MARC details
| 000 -LEADER |
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| fixed length control field |
03540nam a2200193Ia 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
NULRC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20250730145913.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
250730s9999 xx 000 0 und d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
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| International Standard Serial Number |
0013-1784 |
| 245 #0 - TITLE STATEMENT |
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| Title |
Educational Leadership |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Massachusetts : |
| Name of publisher, distributor, etc. |
ASCD Publications, |
| Date of publication, distribution, etc. |
2017 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
96 pages : |
| Other physical details |
color illustrations ; |
| Dimensions |
28 cm. |
| 490 ## - SERIES STATEMENT |
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| Volume/sequential designation |
Educational Leadership, Volume 74, Issue 6, March 2017. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Let's celebrate personalization: But not too fast -- The genius of design -- A school where learning is personal -- Student engagement: Key to personalized learning -- One-Size-Doesn't-Fit-All homework -- Is standardization the answer to personalization? -- Making projects personal -- Orchestrating the move to student-driven learning -- New faces of blended learning -- A personalized-learning toolbox for teachers -- Personalization vs. how people learn -- Five dispositions for personalization. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
[Article Title : Let's celebrate personalization: But not too fast / Carol Ann Tomlinson, p. 10-15] Abstract : Before embarking on an instructional change like personalization, educators need to ask themselves some questions.;[Article Title : The genius of design / John Spencer, p. 16-21] Abstract : Genius hour projects can bolster student voice and agency, especially if they're integrated with design thinking principles.;[Article Title : A school where learning is personal / Jim Rickabaugh, Christina Sprader, and James Murray, p. 22-27] Abstract : What does a student's day really look like at a personalized-learning school?;[Article Title : Student engagement: Key to personalized learning / Larry Ferlazzo, p. 28-33] Abstract : Four ways to help students, including English language learners, find the spark to power their own development.;[Article Title : One-Size-Doesn't-Fit-All homework / Cathy Vatterott, p. 34-39] Abstract : At one school, an individualized homework experiment creates excitement about learning.;[Article Title : Is standardization the answer to personalization? / Paul Emerich France, p. 40-45] Abstract : Students are shortchanged when educators see personalization and standardization as antithetical.;[Article Title : Making projects personal / Meng Li Lusardi, p. 46-52] Abstract : How one teacher revamped a project-based assignment to boost student creativity and agency.;[Article Title : Orchestrating the move to student-driven learning / Bena Kallick and Allison Zmuda, p. 53-58] Abstract : Personalization in the classroom need to be an all-or-nothing proposition.;[Article Title : New faces of blended learning / Michael B. Horn and Julia Freeland Fisher, p. 59-63] Abstract : Seeking greater levels of personalization, innovative schools are finding new ways to combine online and face-to-face learning.;[Article Title : A personalized-learning toolbox for teachers / Jason Pasatta, Erica Hamilton and Stephanie DeDoes, p. 64-67] Abstract : A district retools teachers professional development with an eye toward supporting personalization.;[Article Title : Personalization vs. how people learn / Benjamin Riley, p. 68-74] Abstract : A counterview: everything you've learned about personalized learning is probably wrong.;[Article Title : Five dispositions for personalization / Kim Carter, p. 75] Abstract : Designing individualized learning experiences entails not just knowing students well, but also being willing to learn form them. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
EDUCATION |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Serials |
