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Foreword | |
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Preface | |
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Acknowledgments | |
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About the Authors | |
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A Special Note | |
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I Never Promised You a Rose Garden | |
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The Challenge of Urban Education | |
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Reform Efforts | |
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Focus on Research | |
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Student Achievement and Teacher Expectations: More Than Words | |
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Urban Children and the Challenges They Face | |
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The Task Ahead | |
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High Expectations for All | |
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All Children Can Learn | |
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TESA: The Tried and True | |
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The Fifteen Behaviors | |
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Restoring Children of War: The Mediated Learning Experience | |
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Multiple Intelligences | |
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Authentic Assessment | |
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Two Decades of Research | |
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High Expectations and Professional Development | |
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Key Points to Remember | |
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Sample Lessons | |
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Intentionality and Reciprocity | |
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Intentionality: A Filter With a Purpose | |
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Designing Intentionality and Reciprocity in Every Lesson | |
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Tactics to Promote Intentionality and Reciprocity | |
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Two Sides of a Coin | |
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Key Points to Remember | |
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Sample Lessons | |
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Meaning | |
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The Mediation of Meaning | |
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Strategies for the Mediation of Meaning | |
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Adapting the Standard Curriculum | |
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Key Points to Remember | |
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Sample Lessons | |
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Transcendence | |
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Getting to the Heart of the Thought | |
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Seeking the Transcending Idea | |
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Recognizing Patterns | |
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Formulating Principles | |
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Learning for a Lifetime | |
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Key Points to Remember | |
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Sample Lessons | |
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Self-Regulation and Control of Behavior | |
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Discipline and Intrinsic Motivation | |
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Interrupting Impulsive Behavior | |
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Instrumental Enrichment | |
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Stop, Think, Achieve | |
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The Standard Instruments Described | |
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Getting to the Basics | |
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The Basic Instruments | |
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A Sample Primary Lesson: Bridging Self-Regulation Into the Curriculum | |
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Promoting Self-Regulation | |
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Tactics for Fostering Self-Regulation | |
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Bridging Self-Regulation Into Every Lesson | |
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Key Points to Remember | |
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Sample Lessons | |
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The Feeling of Competence | |
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Strengthening the Will to Succeed | |
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Students Who Feel Incompetent | |
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Mediating the Feeling of Confidence | |
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The Right Way to Ask the Right Questions: Tactics for Success | |
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The No-Hide Tactics | |
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Seeing Is Believing | |
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This One Is Just Like the Other One | |
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Key Points to Remember | |
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Sample Lessons | |
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Sharing Behavior | |
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Looking Back: The Advocates of Sharing Behavior | |
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Sharing Behaviors in the Home and Family | |
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Cooperative Learning: A Strategy for the Development of Sharing Behaviors | |
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Cooperative Team Skills | |
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Key Points to Remember | |
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Sample Lessons | |
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Individuation | |
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The Mediation of Individuation | |
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The Multiple Intelligences: Many Ways to Solve a Problem | |
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Applying Gardner's Theory | |
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Differentiating Instruction in a Multiple Intelligences Framework | |
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Key Points to Remember | |
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Sample Lessons | |
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Goal Planning | |
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The Mediation of Goal Planning | |
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Four Aspects of Goal Setting | |
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The Rubric for Goal Planning: Standards and Criteria | |
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Reflective Goal-Setting Strategies | |
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Key Points to Remember | |
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Sample Lessons | |
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Challenge | |
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The Mediation of Challenge | |
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Creating Challenges | |
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Three Things Not to Do | |
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Integrating Thinking Across the Curriculum | |
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Using the Three-Story Intellect Model | |
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Other Question-Asking Strategies | |
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Key Points to Remember | |
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Sample Lessons | |
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Self-Change | |
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Mediating Self-Change | |
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Quick-Start Tactics | |
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Key Points to Remember | |
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Sample Lessons | |
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The No-Frills Pathway to High Achievement | |
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Maintaining the Dream | |
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Making Simple Changes . . . Simply | |
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No-Frills Professional Development for All | |
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Critical Elements in the No-Frills Model | |
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Building a History of Improvement: A Yearbook of Progress | |
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Key Points to Remember | |
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In Conclusion | |
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Bibliography | |
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Index | |