Teaching in the middle school:
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Edition: | 4. ed. |
| Subjects: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024161500&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Physical Description: | XX, 300 S. Ill. |
| ISBN: | 9780132487351 0132487357 |
Staff View
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Record in the Search Index
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|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFACE XV
MIDDLE SCHOOLS TODAY-CONCEPTS AND TEACHING 2
OBJECTIVES 2 SCENARIO- THE FIRST DAY OF STUDENT TEACHING 3 OVERVIEW 3
ABRIEF HISTORY OF THE JUNIOR HIGH SCHOOL AND THE MIDDLE SCHOOL 4
JUNIOR HIGH SCHOOLS 4 MIDDLE SCHOOLS 4 KEEPING CURRENT WITH TECHNO/OGY
1-1 5
MIDDLE SCHOOLS 6 DEFINITION 6 RATIONALE 6 MAJOR DIFFERENCES BETWEEN
AMIDDIE SCHOOL AND A JUNIOR
HIGH SCHOOL 7 MIDDLE SCHOOL STUDENTS-YOUNG ADOLESCENTS 7 DIVERSITY
PERSPECTIVES 1-1 8
MIDDLE SCHOOLS: TODAY AND TOMORROW-SELECTED CONCEPTS 8 DEVELOPMENTALLY
RESPONSIVE 9 HIGH EXPECTATIONS AND SUCCESS FOR ALL STUDENTS 10 SCHOOL
CLIMATE AND HETEROGENEOUS LEARNING COMMUNITIES 10
ONE ADULT ADVOCATE FOR EACH STUDENT 11 CURRICULUM 11 INSTRUCTION 13
ASSESSMENT 14
ORGANIZATION-INTERDISCIPLINARY TEAMS 14
V
IMAGE 2
,D
-------, ...
GUIDANCE AND COUNSELING 15 FAMILY AND COMMUNITY PARTNERSHIPS 16
INCLUSION AND INCLUSIVE PRACTICES 16 THEORY INTO PRACTICE 1-1 17
DIRECTIONS FOR EFFECTIVE MIDDLE SCHOOLS 18 EFFECTIVE MIDDLE SCHOOLS 18
KEEPING CURRENT WITH TECHNOLOGY 1-2 19 ELEMIDDLE SCHOOLS 20
CASESTUDY 1-1 IMPLEMENTING MIDDLE SCHOOL CONCEPTS 21
TEACHING IN THE MIDDLE SCHOOL: QUESTIONS TO CONSIDER 22 WHAT ARE YOUNG
ADOLESCENTS REALLY LIKE? 22 WHAT OOES MIDDLE SCHOOL TEACHING REQUIRE? 22
CLOSING REMARKS 24
SUGGESTED READINGS 24 OEVELOPING YOUR PORTFOLIO 25
YOUNG ADOLESCENTS-DEVELOPMENT AND ISSUES 26
OBJECTIVES 26 SCENARIO-MS. ORTEGA REFLECTS 27 OVERVIEW 27
GENERALIZATIONS ABOUT DEVELOPMENT- THE NEED
FOR CAUTION 28
YOUNG ADOLESCENT DEVELOPMENT 28 THEORY INTO PRACTICE 2-1 30
PHYSICAL DEVELOPMENT 31 SELECTED PHYSICAL OEVELOPMENTAL CHARACTERISTICS
32 IMPLICATIONS AND ISSUES 32 OIVERSITY PERSPECTIVES 2-1 34 WHAT MIDDLE
LEVEL TEACHERS CAN 00 36
KEEPING CURRENT WITH TECHNOLOGY 2-1 36
PSYCHOSOCIAL DEVELOPMENT 39 SELECTED PSYCHOSOCIAL OEVELOPMENTAL
CHARACTERISTICS 39 IMPLICATIONS AND ISSUES 40 WHAT MIDDLE LEVEL TEACHERS
CAN 00 43
COGNITIVE DEVELOPMENT 47 SELECTED COGNITIVE OEVELOPMENTAL
CHARACTERISTICS 48 CASESTUDY 2-1 JASON-A TROUBLED 13- YEAR-OLD 49
IMPLICATIONS AND SUGGESTIONS FOR EDUCATORS 50
CLOSING REMARKS 51
SUGGESTED READINGS 55 DEVELOPING YOUR PORTFOLIO 55
CONTENTS
IMAGE 3
CONTENTS
GUIDING YOUNG ADOLESCENTS-TEACHERS
AND COUNSELORS 56
OBJECTIVES 56 SCENARIO-KIM MATUSI AND THE GUIDANCE TEAM 57 OVERVIEW 57
GUIDANCE IN MIDDLE SCHOOLS 57
DIFFERENCES BETWEEN ELEMENTARY AND SECONDARY SCHOOLS 59
FUNCTIONS OF MIDDLE SCHOOL GUIDANCE PROGRAMS 59
GUIDANCE FOR A DIVERSE POPULATION 62 DIVERSITY PERSPECTIVES 3-1 63
TEAM AND COLLABORATIVE APPROACHES TO GUIDANCE 64 ADVANTAGES OF
COLLABORATION BETWEEN TEACHERS AND COUNSELORS 64 COORDINATING
PROFESSIONALS AND PARENTS EFFORTS 65
ADVISOR-ADVISEE PROGRAMS 66 DEFINITION AND GOALS 66 THEORYINTO PRACTICE
3-1 69
ROLES OF TEACHERS, COUNSELORS, AND ADMINISTRATORS 70
GUIDELINES FOR EFFECTIVE ADVISORY PROGRAMS 71
ADVISORY PLANS 72 CASESTUDY 3-1 LOST LAKE DEVELOPS AN ADVISOR-ADVISEE
PROGRAM 73
NEED FOR SPECIALIZED SERVICES 75 KEEPING CURRENT WITH TECHNOLOGY 3-1 76
C/OSING REMARKS 76
SUGGESTED READINGS 76 DEVELOPING YOUR PORTFOLIO 77
PAR, IR 1; EVE!OPTI- G #RE CURRTCU!UM PLL D ORGPLL T ZTI- G
#RE SCNOO! 79
MIDDLE SCHOOL CURRICULUM-CORE
AND RELATED DOMAINS 80
OBJECTIVES 80 SCENARIO-THE WILLIAMS MIDDLE SCHAOL CURRICULUM COMMITTEE
81 OVERVIEW 81
V/I
R- ,,-------
IMAGE 4
VLII
CURRICULUM DEFINITIONS 82 CURRICULUM FRAMEWORKS 83
DEVELOPMENTALLY RESPONSIVE MIDDLE SCHOOL CURRICULUM 84
CURRICULUM STANDARDS 84 KEEPING CURRENT WITH TECHNOLOGY 4-1 86
CORE CURRICULUM 87 ENGLISH/LANGUAGE ARTS/COMMUNICATION SKILLS 88
DIVERSITY PERSPEETIVES 4-1 90 SOCIAL STUDIES 90
CASESTUDY 4-1 DEVELOPMENTALLY RESPONSIVE LANGUAGE ARTS 91 SEIEN CE 93
MATHEMATICS 94 THEORY INTO PRACTICE 4-1 96
RELATED DOMAINS 96 DEVELOPMENTAL RESPONSIVENESS OF THE RELATED DOMAINS
96 ART EDUEATION 97 INFORMATION LITERAEY 98
MUSIC 99 THEORY INTO PRACTICE 4-2 99 PHYSICAL EDUEATION AND HEALTH 100
VOCATIONALLCAREER EDUCATION 101
UNPACKING THE STANDARDS 102
C/OSING REMARKS 102
SUGGESTED READINGS 102
DEVELOPING YOUR PORTFOLIO 103
CHPRPRER I
MIDDLE SCHOOL CURRICULUM-INTEGRATED,EXPLORATORY, AND RELEVANT 104
OBJECTIVES 104SCENARIO-MR. COSTA CONSIDERS THE CURRICULUM 105OVERVIEW
105 CONTEMPORARY CURRICULUM PERSPECTIVES AND DEFINITIONS 106INTEGRATED
CURRICULUM 107DEFINITIONS 107RATIONALE 107INTEGRATED CURRIEULUM-A
DESCRIPTION 109THE INTERSECTION OF CULTURE, PERSONAL CONCERNS,
SOCIALLSSUES,AND CURRICULUM 109 INTEGRATED CURRICULUM: THEMES,
QUESTIONS, AND CONCERNS 110ROLE OF THE TEACHER 110THEORY INTO PRACTICE
5-1 111
CONTENTS
IMAGE 5
CONTENTS IX
ROLE OF THE LEARNER 112 ROLE OF THE SCHOOL LIBRARIAN 112 USE OF
RESOURCES 113 DIVERSITY PERSPECTIVES 5-1 114
METHODS OF ASSESSMENT 114
ADDITIONAL INFORMATION 115 OTHER PERSPECTIVES ON AN INTEGRATED
