| Record ID | marc_columbia/Columbia-extract-20221130-009.mrc:283307688:5011 |
| Source | marc_columbia |
| Download Link | /show-records/marc_columbia/Columbia-extract-20221130-009.mrc:283307688:5011?format=raw |
LEADER: 05011cam a2200721Ma 4500
001 4248789
005 20221111173443.0
006 m o d
007 cr cn|||||||||
008 010417s1999 vau ob 001 0 eng d
010 $z 99006861
035 $a(OCoLC)ocm47008254
035 $a(NNC)4248789
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020 $a0871205378$q(electronic bk.)
020 $a9780871205377$q(electronic bk.)
020 $a1416603956
020 $a9781416603955
020 $a0871203596
020 $a9780871203595
020 $a1280933372
020 $a9781280933370
020 $a9781416603962$q(electronic bk.)
020 $a1416603964$q(electronic bk.)
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037 $a80CE1588-3535-427F-9732-BCE52F575B1D$bOverDrive, Inc.$nhttp://www.overdrive.com
050 4 $aLC4713.2$b.A76 1999eb
060 4 $aWS 350.8.A8$bA738a 1999
072 7 $aEDU$x026050$2bisacsh
072 7 $aJNSG$2bicssc
082 04 $a371.93$221
049 $aZCUA
100 1 $aArmstrong, Thomas.
245 10 $aADD/ADHD alternatives in the classroom /$cThomas Armstrong.
260 $aAlexandria, Va. :$bAssociation for Supervision and Curriculum Development,$c©1999.
300 $a1 online resource (vii, 126 pages)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
500 $a"ASCD Stock No. 199273."
504 $aIncludes bibliographical references (pages 105-119) and index.
588 0 $aPrint version record.
505 0 $aPreface; Limitations -- and Assumptions -- of the ADD/ADHD Paradigm; Assumption 1; Assumption 2; Assumption 3; Assumption 4; Assumption 5; Assumption 6; Assumption 7; Alternatives to the ADD/ADHD Paradigm; Historical Perspective; Sociocultural Perspective; Cognitive Perspective; Educational Perspective; Developmental Perspective; Gender Differences Perspective; Psychoaffective Perspective; Toward a Holistic Paradigm; Strategies To Empower, Not Control, Kids Labeled ADD/ADHD; Educational Strategies; Cognitive Strategies; Physical Strategies; Affective Strategies; Interpersonal Strategies.
520 $aWhat does it mean to a kid to be labeled attention-deficit disordered (ADD)? Or to have ''hyperactive'' added to the label (ADHD)? What can teachers do to boost the success of students with attention and behavioral difficulties? Are we relying too much on medication for these kids and not enough on new perspectives on learning, child development, the child's socioeconomic and cultural background, biological and psychological research, and the learner's emotional and social needs? Armstrong urges educators and parents to look for the positive characteristics in learners who may carry the ADD/AD.
650 0 $aAttention-deficit-disordered children$xEducation.
650 0 $aAttention-deficit hyperactivity disorder.
650 12 $aAttention Deficit Disorder with Hyperactivity
650 22 $aEducation, Special$xmethods
650 22 $aChild
650 6 $aEnfants inattentifs$xÉducation.
650 6 $aTrouble déficitaire de l'attention.
650 7 $aEDUCATION$xSpecial Education$xSocial Disabilities.$2bisacsh
650 7 $aAttention-deficit-disordered children$xEducation.$2fast$0(OCoLC)fst00820837
650 7 $aAttention-deficit hyperactivity disorder.$2fast$0(OCoLC)fst00820814
650 7 $aAufmerksamkeitsdefizit-Syndrom$2gnd
650 7 $aSoziologie$2gnd
651 7 $aUSA.$2swd
655 0 $aElectronic books.
655 4 $aElectronic books.
776 08 $iPrint version:$aArmstrong, Thomas.$tADD/ADHD alternatives in the classroom.$dAlexandria, Va. : Association for Supervision and Curriculum Development, ©1999$z0871203596$w(DLC) 99006861$w(OCoLC)42289682
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio4248789$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS