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1. |
Record Nr. |
UNINA990004299360403321 |
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Titolo |
Un quinquennio di attività del Centro culturale "B.Capasso" di Sorrento / (1980-1985) ; a cura di Francesco Paolo De Martino |
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Pubbl/distr/stampa |
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[Piano di Sorrento] : Tipografia G.Enne, 1987 |
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Descrizione fisica |
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Disciplina |
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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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2. |
Record Nr. |
UNISA990005825560203316 |
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Autore |
MERENDINO, Erasmo |
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Titolo |
Manfredi fra Epiro e Nicea / Erasmo Merendino |
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Descrizione fisica |
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Disciplina |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Collezione |
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Note generali |
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Titolo della copertina |
Estratto da: Actes du XVe Congrès international d'études byzantines : Athènes : Septembre 1976, vol. 4, Histoire |
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3. |
Record Nr. |
UNINA9910462924703321 |
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Titolo |
Moving teacher education into urban schools and communities : prioritizing community strengths / / edited by Jana Noel |
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Pubbl/distr/stampa |
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New York, N.Y. : , : Routledge, , 2013 |
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ISBN |
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0-203-11865-0 |
1-136-31083-5 |
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Descrizione fisica |
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1 online resource (257 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Teachers - Training of - United States |
Urban schools - United States |
College-school cooperation - 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 references at the end of each chapters and index. |
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Nota di contenuto |
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Cover; Title; Copyright; Contents; Acknowledgments; Preface; PART I Democratizing Knowledge and Prioritizing Community Strengths; 1 Democratizing Knowledge in Urban Teacher Education; 2 Learning to Produce Knowledge: Reconstructing Teacher Preparation for Urban Schools; PART II Focus on Preservice Teachers; 3 Urban Immersion: The Impact of Preservice Preparation in an Urban School-University Partnership; 4 Beyond the Ivory Tower: The Role of Contextually Based Course Redesign in a Community-Embedded Urban Teacher Preparation Model; PART III Focus on Children; 5 The Poetry of Voice |
6 Listening to K-12 Students' AdvicePART IV Focus on Practicing Teachers and Schools; 7 Transformations in Site-Based Teacher Preparation Courses: The Benefits of Challenges; 8 Creating Intentional Partnerships in Urban Spaces: Schools, Communities, and Teacher Preparation Programs; PART V Focus on Community Partners; 9 Partnering in a Community's Efforts to Transform Urban Education; 10 A Community-University Partnership to Develop Urban Teachers as Public Professionals; PART VI Focus on University Faculty; 11 Sustaining Teacher Educators Engaged in Partnering to Prepare Urban Teachers |
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12 Teacher Preparation Faculty in Urban Partnerships: Learning and LeadingPART VII Grow Your Own-A Final Example of Prioritizing Community Strengths; 13 Teacher Preparation With/In an Urban Community; Conclusion: Prioritizing Community Strengths in Urban Teacher Education; Notes on Contributors; Index |
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Sommario/riassunto |
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"When teacher education is located on a university campus, set apart from urban schools and communities, it is easy to overlook the realities and challenges communities face as they struggle toward social, economic, cultural, and racial justice. This book describes how teacher education can become a meaningful part of this work, by re-positioning programs directly into urban schools and communities. Situating their work within the theoretical framework of prioritizing community strengths, each set of authors provides a detailed and nuanced description of a teacher education program re-positioned within an urban school or community. Authors describe the process of developing such a relationship, how the university, school, and community became integrated partners in the program, and the impact on participants. As university-based teacher education has come under increased scrutiny for lack of "real world" relevance, this book showcases programs that have successfully navigated the travails of shifting their base directly into urban schools and communities, with evidence of positive outcomes for all involved"-- |
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