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1. |
Record Nr. |
UNINA9910460974203321 |
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Autore |
Zimmer Kenyon |
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Titolo |
Immigrants against the state : Yiddish and Italian anarchism in America / / Kenyon Zimmer |
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Pubbl/distr/stampa |
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Urbana, Illinois ; ; Chicago, Illinois ; ; Springfield, Illinois : , : University of Illinois Press, , 2015 |
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©2015 |
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ISBN |
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Descrizione fisica |
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1 online resource (321 p.) |
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Collana |
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Working Class in American History |
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Disciplina |
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Soggetti |
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Anarchism - United States - History - 20th century |
Jewish anarchists - United States |
Italian Americans - History |
Immigrants - United States |
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 refererences and index. |
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Nota di contenuto |
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"Yiddish is my homeland" : Jewish anarchists in New York City -- I senza patria : Italian anarchists in Paterson, New Jersey -- "All flags look alike to us" : immigrant anarchists in San Francisco -- "The whole world is our country" : transnational anarchist activism and the first world war -- Revolution and repression : from red dawn to red scare -- "No right to exist anywhere on this earth" : anarchism in crisis -- Conclusion: "The whole world is turned into a frightful fortress". |
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Sommario/riassunto |
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From the 1880s through the 1940s, tens of thousands of first- and second-generation immigrants embraced the anarchist cause after arriving on American shores. Kenyon Zimmer explores why these migrants turned to anarchism, and how their adoption of its ideology shaped their identities, experiences, and actions. Zimmer focuses on Italians and Eastern European Jews in San Francisco, New York City, and Paterson, New Jersey. Tracing the movement's changing fortunes from the pre-World War I era through the Spanish Civil War, Zimmer argues that anarchists, opposed to both American and Old World nationalism, severed all attachments to their nations of origin but also resisted |
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assimilation into their host society. Their radical cosmopolitan outlook and identity instead embraced diversity and extended solidarity across national, ethnic, and racial divides. Though ultimately unable to withstand the onslaught of Americanism and other nationalisms, the anarchist movement nonetheless provided a shining example of a transnational collective identity delinked from the nation-state and racial hierarchies. |
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2. |
Record Nr. |
UNINA9910779169403321 |
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Autore |
Podsen India <1945-, > |
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Titolo |
Coaching & mentoring first-year and student teachers / / India J. Podsen, Vicki M. Denmark |
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Pubbl/distr/stampa |
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Abingdon, oxon : , : Routledge, , 2013 |
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ISBN |
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1-317-92329-4 |
1-315-85397-3 |
1-317-92330-8 |
1-283-52427-9 |
9786613836724 |
1-61442-195-1 |
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Edizione |
[Second edition.] |
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Descrizione fisica |
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1 online resource (208 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Mentoring in education - United States |
Student teachers - United States |
First year teachers - United States |
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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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First published 2007 by Eye on Education. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Cover; Title Page; Copyright Page; MEET THE AUTHORS; TABLE OF CONTENTS; 1 SINK OR SWIM-YOU'RE ON YOUR OWN; Scenario One; Scenario Two; Toughing It Out; Student Internships and Entry-Level Realities; A Viable Option; How to Use This Guide; To the Cooperating Teacher and First-Year Peer Mentor; To the Staff Developer or College Instructor; References; Coaching Boosters; 2 FROM MASTER TEACHER TO MASTERFUL MENTOR; Why We Need You, the Master Teacher; So |
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What Is Mentoring?; Summary; References; Coaching Boosters; 3 ASSESSING YOUR COACHING AND MENTORING APTITUDE; 4 SIZING UP THE SITUATION |
Case StudyRecent Trends in Teacher Education; What is a Professional Development School and Why Do We Need Them?; What Does a Cooperating Teacher or First-Year Peer Mentor Do?; Summary; References; Coaching Boosters; COMPETENCY TRAINING MODULES; COMPETENCY 1: UNDERSTANDING THE COACHING AND MENTORING ROLE; Competency Statement; Knowledge Base Highlights; Purposes for Mentoring; Mentor's Roles and Tasks; Selection of Mentors; Mentor Qualifications; Matching Mentees and Mentors; Student Interns; Entry-Level Teachers; Training and Support for Mentoring; Benefits for All; The Student Intern |
The Cooperating Teacher MentorEntry-Level Teachers; Peer Mentors; Context for Mentoring in Schools; Teacher-Mentoring Program Evaluation; Summary; References; Coaching Boosters; COMPETENCY 2: PROMOTING COLLABORATIVE LEARNING; Competency Statement; Knowledge Base Highlights; Creating a Connection; Getting to Know Your Mentee; Planning for Success-Clarity of Purpose; Improving Your Facilitation Skills; Fostering Open Dialog; Reserving Criticism and Judgment; Dealing with Conflict; Conflict Defined; Conflict Approaches; Confronting Problems; Summary; References; Coaching Boosters |
COMPETENCY 3: NURTURING THE NOVICE: ACTIVATE COGNITIVECOACHINGCompetency Statement; Knowledge Base Highlights; Sequencing the Teaching Experiences; For Student Interns; For First-Year Teachers; Reality Therapy; For Student Interns; For First-Year Teachers; Providing Constructive Feedback; What You Need to Know About Adult Learning and TeacherDevelopment; What You Need to Know About Cognitive Coaching; Cognitive Coaching Defined; Key Principles and Basic Assumptions; Cognitive Coaching Tools; Sensitivity to the Novice's Teacher-Preparation Program; Collaborating with Supervisors |
For Student InternsFor First-Year Teachers; Summary; References; Coaching Boosters; COMPETENCY 4: DEVELOPING YOUR PERFORMANCE-COACHINGSKILLS; Competency Statement; Knowledge Base Highlights; Performance Coaching-A Five-Step Process; Step 1: Present the Basic Knowledge, Operating Skills, and/or Rationale for theTeaching Skill; Step 2: Demonstrate How the Skill Works Under VaryingConditions Within Classrooms; Step 3: Let the Novice Practice the Skill in NonthreateningConditions; Step 4: Provide Feedback on Performance That is Specific and Nonjudgmental |
Step 5: Employ a Systematic Coaching Cycle That IncludesConferences to Encourage Novices to Reflect on TheirTeaching and Develop Problem-Solving Skills |
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Sommario/riassunto |
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Features over 60 step-by-step procedures, checklists, and planning guides for supervisors, mentors, and all those engaged in in-service teacher training. NEW to this edition: updated coverage of standards, assessment, analyzing student work, cognitive coaching, and more. |
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