Titlebook: Re-activation of Vacant Retail Spaces; Strategies, Policies Luca Tamini Book 2018 The Author(s) 2018 Urban Retail System.Reactivation Strat

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Luca Taminited formal education (SLIFE). Problem-based service-learning instruction fosters literacy development and the skills that SLIFE will need in their future workplaces as identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) (Education for all 2000–2015, EFA Global

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Luca Taminidolescent students with limited or interrupted formal education (SLIFE). Consequently, secondary school teachers are challenged to meet the print literacy needs of SLIFE within traditional English as a second language (ESL) instructional settings. Despite evidence that suggests the benefits of modif

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potential for interconnecting concerns from special education, immigration status, and intergenerational trauma, to advocate effectively for SLIFE. In this chapter, we identify opportunities for and practices of advocacy to improve the education of SLIFE of all ages, in K-12 and adult learning cont

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Luca Taminioom, (3) real-life applications of PBSL in the middle school, high school, and General Educational Development (GED) classrooms; and (4) final thoughts. The primary purpose of this chapter is to showcase the promise of problem-based service-learning for the SLIFE population in providing the developm

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ls with ELs and their families (Martínez-Alba G., Cruzado-Guerrero J. Wordless books: so much to say. TESOL Press, 2015). The authors conclude with recommendations for teacher education programs based on research and their numerous practical experiences. Examples are also provided throughout the cha

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