CURRICULUM 115 KEEPING CURRENT WITH TECHNOLOGY 5-1 116 CASESTUDY5-1 A
SCHOOL RESTRUCTURES THE CURRICULUM 118
EXPLORATORY CURRICULUM/PROGRAMS 119 DESCRIPTION 119 TEACHERS ROLES 120
TOPICS 120
ESSENTIAL FUNCTIONS 120 FUTURE OF EXPLORATORIES 121
SELECTED CONSIDERATIONS FOR DEVELOPING AMIDDIE SCHOOL CURRICULUM 121
C/OSING REMARKS 123
SUGGESTED READINGS 123
DEVELOPING YOUR PORTFOLIO 124
PAR:R UR PIPLL V T NG, ILVTPLELVTENFT NG, ASSESST NG,
PLND MPLNPLGT NG INSN-LACFTON F2?
PLANNING INSTRUCTION-APPROPRIATE
AND INTERDISCIPLINARY 126
OBJECTIVES 126 SCENARIO-KARYN ROTHMER S BLOG 127
OVERVIEW 128
RATIONALE FOR DETAILED AND METHODICAL PLANNING 128
FACTORS AFFECTING MIDDLE SCHOOL INSTRUCTIONAL PLANNING 129 DEVELOPMENT,
NEEDS, AND INTERESTS 129 ABILITIES AND ACHIEVEMENT 130 INTEREST AND
RELEVANCE 130
THEORY INTO PRACTICE 6-1 131 CULTURE AND GENDER 131 KEEPING CURRENT WITH
TECHNO/OGY 6-1 132 DISTRICT CURRICULUM GUIDES AND STATE AND NATIONAL
MANDATES 133
TEXTBOOKS 133 INDIVIDUAL TEACHERS 133
IMAGE 6
X
INTERDISCIPLINARY TEAM ORGANIZATION 134 BENCHMARKS OF EFFECTIVE TEAMS
134 TEAM ORGANIZATION: MULTIAGE TEAMS AND LOOPING 135
THE ROLE OF TEAMS IN INTERDISCIPLINARY INSTRUCTIONAL PLANNING 136
INTERDISCIPLINARY INSTRUCTIONAL PLANNING 137 PLANNING INSTRUCTION-AN
OVERVIEW 138 REMAINING FLEXIBLE WHEN PLANNING 139 INVOLVING YOUNG
ADOLESCENTS IN PLANNING 140 SELECTING TOPICS AND/OR THEMES 140
DETERMINING GOALS AND OBJECTIVES 140 KEEPING CURRENT WITH TECHNOLOGY 6-2
141 TYING THE INTERDISCIPLINARY UNIT TOGETHER 141 PLANNING INSTRUCTIONAL
STRATEGIES FOR YOUNG ADOLESCENTS 142 ALLOWING FOR INDIVIDUAL DIFFERENCES
142
DIVERSITY PERSPECTIVES 6-1 143 SELECTING RESOURCES FOR IDI 143
SCHEDULING FOR IDI 145 PLANNING FOR STUDENTS AT RISK OF FAILURE 145
GASESTUDY 6-1 THE OSPREY TEAM PLANS A UNIT 146
CLOSING REMARKS 148
SUGGESTED READINGS 148
DEVELOPING YOUR PORTFOLIO 149
CHP,PF ER 7
IMPLEMENTING INSTRUCTION-METHODS AND MATERIALS 150
OBJECTIVES 150 SCENARIO-A FIRST-YEAR TEACHER NEEDS HELP 151
OVERVIEW 152
ORGANIZING FOR INSTRUCTION 152 FLEXIBLE SCHEDULING 152 BLOCK SCHEDULES
153 KEEPING CURRENT WITH TECHNOLOGY 7-1 155
IMPLEMENTING INTERDISCIPLINARY TEAM TEACHING 155 DEFINITIONS 155
GASESTUDY 7-1 BROOKSIDE ADOPTS A BLOCK SCHEDULE 156 RATIONALES 157
TEACHERS ROLES IN IN 157
IMPLEMENTING EFTECTIVE INSTRUCTION IN MIDDLE SCHOOLS 157 GOMMITTING TO
HETEROGENEOUS GROUPING AND INCLUSIVE GLASSROOMS 158 VARYING THE
GOMPOSITION AND SIZE OF INSTRUCTIONAL GROUPS 158
CONTENTS
IMAGE 7
CONTENTS
COLLABORATING WITH THE SCHOOL LIBRARIAN AND OTHER TEACHERS IN THE
RELATED DOMAINS 158 THEORY INTO PRACTICE 7-1 160 FOCUSING ON
SELF-EXPLORATION, SELF-DIRECTED LEARNING, AND STUDENT
