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The upper elementary years : (Record no. 1483)

MARC details
000 -LEADER
fixed length control field	06297cam a2200361 a 4500
001 - CONTROL NUMBER
control field	15374563
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20190909092603.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	080721s2009 caua b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2008031917
015 ## - NATIONAL BIBLIOGRAPHY NUMBER
National bibliography number	GBA8B6578
Source	bnb
016 7# - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER
Record control number	014771773
Source	Uk
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9781412940993 (pbk.)
035 ## - SYSTEM CONTROL NUMBER
System control number	(OCoLC)ocn230193307
035 ## - SYSTEM CONTROL NUMBER
System control number	(OCoLC)230193307
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Transcribing agency	DLC
Modifying agency	BTCTA
--	BAKER
--	YDXCP
--	UKM
--	C#P
--	DLC
043 ## - GEOGRAPHIC AREA CODE
Geographic area code	n-us---
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LA219
Item number	.F56 2009
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	372.242 FIN
Edition number	23
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Finnan, Christine R.
245 14 - TITLE STATEMENT
Title	The upper elementary years :
Remainder of title	ensuring success in grades 3-6 /
Statement of responsibility, etc.	Christine Finnan.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	Thousand Oaks, Calif. :
Name of publisher, distributor, etc.	Corwin Press,
Date of publication, distribution, etc.	c2009.
300 ## - PHYSICAL DESCRIPTION
Extent	xix, 211 p. :
Other physical details	ill. ;
Dimensions	26 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references (p. 191-206) and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	Preface<br/>Purpose and Audience<br/>Background<br/>Organization of the Book<br/>Data Sources and Collection<br/>Acknowledgments<br/>About the Author<br/>1. Why Focus on Upper Elementary Grades and Students?<br/>Upper Elementary Children and Grade Levels<br/>Defining Upper Elementary Teachers: Their Practice and the Profession<br/>Advocating for Upper Elementary Students<br/>2. Development of 8- to 12-Year-Old Children<br/>Development as Learners<br/>Cognitive Development<br/>Language Development<br/>Development as Individuals and Members of Society<br/>Development of Sense of Self<br/>Autonomy and Relatedness<br/>Doing What Is Right<br/>Physical Development<br/>Refining the Broad Strokes of Generalizations<br/>3. Children as Members of Groups<br/>Situating Group Differences: Biological, Cultural, and Societal Influences<br/>Biological Influences<br/>Cultural Influences<br/>Social, Historical, and Economic Influences<br/>Ethnic and Racial Group Affiliation<br/>Race and Ethnicity: Relation to Achievement<br/>Race and Ethnicity: Relation to Social Development<br/>Socioeconomic Group Affiliation<br/>Socioeconomic Influences on Achievement<br/>Socioeconomic Influences on Social Development<br/>English-Language Learners<br/>English-Language Learners and Achievement<br/>English-Language Learners and Social Development<br/>Gender Affiliation<br/>Gender and Academic Achievement<br/>Gender and Social Development<br/>Gender and Physical Development<br/>Exceptional Learners<br/>Achievement of Exceptional Learners<br/>Social Development of Exceptional Children<br/>The Holistic Child: Mixing Group Identities<br/>4. Individual Developmental Differences<br/>Individuals as Learners<br/>Variation in Cognition and Intelligence<br/>Variation in Motivation to Learn<br/>Variation in Expressions of Creativity<br/>Exceptional Variation<br/>Variation in Development of Self-Concept and Social Competency<br/>Physical Variation<br/>Summary<br/>5. Children's Lives Outside of School<br/>The Multiple Contexts of Children's Lives<br/>Family and Home<br/>Friends and Peers<br/>Neighborhood and Community<br/>Other Important Contexts<br/>How Children Spend Time Outside of School<br/>Adult-Organized, Sponsored, or Supervised Activities<br/>Child-Driven Activities<br/>Summary<br/>6. The School Environment: Supporting Accomplishment, Belonging, and Engagement<br/>School Role in Developing a Sense of Accomplishment<br/>Defining and Measuring Accomplishment<br/>Adult Expectations for Accomplishment<br/>Student Expectations for Accomplishment<br/>School Role in Developing a Sense of Belonging<br/>Inviting Spaces and Warm Adult Relations<br/>Belonging Within the Peer Network<br/>Extending the Sense of Belonging to Family<br/>Extending Belonging to the Community<br/>School Role in Engaging Students Academically, Socially, and Physically<br/>Academic Engagement<br/>Social Engagement<br/>Physical Engagement<br/>School Culture, Organizational Structures, Policies, and Procedures<br/>Summary<br/>7. The Classroom Environment: Supporting Accomplishment, Belonging, and Engagement<br/>Classroom Role in Developing a Sense of Accomplishment<br/>Academic Accomplishment<br/>Social Accomplishment<br/>Physical Accomplishment<br/>Classroom Role in Developing a Sense of Belonging<br/>Belonging in a Community<br/>Joy and Cooperation<br/>Democracy and Equity<br/>Care and Nurture<br/>Extending Community to Others<br/>Classroom Role in Developing a Sense of Engagement<br/>Academic Engagement<br/>Social Engagement<br/>Physical Engagement<br/>Summary<br/>8. Teaching and Learning<br/>Important Knowledge<br/>Addressing What Students Are Expected to Know<br/>Addressing Student Interest and Knowledge<br/>Using Knowledge to Meet Student Needs for Accomplishment, Belonging, and Engagement<br/>Selecting or Designing Appropriate Assessments<br/>Assessing Acquisition of Desired Knowledge<br/>Assessing Students' Prior Knowledge and Knowledge Assimilation<br/>Using Assessment to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement<br/>Delivering Instruction<br/>Teaching the Content<br/>Teaching the Students<br/>Using Instruction to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement<br/>Importance of Aligning Content, Instruction, and Assessment<br/>Putting the Pieces Together<br/>Issues Surrounding Teaching and Learning<br/>Aligning Content, Assessment, and Instruction to Promote Accomplishment, Belonging, and Engagement<br/>9. Supporting Upper Elementary Students: Developmentally Appropriate Practice, Professionalism, and Advocacy<br/>A Framework of Upper Elementary Developmentally Appropriate Practice<br/>Actions of Students<br/>Actions of Teachers<br/>Characteristics of the Classroom Environment<br/>Characteristics of the Teaching and Learning Process<br/>Professional Identity<br/>Becoming Upper Elementary Teachers<br/>Supporting Upper Elementary Teachers in the Profession<br/>National Board Middle Childhood / Generalist Certification<br/>Advocating for Upper Elementary Children<br/>Compiling and Encouraging Research on Upper Elementary Children and Teaching<br/>Examining Policies and Practices<br/>What Can You Do to Help Upper Elementary Children?<br/>Developmentally Appropriate Practice<br/>Professional Identity for Upper Elementary Teachers<br/>Advocacy<br/>References<br/>Index
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Education, Elementary
Geographic subdivision	United States.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Academic achievement
Geographic subdivision	United States.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Effective teaching
Geographic subdivision	United States.
856 41 - ELECTRONIC LOCATION AND ACCESS
Materials specified	Table of contents only
Uniform Resource Identifier	<a href="http://www.loc.gov/catdir/toc/ecip0824/2008031917.html">http://www.loc.gov/catdir/toc/ecip0824/2008031917.html</a>
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ecip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Stack text books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date last seen	Price effective from	Koha item type
		Dewey Decimal Classification			25/2	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	09/09/2019		372.242 FIN	17107	09/09/2019	09/09/2019	Stack text books