MARC details
| 000 -LEADER |
|---|
| fixed length control field |
16298cam a22004574a 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
14253281 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20191011104437.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
060203s2007 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2006041621 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
020549353X |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
|
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)ocm63703959 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Transcribing agency |
DLC |
| Modifying agency |
BAKER |
| -- |
C#P |
| -- |
CLU |
| -- |
DLC |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
BF722 |
| Item number |
.C638 2007 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
371.26 COH |
| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Cohen, Libby G. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Assessment of children and youth with special needs / |
| Statement of responsibility, etc. |
Libby G. Cohen, Loraine J. Spenciner. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
3rd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Boston : |
| Name of publisher, distributor, etc. |
Pearson/Allyn and Bacon, |
| Date of publication, distribution, etc. |
c2007. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xviii, 430 p. : |
| Other physical details |
ill. ; |
| Dimensions |
28 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. Foundations of Assessment.<br/><br/><br/><br/>Why Do Teachers Assess?<br/><br/>Individuals with Disabilities Education Improvement Act (IDEA) of 2004<br/><br/>Who is Eligible for Special Education? <br/><br/>Response to Intervention (RTI). <br/><br/>Multidisciplinary Teams <br/><br/>The Individualized Education Program <br/><br/>Special Considerations for Young Children<br/><br/>Transition Services <br/><br/>Procedures for Ensuring the Rights of Students and Families <br/><br/>No Child Left Behind Act of 2001<br/><br/>Assessment Requirements<br/><br/>Alternative assessments<br/><br/>Family Educational Rights and Privacy Act<br/><br/>Court Decisions Affecting Assessment Practices<br/><br/>Responding to Diversity<br/><br/><br/><br/><br/><br/>2) Assessment Framework.<br/><br/><br/><br/><br/><br/>Assessment Questions, Steps, and Purposes<br/><br/>Assessment Questions <br/><br/>Assessment Steps and Purposes <br/><br/>Assessment Approaches<br/><br/>Assessment of Assistive Technology Needs<br/><br/>Approaches to Assistive Technology Assessment<br/><br/>SETT Framework<br/><br/>Matching Person & Technology (MPT)<br/><br/>Wisconsin Assistive Technology Initiative (WATI)<br/><br/>Preparing to Administer Assessments<br/><br/>Before the Testing Begins <br/><br/>When the Student Arrives <br/><br/>After the Testing Is Completed <br/><br/>Interpreting Assessments with Accommodations or Modifications <br/><br/>Professional Standards<br/><br/>Confidentiality <br/><br/>Responding to Diversity <br/><br/>Avoiding Assessment Bias <br/><br/>Emerging Practices: Universal Design<br/><br/><br/><br/><br/><br/>3. Reliability and Validity.<br/><br/><br/><br/>Reliability<br/><br/>Approach 1: Using Correlation Coefficients<br/><br/>Approach 2: Variances or Standard Deviations of Measurement Errors<br/><br/>Approach 3: Item Response Theory<br/><br/>Factors that Influence Reliability<br/><br/>Validity<br/><br/>Validity of Test Interpretations<br/><br/>Consequential Validity<br/><br/>Alternate Assessment<br/><br/>Out-of-Level Testing<br/><br/>Responding to Diversity: Fairness in Assessment<br/><br/>Equity<br/><br/>Nonbiased Assessment<br/><br/>Linguistic Diversity<br/><br/>Consideration of Adverse Consequences<br/><br/><br/><br/>4. Developing Technical Skills.