SELECTION OF ACTIVITIES BASED ON PERSONAL EXPERIENCES 160 COLLABORATING
WITH SPECIAL EDUCATORS 160
USING EFFECTIVE TEACHING BEHAVIORS 161 RESEARCH ON EFFECTIVE TEACHING
BEHAVIORS 161 DIVERSITY PERSPECTIVES 7-1 162
QUALITIES OF EFFECTIVE TEACHERS 162 IMPLEMENTING INSTRUCTION EFFECTIVELY
164
SELECTING INSTRUCTIONAL BEHAVIORS AND STRATEGIES 165 KEEPING CURRENT
WITH TECHNOFOGY 7-1 169
SPECIAL CHARACTERISTICS OF MIDDLE SCHOOL TEACHERS 170
INSTRUCTION FOR SPECIAL LEARNERS 172 SPECIAL NEEDS STUDENTS 172 GIFTED
STUDENTS 173
C/OSING REMARKS 174
SUGGESTED READINGS 174 DEVELOPING YOUR PORTFOLIO 175
ASSESSMENT OF LEARNING-METHODS
ANDLSSUES 176
OBJEETIVES 176 SEENARIO-CHANGES AT LONGVIEW MIDDLE SEHOOL 177 OVERVIEW
177 ASSESSMENT TERMINOLOGY-DEFINITIONS 178 ASSESSMENT OF
LEARNING-PERCEPTIONS 180
ASSESSMENT-RATIONALE AND PURPOSES 182 THEORY INTO PRACTICE 8-1 183
ASSESSMENT- TRADITIONAL METHODS 184 ASSESSMENT MEASUREMENT TECHNIQUES
184 ASSESSMENT INSTRUMENTS 184 DIVERSITY PERSPECTIVES 8-1 185
TYPES OF TRADITIONAL ASSESSMENT 186
AUTHENTIE! ALTERNATIVE ASSESSMENTS 188 THE NEED FOR AUTHENTIE
ASSESSMENTS 188 CHARACTERISTICS OF EFFECTIVE ALTERNATIVE ASSESSMENT 189
ALTERNATIVE ASSESSMENT FORMATS 189
THEORY INTO PRACTICE 8-2 191
IMAGE 8
XLI
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CONTENTS
ASSESSMENT-EVALUATION OF TRADITIONAL AND AUTHENTIE ASSESSMENTS 191
EFFECTIVE ASSESSMENT METHODS 191 RUBRICS 192 OBSERVATIONAL CHECKLISTS
192 KEEPING CURRENT WITH TECHNO/OGY 8-1 193
ASSESSMENT-REPORTING 194 GRADE AND PROGRESS REPORTS 194 CONFERENEES WITH
PARENTS 195
ASSESSMENT-DEVELOPMENTALLY RESPONSIVE IN MIDDLE SEHOOLS 195
ASSESSMENT-ISSUES 196 CRITICISMS AND NEGATIVE EFFECTS ON STUDENT
LEARNING 196 CULTURE, GENDER, AND OTHER FORMS OF DIVERSITY 196 MULTIPLE
GRADING SYSTEMS 197
CASESTUDY 8-1 YOUNG ADOLESCENT DIFFERENCES AND ASSESSMENT 198
C/OSING REMARKS 197 SUGGESTED READINGS 199 DEVELOPING YOUR PORTFOLIO 199
CHPTPF ER 9
MANAGING YOUNG ADOLESCENTS ANDENVIRONMENTS-8TRATEGIES AND TECHNIQUES 200
OBJECTIVES 200SCENARIO-WESTVIEW MIDDLE SCHOOL EDUEATORS TACKLE THE
SCHOOLENVIRONMENT 201OVERVIEW 201 UNDERSTANDING POSITIVE MIDDLE SCHOOL
LEARNING ENVIRONMENTS 202DEFINITION AND CHARACTERISTICS 203THE NEED FOR
DEVELOPMENTAL RESPONSIVENESS 204A SENSE OF COMMUNITY 205RATIONALE FOR
COMMUNITIES 205DESIGNING POSITIVE MIDDLE SCHOOL LEARNING ENVIRONMENTS
206CASESRUDY 9-1 CREATING A POSITIVE SCHOOL ENVIRONMENT AT WESTVIEW
206CLASSROOM MANAGEMENT IN THE MIDDLE SCHOOL 208 THEORY INTO PRACTICE
9-1 208 UNDERSTANDING YOUNG ADOLESCENTS MISBEHAVIORS 209BULLYING
210UNDERSTANDING SELECTED CLASSROOM MANAGEMENT THEORISTS 210SINGULAR
