

URL: lizenzpflichtig

UID:

Format: 1 online resource (386 pages)

Edition: 1st ed.

ISBN: 9783031522277

Note: Intro -- Contents -- About the Editors -- Chapter 1: Overlapping Inequalities in the Welfare State. An Introduction -- 1.1 To Start with: Book Dedication to our Colleague Christine Hunner-Kreisel -- 1.2 Intersectionality as a Travelling Concept -- 1.3 The Welfare State and the Intersectionality Approach -- 1.4 Structure of the Book -- References -- Part I: Methodological and Theoretical Approaches -- Chapter 2: Geographical Dimensions of Intersectionality -- 2.1 Introduction -- 2.2 The Role of Place in Intersectional Dynamics -- 2.3 Towards Geographies of Intersectionality -- References -- Chapter 3: The Intersectionality of Social Exclusion and International Comparison: Rethinking the Methodological Nuances -- 3.1 Introduction -- 3.1.1 Migrant Workers and/or Persons Without Legal Residency Status: Mechanisms and Constellations of Precarity in Switzerland -- 3.1.2 The Question of Migrant Laborers in India -- 3.2 Comparative Intersectional Analysis of the Politics of Social Exclusion -- 3.3 Theoretical and Analytical Framework: Heuristic -- 3.3.1 Comparison as Principle of Investigation -- 3.3.2 Intersectional Analysis -- 3.3.2.1 Transferability of Intersectionality: Anglo-Saxon Categories in "Other" (Country) Contexts -- 3.3.2.2 Categories and the Question of How Many Categories -- 3.3.2.3 Intersectional Multilevel Analysis: Potential for Comparative Analysis -- 3.4 Merging: Theoretical and Methodological Considerations -- 3.4.1 Contextualizing Intersectionality: Race, Caste, Etc -- 3.4.2 Epistemic Violence and Self-Positioning: Theorizing Comparison -- 3.4.3 Reference to the Project Design -- 3.5 Conclusion -- References -- Chapter 4: The Intersectional Multilevel Approach: Linking Subject, Discourse, and Social Structure in Welfare State Research -- 4.1 Introduction -- 4.2 Theoretical Framework of the Intersectional Multilevel Approach. , 4.3 Feminist-Materialist State Theory and Intersectional Perspectives -- 4.4 Intersectional Multilevel Analysis as Methodological Framework -- 4.5 Applications to Empirical Welfare State Research -- 4.6 Conclusion -- References -- Chapter 5: Migrant Respectability: An Intersectional Bourdieuan Approach to Iranian Migrants' Experiences of Class and Religion -- 5.1 Introduction -- 5.2 Migrant Respectability -- 5.3 Methodology -- 5.3.1 Data Collection -- 5.3.2 Analysis -- 5.4 Migration Intersecting Respectability -- 5.5 Migrant Respectability: Educated Versus Non-Educated Migrants -- 5.6 Discussion and Conclusion -- References -- Chapter 6: Childhood Studies Meets Migration Studies. The Potential of Ethnographic Research for Practices of Differentiation for Intersectional Analysis -- 6.1 Introduction -- 6.2 Differentiating Children. Ethnographic Research on Practices of Differentiation at the Intersection of Educational Childhood and Migration Studies -- 6.3 Differentiated Children. The Institutionalization and (Re)Production of Difference in the Childcare Center and Primary School -- 6.3.1 The Research Project -- 6.3.2 Exploring the Findings from the Childcare Center: Developmental Order -- 6.3.3 Exploring the Primary School: Achievement Order -- 6.4 Different, Unequal, Discriminated-Against Children? Inquiries Into an Intersectional Analytical Perspective in the Subject Area of Childhood and Migration -- 6.4.1 Differences: The Complexity of Reality and Its Field-Specificity -- 6.4.2 Dimensions of Reality: Structure, Discourse, Interaction, Subjectivity -- References -- Chapter 7: Disability in Intersectionality and Vice Versa -- 7.1 Introduction -- 7.2 Disability as a Social Position -- 7.3 Disability as a Socio-Political Identity -- 7.4 Disability as an Administrative Category in the Welfare State -- 7.5 Conclusion -- References. , Part II: Institutionalized Inequalities in Welfare States: Care Work -- Chapter 8: Contrasting Contexts: Investigating the Variations of Migrant Care Work -- 8.1 Introduction -- 8.2 Intersections in Migrant Care Work -- 8.2.1 Combining the Micro and the Macro: Mechanisms of Intersections -- 8.3 Methodological Remarks -- 8.4 Contrasting Cases -- 8.4.1 Institutional Mechanisms Shape the Professional Status -- 8.4.2 Skilling and Deskilling Mechanisms -- 8.4.3 Mechanisms of (Mis)recognition -- 8.5 Conclusion -- References -- Chapter 9: Migrant Care Workers in Home-Care Settings in Germany: Inequality Dynamics and Policy Interactions -- 9.1 Introduction -- 9.2 Conceptual Section: Care Regimes and the Development of Care Work in Home-Care Settings -- 9.3 Empirical Section: The Involvement of Migrant Care Workers in Home-Care Settings -- 9.3.1 Professional Home-Care Services Within the LTCI Framework -- 9.3.2 Domestic Services Within Private Households -- 9.3.3 Live-in Care Services Within Private Households -- 9.4 Conclusion: Inequality Dynamics in Home-Care Settings -- References -- Chapter 10: Intersectional Perspective on Intergenerational Exchange of Support in the Context