Meeting standards through integrated curriculum / (Record no. 10945)

MARC details
000 -LEADER
fixed length control field 03079nam a22002417a 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20220420173115.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780871208408
040 ## - CATALOGING SOURCE
Transcribing agency Krishna
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 375.00973 DRA
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Drake, Susan M.
245 10 - TITLE STATEMENT
Title Meeting standards through integrated curriculum /
Statement of responsibility, etc Susan Drake, Rebecca Burns.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Alexandria, Va.
Name of publisher, distributor, etc Association for Supervision and Curriculum Development,
Date of publication, distribution, etc 2004.
300 ## - PHYSICAL DESCRIPTION
Extent v, 181 p. :
Other physical details ill. ;
Dimensions 26 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc Includes bibliographical references and index.
520 ## - SUMMARY, ETC.
Summary, etc Many schools are under pressure to meet new standards of learning mistakenly believe that they must adopt a narrow curriculum that imposes strict boundaries on what students are taught. In this book, Susan M. Drake and Rebecca C. Burns address this issue by offering strategies for synchronizing standards across the disciplines. At the heart of the book is the KNOW/DO/BE framework, which teachers can use to ensure a curriculum that is both rigorous and relevant to K-12 students at all stages of proficiency. Among other things, this comprehensive framework allows teachers to: (1) Map curriculum; (2) Scan and cluster standards; (3) Develop assessments and guiding questions; (4) Align integrated instructional strategies and assessments. Though the authors draw much of their data from research on integration, their focus is on analyzing the real-life experiences of teachers who have successfully integrated their curricula in the service of accountability. The many benefits of this approach that the authors explore include dates of homework completion among students. By combining case studies with a wealth of supporting research, Meeting Standards Through Integrated Curriculum offers teachers a user-friendly system for meeting standards while advancing broad-based learning. The book is organized into the following 12 Chapters: (1) "What Is Integrated Curriculum?"; (2) "Why Integrate the Curriculum in an Era of Accountability?"; (3) "Creating the KNOW/DO/BE Bridge"; (4) "Using Standards to Integrate the Curriculum"; (5) "Aligning Assessment and Instruction with the KNOW/DO/BE Bridge"; (6) "A Template for Planning Interdisciplinary Curriculum"; (7) "Castles, Kings ... and Standards One Classroom's Experience with Integrated Curriculum"; (8) "Making Connections: A Multidisciplinary Model"; (9) "A Mission to Transform Education: Newsome Park Elementary School"; (10) "The Alpha Program: Students as Standards-Based Curriculum Designers"; (11) "Questions and Answers"; and (12) "The Future of Integrated Curriculum: Stilling the Pendulum". The following are appended: (1) Interdisciplinary Curriculum Template for the Medieval Times Unit; (2) Making Connections Template and Rubric; and (3) Alpha Program Planning Sheet.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education
General subdivision Curricula
Geographic subdivision United States.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Interdisciplinary approach in education
Geographic subdivision United States.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education
General subdivision Standards
Geographic subdivision United States.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Burns, Rebecca Crawford.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Books
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Home library Current library Shelving location Date acquired Source of acquisition Cost, normal purchase price Inventory number Total Checkouts Total Renewals Full call number Barcode Date last seen Date checked out Cost, replacement price Price effective from Koha item type
    Dewey Decimal Classification     Non-fiction Paro College Library Paro College Library General Stacks 22/03/2018 Megah =18/3//18 3045.00 E15777-E15781 8 2 375.00973 DRA *27979* 22/10/2021 29/09/2021 3095.00 22/03/2018 Books
    Dewey Decimal Classification     Non-fiction Paro College Library Paro College Library General Stacks 22/03/2018 Megah =18/3//18 3045.00 E15777-E15781 7 3 375.00973 DRA *27980* 09/12/2024 03/10/2024 3095.00 22/03/2018 Books
    Dewey Decimal Classification     Non-fiction Paro College Library Paro College Library General Stacks 22/03/2018 Megah =18/3//18 3045.00 E15777-E15781 3 2 375.00973 DRA *27981* 07/10/2022 23/08/2022 3095.00 22/03/2018 Books
    Dewey Decimal Classification     Non-fiction Paro College Library Paro College Library General Stacks 22/03/2018 Megah =18/3//18 3045.00 E15777-E15781 2   375.00973 DRA *27982* 01/01/2020 23/12/2019 3095.00 22/03/2018 Books
    Dewey Decimal Classification     Non-fiction Paro College Library Paro College Library General Stacks 22/03/2018 Megah =18/3//18 3045.00 E15777-E15781 7 4 375.00973 DRA *27983* 08/11/2021 28/10/2021 3095.00 22/03/2018 Books
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