MODEL 213DEMOCRATIC AND COOPERATIVE CLASSROOMS 214EFFECTIVE TEACHING
216POSITIVENESS AND DIGNITY 218SCHOOLWIDE MODELS OF CLASSROOM MANAGEMENT
220
IMAGE 9
CONTENTS
DESIGNING CLIMATE AND MANAGEMENT STRATEGIES FOR A DIVERSE CLASSROOM 221
DIVERSITY PERSPECTIVES 9-1 222
DEVELOPING A PERSONAL THEORY OF CLASSROOM MANAGEMENT 223 KEEPING CURRENT
WITH TECHNOLOGY 9-1 223
CLOSING REMARKS 225 SUGGESTED READINGS 226 DEVELOPING YOUR PORTFOLIO 227
XLII
~ ... ------
PARENTS, FAMILIES, AND COMMUNITY MEMBERS-PARTNERS AND RESOURCES 230
OBJECTIVES 230SCENARIO-ENCOURAGING COMMUNITY INVOLVEMENT 231OVERVIEW 231
REENGAGING PARENTS AND FAMILIES IN MIDDLE SCHOOLS 232RATIONALE FOR
INCLUDING PARENTS, FAMILIES, CAREGIVERS, AND COMMUNITYMEMBERS
232DISENGAGEMENT AND REENGAGEMENT 233OBSTACLES TO REENGAGEMENT
233DIVERSITY PERSPECTIVES 10-1 234CULTURAL CONSIDERATIONS: REENGAGING
PARENTS AND FAMILIES FROM VARYINGCULTURAL BACKGROUNDS 235SUGGESTIONS FOR
REENGAGEMENT 236PARENTS AND MIDDLE SCHOOLS 238WHAT PARENTS WANT FROM
SCHOOLS 238PARENTS CONCEMS ABOUT MIDDLE SCHOOLS 238 THEORYINTO PRACTICE
10-1 239 PARENT- TEACHER CONFERENCES 240EFFECTIVE AND ONGOING
COMMUNICATION 241WIDENING THE SCOPE OF PARENTALLNVOLVEMENT 242ESSENTIAL
ELEMENTS OF EFFECTIVE PROGRAMS 243INVOLVING SPECIAL GROUPS: THOSE WITH
LIMITED ENGLISH-SPEAKING SKILLS,SINGLE PARENTS AND NONTRADITIONAL
FAMILIES, AND FATHERS 244 KEEPING CURRENT WITH TECHNOLOGY 10-1 246
PARENT EDUCATION PROGRAMS FOR PARENTS OF YOUNG ADOLESCENTS 246PUBLICITY
247TOPICS 247CASESTUDY10-1 SELDON WAY IMPLEMENTS PARENT EDUCATION 248
IMAGE 10
XIV
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CONTENTS
COMMUNITIES AND YOUNG ADOLESCENTS 250 YOUNG ADOLESCENTS AND SERVICE
LEAMING 250 COMMUNITIES SERVING YOUNG ADOLESCENTS 252
C/OSING REMARKS 252
SUGGESTED READINGS 253 DEVELOPING YOUR PORTFOLIO 254
MIDDLE SCHOOLS OF THE FUTURE 255
MIDDLE SCHOOLS: THE BEGINNING, PRESENT STATUS, AND FUTURE 255 DOCUMENTS,
POSITION PAPERS, AND REPORTS 256 DIRECTIONS 256 PRESENT STATUS 257
YOUNG ADOLESCENTS 257 RECOGNITION OF THE DEVELOPMENTAL PERIOD 257
INCREASING RESEARCH BASE 258 CONTEMPORARY PERSPECTIVES 258 CHALLENGES TO
MIDDLE SCHOOLS AND YOUNG ADOLESCENTS 258
TEACHING IN THE MIDDLE SCHOOL-CHALLENGES 260 SEEKING PROFESSIONAL
PREPARATION: YOUNG ADOLESCENTS AND MIDDLE SCHOOL EDUCATION 260
COMMITTING TO TEACH MIDDLE SCHOOLERS 260
SERVING AS ADVOCATES FOR YOUNG ADOLESCENTS AND SOCIAL JUSTICE 261
PROVIDING DEVELOPMENTALLY RESPONSIVE EDUCATIONAL EXPERIENCES 261
COMMITTING TO GLOBAL COMPETENCIES 262 ENGAGING IN RESEARCH TO DETERMINE
WHAT WORKS 262
THE FUTURE 262 PUSH FOR EXCELLENCE 262 COLLABORATIVE