<br/><br/><br/><br/>Standardization Sample<br/><br/>Norm-referenced Tests<br/><br/>Criterion-referenced Tests<br/><br/>Distinguishing Norm-Referenced Tests from Criterion-Referenced Tests<br/><br/>Scales of Measurement<br/><br/>Nominal Scale<br/><br/>Ordinal Scale<br/><br/>Interval Scale<br/><br/>Ratio Scale<br/><br/>Frequency Distribution<br/><br/>Normal Curve<br/><br/>Measures of Central Tendency<br/><br/>Mean<br/><br/>Mode<br/><br/>Median<br/><br/>Standard Deviation<br/><br/>Types of Scores<br/><br/>Raw Scores<br/><br/>Percentage Scores<br/><br/>Derived Scores<br/><br/>Developmental Scores<br/><br/>Developmental Quotient<br/><br/>Scores of Relative Standing<br/><br/>Standard Scores<br/><br/>Basal and Ceiling Levels<br/><br/>Standard Error of Measurement and Confidence Intervals<br/><br/>Standard Error of Measurement<br/><br/>Confidence Intervals<br/><br/>Scoring Guidelines<br/><br/>How Should Assessment Approaches Be Evaluated?<br/><br/><br/><br/>5. Observing, Interviewing, and Conferencing.<br/><br/><br/><br/>Why Observe?<br/><br/>Planning Observations<br/><br/>Observation Questions<br/><br/>Defining an Event or Behavior <br/><br/>Location <br/><br/>Recording <br/><br/>Accuracy <br/><br/>Integration<br/><br/>Observing the Student: Responding to Diversity<br/><br/>Work habits <br/><br/>Interactions with others <br/><br/>Facial expression and affect <br/><br/>Body movements <br/><br/>Adaptive skills <br/><br/>Participation in play and games <br/><br/>Recording Methods<br/><br/>Anecdotal Record <br/><br/>Running Record <br/><br/>Event Recording <br/><br/>Duration Recording <br/><br/>Intensity Recording <br/><br/>Latency Recording <br/><br/>Interval Recording <br/><br/>Category Recording <br/><br/>Rating Scales<br/><br/>Steps in Planning and Conducting Student Observations<br/><br/>Reducing Errors When Conducting Observations<br/>Errors of Omission <br/><br/>Errors of Commission <br/><br/>Errors of Transmission <br/><br/>Observer Drift <br/><br/>Predetermined Expectations <br/><br/>Student and Setting Characteristics<br/><br/>Understanding More about Reliability <br/><br/>Reliability Checks <br/><br/>Calculating Interobserver Reliability <br/><br/>Reliability of Event Recording <br/><br/>Understanding More about Validity<br/><br/>Developing Informal Norms <br/><br/>Observing the Classroom Environment<br/><br/>Physical Environment<br/><br/>Learning Environment <br/><br/>Social Environment <br/><br/>Other Informal Assessment Approaches<br/><br/>Checklists <br/><br/>Interviews <br/><br/>Questionnaires <br/><br/>Conferencing and Collaborating <br/><br/><br/><br/><br/><br/>6. Performance-Based, Authentic and Portfolio Assessments.<br/><br/><br/><br/>Performance-based Assessment<br/><br/>Developing Performance-Based Assessments<br/><br/>Authentic Assessment<br/><br/>Portfolio Assessment<br/><br/>Contents of a Portfolio<br/><br/>Organizing the Portfolio<br/><br/>Helping Students Construct Portfolios<br/><br/>Using Technology<br/><br/>Exhibitions<br/><br/>Responding to Diversity<br/><br/>Developing Scoring Systems<br/><br/>Rubric<br/><br/>Analytic Scoring<br/><br/>Holistic Scoring<br/><br/>Benchmarks<br/><br/>Ensuring Technical Adequacy<br/><br/>Reliability<br/><br/>Consistency and Stability<br/><br/>Consequential Validity<br/><br/>Cautions When Using Performance-Based, Authentic, and Portfolio Assessment<br/><br/>Considerations About Using Performance-Based Assessments<br/><br/><br/><br/>7. Test Interpretation and Report Writing.<br/><br/><br/><br/>Interpreting Assessment Information<br/><br/>General Guidelines<br/><br/>Interpreting Results from Assessments with Accommodations or Modifications<br/><br/>Generating a Hypothesis <br/><br/>Examiner Bias <br/><br/>Using Professional Knowledge <br/><br/>Responding to Diversity <br/><br/>General Principles for Report Writing<br/><br/>Organize the Information <br/><br/>Relate Only the Facts <br/><br/>Include Only Essential Information <br/><br/>Be Aware of Bias <br/><br/>Present Accurate Information <br/><br/>Include Any Reservations <br/><br/>Avoid Technical Jargon <br/><br/>Write Clearly <br/><br/>Synthesizing Information<br/><br/>Types of Assessment Reports<br/><br/>Reports of Observations <br/><br/>Individual Test Reports <br/><br/>Comprehensive Assessment Reports<br/><br/>Writing the Report<br/><br/>Identifying Data <br/><br/>Reason for Referral/Assessment <br/><br/>Background Information <br/><br/>Observations of the Environment <br/><br/>Behavioral Observations <br/><br/>Tests, Interviews, and Performance-Based Assessment <br/><br/>Discussion of Results <br/><br/>Summary <br/><br/>Recommendations <br/><br/>Evaluating the Report <br/><br/>Sharing Assessment Results with Others <br/><br/>Family Members <br/><br/>The Student <br/><br/>National and State-wide Assessments<br/><br/>Using Local Assessments<br/><br/>Test Software<br/><br/><br/><br/><br/><br/>8. Achievement: Overall Performance.<br/><br/><br/><br/>Responding to Diversity<br/><br/>Standardized Instruments<br/><br/>Steps in the Development of a Standardized Achievement Test<br/><br/>Benefits<br/><br/>Disadvantages<br/><br/>Group Tests<br/><br/>Individual Achievement Tests<br/><br/>Kaufman Test of Educational Achievement/Normative Update<br/><br/>Peabody Individual Achievement Test-Revise/Normative Update<br/><br/>Wechsler Individual Achievement Test-II<br/><br/>Wide Range Achievement Test-3<br/><br/>Woodcock Johnson Tests of Achievement<br/><br/>Curriculum-based Assessment<br/><br/>Developing a Curriculum-Based Assessment Instrument<br/><br/>Criterion-referenced Tests<br/><br/>Teacher-Developed Criterion-Referenced Tests<br/><br/>Assessment Approaches<br/><br/><br/><br/><br/><br/>9. Reading.<br/><br/><br/><br/>Phonemic Awareness<br/><br/>Phonics<br/><br/>Word Study<br/><br/>Reading Fluency<br/><br/>Syntax<br/><br/>Vocabulary<br/><br/>Reading Comprehension<br/><br/>Technological Literacy<br/><br/>Assessing Reading<br/><br/>Assessment Principles<br/><br/>Standardized Instruments<br/><br/>Gray Oral Reading Tests-4<br/><br/>Stanford Diagnostic Reading Test<br/><br/>Test of Reading Comprehension -3<br/><br/>Woodcock Reading Mastery Test-Revised/Normative Update<br/><br/>Concerns about Standardized Reading Tests<br/><br/>Connecting Assessment with Instruction<br/><br/>Curriculum-based Assessment: Idol, Nevin, Paolucci-Whitcomb Model<br/><br/>Curriculum-based Measurement<br/><br/>Criterion-Referenced Assessment<br/><br/>Informal Assessment Approaches<br/><br/>Probes<br/><br/>Miscue (or Error) Analysis<br/><br/>Cloze Procedure<br/><br/>Think-Alouds<br/><br/>Retelling<br/><br/>Oral Descriptions<br/><br/>Written Descriptions<br/><br/>Checklists and Questionnaires<br/><br/>Interviews<br/><br/>Conferences<br/><br/>Student Journals and Notebooks<br/><br/>Performance-Based Assessment<br/><br/>Portfolios<br/><br/>Exhibitions<br/><br/>Peer Assessment<br/><br/><br/><br/><br/><br/>9. Written Language.<br/><br/><br/><br/>Content Validity<br/><br/>Scoring Written Language Tests<br/><br/>Standardized Instruments<br/><br/>Test of Written Expression<br/><br/>Test of Written Language-3<br/><br/>Test of Written Spelling-4<br/><br/>Concerns about Standardized Tests of Written Language<br/><br/>Connecting Assessment with Instruction<br/><br/>Curriculum-based Measurement<br/><br/>Criterion-referenced Assessment<br/><br/>Informal Approaches<br/><br/>Probes<br/><br/>Error Analysis<br/><br/>Oral Descriptions<br/><br/>Written Descriptions<br/><br/>Checklists and Questionnaires<br/><br/>Interviews<br/><br/>Conferences<br/><br/>Student Journals and Notebooks<br/><br/>Portfolios<br/><br/>Exhibitions<br/><br/>Self-Assessment<br/><br/>Peer Assessment<br/><br/>Scoring<br/><br/>Holistic Scoring<br/><br/>Analytic Scoring<br/><br/>Anchor Papers<br/><br/><br/><br/>11. Oral Language.<br/><br/><br/>Behavioral Approach <br/><br/>Social Learning Theory <br/><br/>Psycholinguistic Approach <br/><br/>Understanding Speech and Language Disorders<br/><br/>Speech Disorders <br/><br/>Language Disorders <br/><br/>Responding to Diversity<br/><br/>Speech and Language Assessment<br/><br/>Form <br/><br/>Content <br/><br/>Use <br/><br/>Standardized Tests of Oral Language<br/><br/>Clinical Evaluation of Language Fundamentals (R) Fourth Edition <br/><br/>Expressive Vocabulary Test<br/><br/>Oral and Written Language Scales<br/><br/>Peabody Picture Vocabulary Test-Third Edition <br/><br/>Preschool Language Scale-4 <br/><br/>Test of Adolescent and Adult Language-3 <br/><br/>Test of Language Development-Primary: Third