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Biblio

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The active classroom field book : success stories from the active classroom, Nash, Ron J. , Active classroom series, 2010, Thousand Oaks, Calif., p.130, (2010) Abstract
Activist scholarship : antiracism, feminism, and social change, Sudbury, Julia, and Okazawa-Rey Margo , Transnational feminist studies, 2009, Boulder, CO, p.237, (2009)
Activities linking science with math, 5-8, Eichinger, John , 2009, Arlington, Va., p.223, (2009)
Activities linking science with math, K-4, Eichinger, John , 2009, Arlington, Va., p.212, (2009)
Activity theory in formal and informal science education, Plakitsi, Katerina , Cultural and historical perspectives on science education. Research dialogs, 2013, (2013) Abstract
Activity theory perspectives on technology in higher education, Murphy, Elizabeth , Advances in higher education and professional development AHEPD book series, 2014, (2014) Abstract
Actor-network theory in education, Fenwick, Tara J., and Edwards Richard , 2010, Volume 1st, London ; New York, p.187, (2010)
Acts of reading : teachers, texts and childhood, Styles, Morag, and Arizpe Evelyn , 2009, Stoke on Trent, Staffordshire, England ; Sterling, VA, p.244, (2009)
Ad maiorem Dei gloriam : istituti religiosi, educazione e scuola nell'Italia moderna e contemporanea, Sani, Roberto , Storia dell'educazione e delle istituzioni scolastiche, 2009, Volume 1, Macerata, p.382, (2009)
Adaptation, resistance and access to instructional technologies: Assessing future trends in education, D'Agustino, Steven , 2011, Hershey, PA, p.527, (2011)

"captures the current trends in technology integration from PreK-12 to higher education. This relevant research publication focuses on the various constituent groups, namely students, teachers, and communities, in education and the effects of educational technology on learning and empowerment."

The administration and supervision of reading programs, Wepner, Shelley B., and Strickland Dorothy S. , Language and literacy series New York, N.Y., 2008, Volume 4th, New York, p.270, (2008)

"Now in its Fourth Edition, this popular textbook is still the most comprehensive resource on the oversight of literacy programs (PreK-12). With chapters written by experts with years of experience in schools, this new edition has been completely updated to incorporate current views about the literacy field in relation to governmental changes and regulations such as the No Child Left Behind Act. Offering specific guidelines that literacy leaders can use to improve their programs, the text covers selecting materials, assessing the quality of teachers, providing staff development, working with different types of learners, and incorporating writing and technology."