EFFORTS-ADMINISTRATORS, TEACHERS, TEACHER EDUCATORS, PARENTS, STATE
DEPARTMENTS OF EDUCATION, AND THE COMMUNITY 263 A TIME FOR RESPONSIVE
ACTION 263
GLOSSARY 264
REFERENCES 271 NAME INDEX 288 SUBJECT INDEX 293
|
| any_adam_object | 1 |
| author | Manning, M. Lee Bucher, Katherine T. |
| author_facet | Manning, M. Lee Bucher, Katherine T. |
| author_role | aut aut |
| author_sort | Manning, M. Lee |
| author_variant | m l m ml mlm k t b kt ktb |
| building | Verbundindex |
| bvnumber | BV039143517 |
| callnumber-first | L - Education |
| callnumber-label | LB1623 |
| callnumber-raw | LB1623 |
| callnumber-search | LB1623 |
| callnumber-sort | LB 41623 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DK 4002 |
| ctrlnum | (OCoLC)745512993 (DE-599)BVBBV039143517 |
| dewey-full | 373.1102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 373 - Secondary education |
| dewey-raw | 373.1102 |
| dewey-search | 373.1102 |
| dewey-sort | 3373.1102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 4. ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV039143517 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T15:51:02Z |
| institution | BVB |
| isbn | 9780132487351 0132487357 |
| language | English |
| lccn | 2011003637 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024161500 |
| oclc_num | 745512993 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XX, 300 S. Ill. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spellingShingle | Manning, M. Lee Bucher, Katherine T. Teaching in the middle school Middle school teaching United States Unterricht (DE-588)4062005-0 gnd Middle school (DE-588)4169776-5 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4169776-5 (DE-588)4078704-7 |
| title | Teaching in the middle school |
| title_auth | Teaching in the middle school |
| title_exact_search | Teaching in the middle school |
| title_full | Teaching in the middle school M. Lee Manning, Katherine T. Bucher |
| title_fullStr | Teaching in the middle school M. Lee Manning, Katherine T. Bucher |
| title_full_unstemmed | Teaching in the middle school M. Lee Manning, Katherine T. Bucher |
| title_short | Teaching in the middle school |
| title_sort | teaching in the middle school |
| topic | Middle school teaching United States Unterricht (DE-588)4062005-0 gnd Middle school (DE-588)4169776-5 gnd |
| topic_facet | Middle school teaching United States Unterricht Middle school USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024161500&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT manningmlee teachinginthemiddleschool AT bucherkatherinet teachinginthemiddleschool |