of Migration -- 10.1 Introduction -- 10.2 Review of Related Literature -- 10.2.1 Approaches to Intersectionality -- 10.2.2 Studies on Aging and Migration -- 10.2.3 Elderly Care and Migration -- 10.2.4 Older Persons Left Behind -- 10.2.5 Intersectionality of Aging and Migration: The Case of Filipinos -- 10.3 Data, Variables, and Methods -- 10.4 Results -- 10.4.1 The Older Persons and Their Non-Coresident Adult Children -- 10.4.2 Exchange of Support Between Older Parents and Their Adult Children -- 10.5 Conclusion -- References -- Chapter 11: Single Mothers' Subject Constructions of the "Good Mother": An Intersectional Analysis of Social Practices -- 11.1 Introduction. , 11.2 Material Conditions of Single Mothers in Germany -- 11.3 Self-Perception of Single Mothers -- 11.4 Care Work -- 11.4.1 Theoretical Background -- 11.4.2 Care Arrangements of Single Mothers -- 11.4.3 Care Work and the "Good Mother" -- 11.5 Empirical Framework -- 11.5.1 Methodology and Research Questions -- 11.5.2 Data Samples -- 11.6 Results -- 11.6.1 Typology of Subject Construction That Deals with the "Good Mother" -- 11.6.1.1 Caring as Exhaustion -- 11.6.1.2 Caring as Bonding -- 11.6.1.3 Caring as Educating -- 11.6.2 Intersectional Analysis of the "Good Mother" -- 11.6.3 Social Recognition -- 11.7 Conclusion -- References -- Chapter 12: Children and Care Labor in Turkey. Intersectional Inequalities of Gender, Class, and "Age" -- 12.1 Introduction -- 12.2 Social Reproduction and Intersectional Inequalities -- 12.2.1 Children's Reproductive Labor -- 12.2.2 Depletion Through Social Reproduction -- 12.3 Girls' Social Reproductive Labor in Turkey -- 12.3.1 The Unequal Division of Unpaid Care Labor -- 12.3.2 Depletion Through Social Reproduction and Girls' Care Labor -- 12.3.2.1 Discursive Harm: Expectation of Sibling Care from Daughters -- 12.3.2.2 Emotional and Physical Harm: Burdens of Care Labor in Childhood -- 12.3.2.3 Damage to the Right to Citizenship as Limitation to School Participation and Socialization -- 12.4 Conclusion -- References -- Part III: Institutionalized Inequalities in Welfare States: Health -- Chapter 13: Critical Race Studies and Intersectionality Responses to COVID-19 -- 13.1 Introduction -- 13.2 Race in Australia -- 13.3 Intersectionality -- 13.4 Race in Society -- 13.4.1 Intersectionality and the Virus -- 13.4.2 Indigenous Sovereignty and Responses to COVID-19 -- 13.4.3 Media Representations of Race and the Pandemic -- 13.4.4 Lockdown, Healthcare, and Racist Ableism -- 13.4.5 Policing the Quarantine. , 13.4.6 The Economics and Social Costs of COVID-19 -- 13.5 Conclusion -- References -- Chapter 14: Black Women at the Intersection of Mental Health, Stigma, Genderism, Racism & -- Classism in Germany -- 14.1 Introduction -- 14.1.1 Situating Mental Illness Stigma in the Context of Racism's Intersectionality -- 14.1.2 The Complexities and Territoriality of Cultural Concepts of Saturated Disadvantage in Black Feminist Intersectionality Discourse -- 14.1.3 The Oscillation from Collective to Personal: Understanding the Need to Give Meaning to Historical Trauma -- 14.1.4 The Present Study -- 14.2 Methods -- 14.2.1 Study Group -- 14.2.2 Data Collection -- 14.2.3 Data Analysis -- 14.3 Results -- 14.3.1 Prosocial Emotions in Social Environments -- 14.3.2 Assimilation Pressures -- 14.3.3 Negative Mental Health in Response to Racist Devaluation -- 14.3.4 Understanding the Value of Emotional and Mental Health Support -- 14.3.5 Consequences of Experiencing Racism in Treatment -- 14.4 Discussion -- References -- Chapter 15: Irregular Migrants' Precarious Access to Health Care in the Norwegian Welfare State -- 15.1 Introduction -- 15.2 Theoretical Approach: The Internal Border and Intersectionality -- 15.3 Irregular Migrants in Norway: Access to Health Care -- 15.4 The Role of Economic Capital and an Informal Social Infrastructure -- 15.5 Trust in Health Care Personnel -- 15.6 Knowledge of Rights -- 15.7 Subject Positions and Expectations -- 15.8 Avoid Getting Ill: Awareness and Alternative Healthcare -- 15.9 Conclusion -- References -- Chapter 16: Egg Freezing Technology at the Intersection of Social Inequalities and Institutional Constraints -- 16.1 Introduction -- 16.2 Intersectional Perspectives on Reproduction -- 16.3 Egg-Freezing Technology -- 16.4 Freezing Eggs in Turkey -- 16.5 Conclusion -- References. , Part IV: Institutionalized Inequalities in Welfare States: Education.

Additional Edition: ISBN 9783031522260

Language: English

UID:

ISSN: 0022-0388

In: The journal of development studies, Abingdon, Oxfordshire : Routledge, 1964, 52(2016), 6, Seite 824-837, 0022-0388

In: volume:52

In: year:2016

In: number:6

In: pages:824-837

Language: English

UID:

ISSN: 0022-0388

In: The journal of development studies, Abingdon, Oxfordshire : Routledge, 1964, 52(2016), 6 vom: Juni, Seite 824-837, 0022-0388

In: volume:52

In: year:2016

In: number:6

In: month:06

In: pages:824-837

Language: English

Keywords: Aufsatz in Zeitschrift

DOI: 10.1080/00220388.2015.1098628