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Record Nr. |
UNINA9910451128603321 |
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Titolo |
Teachers matter [[electronic resource] ] : connecting work, lives and effectiveness / / Christopher Day ... [et al.] |
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Pubbl/distr/stampa |
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Maidenhead, : McGraw-Hill/Open University Press, 2007 |
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ISBN |
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1-281-12918-6 |
9786611129187 |
0-335-22966-2 |
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Descrizione fisica |
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1 online resource (317 p.) |
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Collana |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Teachers - England |
Effective teaching - England |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front Cover; Half Title; Title; Copyright; Contents; List of figures and tables; Series editor's preface; List of contributors; Acknowledgements; Chapter 1 Why teachers matter: policy agendas and social trends; Chapter 2 Studying teachers' work and lives: research contexts; Chapter 3 The VITAE research: a synergistic approach; Chapter 4 The schools, their teachers and their pupils: expectations, experiences, perceptions; Chapter 5 Teachers' professional life phases: a research informed view of career long effectiveness |
Chapter 6 Emotional contexts of teaching: agency, vulnerability and professional identitiesChapter 7 What helps and hinders teachers' capacities to be effective; Chapter 8 Teacher effectiveness, pupil attainment; Chapter 9 Teachers who break the mould; Chapter 10 Real and resilient: how teachers sustain their effectiveness; Chapter 11 Commitment and effectiveness: contexts which make a difference to standards; Chapter 12 Future proofing school reform and renewal: why teachers matter most; Notes; References; Index; TEACHERS AND ASSISTANTS WORKING TOGETHER; Back Cover |
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Sommario/riassunto |
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Based on a DfES funded study of 300 teachers in 100 primary and secondary schools in England, this book aims to identify different |
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patterns of influence and effect between groups of teachers, which provide powerful evidence of the complexities of teachers' work, lives, identity and commitment. |
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