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Record Nr. |
UNINA9910480988903321 |
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Autore |
Blase Jo Roberts |
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Titolo |
Handbook of instructional leadership : how successful principals promote teaching and learning / / Jo Blase, Joseph Blase ; acquisitions editor Robert D. Clouse ; copy editor Jackie Tasch ; cover designer Michael Dubowe |
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Pubbl/distr/stampa |
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Thousand Oaks, California : , : Corwin Press, , 2004 |
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©2004 |
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ISBN |
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1-4833-6021-0 |
1-4833-6240-X |
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Edizione |
[Second edition.] |
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Descrizione fisica |
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1 online resource (249 p.) |
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Disciplina |
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Soggetti |
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School supervision - United States |
Educational leadership - 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 and index. |
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Nota di contenuto |
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""Cover""; ""Contents""; ""Foreword""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Dedication""; ""Part I - The Art and Science of Instructional Leadership""; ""Chapter 1 - The Craft of Teacher Supervision""; ""Our Study""; ""The Instructional Supervision Legacy: From Control to Collaboration""; ""Research on Instructional Supervision""; ""Current Issues in the Field""; ""Chapter 2 - The Conference: Heart of Instructional Supervision""; ""Successful Approaches""; ""Research on Instructional Conferences""; ""Our Findings""; ""Summary"" |
""Chapter 3 - Staff Development: Promoting Professional Growth""""Research on Teaching and Learning""; ""How Do Teachers Learn? Principles That Shape Staff Development""; ""Our Findings: The Lifelong Study of Teaching and Learning""; ""PSSSSST! Redesign""; ""Tips for Leaders""; ""Summary""; ""Chapter 4 - Reflection: Encouraging Critical Study""; ""The Need for Reflective Practice""; ""Related Research and the Development of Frameworks for Reflective Thinking""; ""Approaches to Reflective Supervision""; ""Our Study: Characteristics of Teacher |
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Reflection"" |
""Principal Behaviors Fostering Reflection in Teachers and the Benefits to Teachers""""Cognitive Coaching: Bridge to Reflection""; ""Encouraging Reflection: Helpful Reminders""; ""Portrait of a Facilitator for Reflective Practice""; ""Part II - How Supervisors� Behaviors�Positive and Negative�Affect Teachers""; ""Chapter 5 - Being Visible Versus Interrupting and Abandoning""; ""Visibility by Wandering around""; ""Interruption of Class Instruction""; ""Abandonment""; ""Chapter 6 - Praising Versus Criticizing""; ""Praise""; ""Criticism: More about Control"" |
""Chapter 9 - Instructional Leadership: A Bridge to the Development of a Professional Learning Community""""Reculturing for a Professional Learning Community""; ""Professional Learning Communities: Findings from Research""; ""Suggestions for Expanding Successful Instructional Leadership to Develop a Professional Learning Community""; ""Everyone an Academic Leader""; ""More to Learn: A Final Word""; ""Resource: Research Method and Procedures""; ""References""; ""Index"" |
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2. |
Record Nr. |
UNINA9910495822503321 |
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Autore |
Fontaine-De Visscher Luce |
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Titolo |
Phénomène ou structure ? : Essai sur le langage chez Merleau-Ponty / Luce Fontaine-De Visscher |
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Pubbl/distr/stampa |
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Bruxelles, : Presses de l’Université Saint-Louis, 2019 |
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ISBN |
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Descrizione fisica |
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1 online resource (113 p.) |
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Soggetti |
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History & Philosophy Of Science |
colloque |
psychanalyse |
égalité |
création littéraire |
création plastique |
épistémologie |
science humaine |
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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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Sommario/riassunto |
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L'œuvre de Merleau-Ponty, avec le recul d'une ou deux décades, révèle une tension interne, que la publication en 1964 du Visible et de l'Invisible a d'ailleurs mise en évidence. Sa phénoménologie n'est-elle pas presque toujours aussi une pensée des limites de la phénoménologie ? L'auteur tente de montrer comment les apports de la psychologie de la Forme d'abord, ceux du structuralisme linguistique ensuite, ont contribué à transmuer chez Merleau-Ponty le style de la question de l'être et du langage. Car la notion de structure permet de surmonter le dualisme du sujet et de l'objet. Elle entraîne un enveloppement réciproque de la philosophie et de la science ; qu'elle se veuille descriptive ou réflexive, la pensée est toujours prise dans ce qu'elle interroge. Comme la perception est figure-sur-un-fond, le langage est la pensée comme creusement du sensible. Le langage est son propre phénomène, mais porté par une différence qui est l'irrécupérable de principe. Les ultimes « Notes de Travail » laissées par le philosophe sont marquées de ce combat avec l'Invisible. |
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