Edition <br/><br/>Concerns about Standardized Tests of Oral Language<br/><br/>Receptive Language <br/><br/>Expressive Language <br/><br/>Connecting Assessment with Instruction<br/><br/>Curriculum-based Measurement<br/><br/>Language Probes <br/><br/>Language Samples <br/><br/>Mean Length Utterances (MLUs) <br/><br/>Other Approaches <br/><br/>Observing the Student within the Environment<br/><br/>Physical Environment <br/><br/>Learning Environment <br/><br/>Social Environment <br/><br/>Students with Severe Communication Disorders<br/><br/>Augmentative or Alternative Communication Systems <br/><br/>Assessment for Augmentative or Alternative Communication <br/><br/><br/><br/><br/><br/>12. Mathematics.<br/><br/><br/><br/>Evaluating Mathematical Abilities<br/><br/>Responding to Diversity<br/><br/>Standardized Instruments<br/><br/>KeyMath-Revised/Normative Update<br/><br/>Test of Mathematical Abilities-2<br/><br/>Connecting Assessment with Instruction<br/><br/>Criterion-referenced Assessment<br/><br/>Brigance Inventories<br/><br/>Curriculum-based Assessment<br/><br/>Suggestions for Accommodations When Using CBAs in Mathematics<br/><br/>Error Analysis<br/><br/>Oral Descriptions<br/><br/>Written Descriptions<br/><br/>Checklists and Questionnaires<br/><br/>Interviews <br/><br/>Conferences<br/><br/>Student Journals<br/><br/>Performance-based Assessment<br/><br/>Portfolios<br/><br/>Exhibitions<br/><br/>Self-Assessment<br/><br/>Peer Assessment<br/><br/>Observing the Student within the Classroom Environment<br/><br/>Physical Environment<br/><br/>Learning Environment<br/><br/>Social Environment<br/><br/><br/><br/>13. Cognitive Development.<br/><br/><br/><br/>Responding to Diversity<br/><br/>Standardized Instruments<br/><br/>Bateria-R Tests of Cognitive Ability and Achievement<br/><br/>Cognitive Abilities Test<br/><br/>Comprehensive Test of Nonverbal Intelligence<br/><br/>Detroit Tests of Learning Aptitude-Primary: Second Edition<br/><br/>Detroit Tests of Learning Aptitude-Fourth Edition<br/><br/>Differential Ability Scales<br/><br/>Kaufman Adolescent and Adult Intelligence Test<br/><br/>Kaufman Assessment Battery for Children, Second Edition<br/><br/>Stanford-Binet Intelligence Scale: Fifth Edition<br/><br/>Test of Nonverbal Intelligence-Third Edition<br/><br/>Wechsler Intelligence Scale for Children-Fourth Edition Integrated<br/><br/>Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV Spanish)<br/><br/>Woodcock-Johnson III Tests of Cognitive Ability<br/><br/><br/><br/><br/><br/>14. Adaptive Behavior.<br/><br/><br/><br/>Adaptive Behavior<br/><br/>Supports<br/><br/>Maladaptive Behavior<br/><br/>Responding to Diversity<br/><br/>Informants<br/><br/>Standardized Instruments<br/><br/>Adaptive Behavior Assessment System (R) Second Edition<br/><br/>Adaptive Behavior Scales <br/><br/>Checklist of Adaptive Living Skills <br/><br/>Responsibility and Independence Scale for Adolescents <br/><br/>Scales of Independent Behavior- Revised <br/><br/>Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) <br/><br/><br/><br/><br/><br/>15. Behavior in the Classroom.<br/><br/><br/><br/>Types of Problem Behaviors Observed in the Classroom<br/><br/>Perspectives for Assessing Problem Behaviors<br/><br/>Behavioral Perspective <br/><br/>Biological Perspective <br/><br/>Developmental Approach<br/><br/>Humanistic Perspective <br/><br/>Responding to Diversity<br/><br/>Observing the Student within the Environment<br/><br/>Physical Environment <br/><br/>Learning Environment <br/><br/>Social Environment <br/><br/>Assessment Questions, Purposes, and Approaches<br/><br/>Functional Behavioral Assessment (FBA) <br/><br/>Standardized Instruments for Assessing Problem Behaviors<br/><br/>Behavior Assessment System for Children, Second Edition <br/><br/>Child Behavior Checklist System <br/><br/>Conners' Rating Scales-Revised <br/><br/><br/><br/>16. Implementing Program Evaluation.<br/><br/><br/><br/>Introduction to Program Evaluation<br/><br/>When Does Program Evaluation Happen?