| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNISA996387230203316 |
|
|
Autore |
Guthrie John <1632-1669.> |
|
|
Titolo |
To the suffering Protestants, owning protestation [[electronic resource] /] / by Mr John Guthrie, minister of the gospel. 1669 |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
[Scotland?], : Printed for Alexander Kennedy, 1681 |
|
|
|
|
|
|
|
Descrizione fisica |
|
|
|
|
|
|
Soggetti |
|
Covenanters - Scotland |
Dissenters, Religious - Scotland |
Scotland Church history 17th century Early works to 1800 |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Caption title. |
Imprint from colophon. |
Place of publication suggested by Wing. |
An anti-Roman Catholic sermon relating the persecution being suffered by the Scottish Covenanters by a Covenanting minister. |
Imperfect: print show-through with some loss of text. |
Reproduction of the original in the National Library of Scotland. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
|
|
|
|
|
|
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910522595203321 |
|
|
Autore |
Wahlström Ninni |
|
|
Titolo |
Equity, teaching practice and the curriculum : exploring differences in access to knowledge / / edited by Ninni Wahlstrom |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Taylor & Francis, 2022 |
|
Abingdon, Oxon ; ; New York, NY : , : Routledge, , 2022 |
|
©2022 |
|
|
|
|
|
|
|
|
|
ISBN |
|
9781003218067 |
1003218067 |
9781000571714 |
1000571718 |
9781000571653 |
1000571653 |
|
|
|
|
|
|
|
|
Edizione |
[1 ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (xi, 158 pages) |
|
|
|
|
|
|
Collana |
|
Routledge research in education |
|
|
|
|
|
|
Classificazione |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Educational equalization |
EDUCATION / Curricula |
EDUCATION / Teaching Methods & Materials / General |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Sommario/riassunto |
|
This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students' future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum |
|
|
|
|
|
|
|
|
|
|
content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice. |
|
|
|
|
|
| |