<br/><br/>Formative Evaluation <br/><br/>Summative Evaluation <br/><br/>Program Evaluation and Special Education Services<br/><br/>Planning an Evaluation of a Specific Student's Program <br/><br/>Responding to Diversity<br/><br/>Planning an Evaluation of a Program<br/><br/>Identifying the Focus <br/><br/>Developing a Needs Assessment Questionnaire <br/><br/>Identifying the Informants <br/><br/>Collecting Information <br/><br/>Costs Involved <br/><br/>Designing and Conducting Evaluations<br/><br/>Participating in an Evaluation of Your Program by Others<br/><br/><br/><br/>17. Involving Families.<br/><br/><br/><br/>Understanding More About Families<br/><br/>Responding to Diversity<br/><br/>Aspirations <br/><br/>Assistance <br/><br/>Authority of the School <br/><br/>Child Rearing <br/><br/>Communication <br/><br/>Disability <br/><br/>Legal Status <br/><br/>Literacy and Language <br/><br/>Medical Practices <br/><br/>Meetings and Support Groups <br/><br/>Parental Roles <br/><br/>Transient Status <br/><br/>Federal Legislation and the Role of Parents<br/><br/>Guaranteed Rights <br/><br/>The Assessment Process for Families of Young Children<br/><br/>Initial Questions and Decisions <br/><br/>Screening Questions and Decision for Families <br/><br/>How Parents of Children and Youth Are Involved in the Assessment Process<br/><br/>Prereferral Model: Addressing Parent Questions and Concerns <br/><br/>Screening Questions and Decisions <br/><br/>Referral and Decisions for the Team <br/><br/>Eligibility Questions and Decisions <br/><br/>Questions and Decisions in Planning Services <br/><br/>Questions and Decisions in Monitoring Services <br/><br/>Questions and Decisions in Evaluating Services <br/><br/>Techniques for Listening to and Understanding Parent Perspectives<br/><br/>Interviews <br/><br/>Family Stories <br/><br/>Planning Parent Conferences <br/><br/><br/><br/><br/><br/><br/><br/>18. Assessment of Young Children.<br/><br/><br/><br/>Screening<br/><br/>Choosing Appropriate Screening Instruments <br/><br/>Limitations of Screening <br/><br/>Comprehensive Developmental Assessment<br/><br/>Developmental Assessment and Theories of Child Development<br/><br/>Choosing Appropriate Developmental Assessment Instruments <br/><br/>Concerns Regarding the Assessment of Young Children<br/><br/>Linking Assessment with Early Childhood Activities<br/><br/>Working with Families<br/><br/>Transition and Assessment <br/><br/><br/><br/>19. Youth in Transition.<br/><br/><br/><br/>Legal Requirements<br/><br/>Transition Assessment<br/><br/>Purposes of Transition Assessment<br/><br/>Involving Families<br/><br/>Person-centered Planning<br/><br/>Self-Determination Skills<br/><br/>Assessment Instruments<br/><br/>Reading-Free Vocational Interest Inventory-2<br/><br/>Adaptive Behavior and Life Skills<br/><br/>Work Samples<br/><br/>Connecting Assessment with Instruction<br/><br/>Curriculum-Based Vocational Assessment<br/><br/>Performance-Based Assessment |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Psychological tests for children. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Child development |
| General subdivision |
Testing. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Youth |
| General subdivision |
Psychological testing. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Adolescence. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Behavioral assessment of children. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Behavioral assessment of teenagers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Educational tests and measurements. |
| 650 12 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Educational Measurement |
| General subdivision |
methods. |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Psychological Tests. |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Disabled Children. |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Adolescent. |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Child. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Spenciner, Loraine J. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
1 |
| e |
ocip |
| 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 |
