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1. |
Record Nr. |
UNINA9910789530903321 |
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Autore |
Marzano Robert J |
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Titolo |
Dimensions of learning teachers manual [[electronic resource] /] / Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo ... [et. al.] |
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Pubbl/distr/stampa |
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Alexandria, Va., : ASCD |
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Denver, Colo., : MREL, c1997 |
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ISBN |
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1-283-11066-0 |
9786613110664 |
1-4166-1344-7 |
1-4166-1343-9 |
1-4166-1342-0 |
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Edizione |
[2nd ed.] |
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Descrizione fisica |
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1 online resource (375 p.) |
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Altri autori (Persone) |
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PickeringDebra |
ArredondoDaisy E |
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Disciplina |
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Soggetti |
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Elementary school teaching |
High school teaching |
Middle school teaching |
Junior high school teaching |
Teaching - Aids and devices |
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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; Title Page; Copyright; Table of Contents; Acknowledgments; Introduction; Overview; What Is Dimensions of Learning?; Dimension 1: Attitudes and Perceptions; Introduction; Helping Students Develop Positive Attitudes and Perceptions About Classroom Climate; Feel Accepted by Teachers and Peers; Experience a Sense of Comfort and Order; Classroom Examples; Helping Students Develop Positive Attitudes and Perceptions About Classroom Tasks; Perceive Tasks as Valuable and Interesting; Believe They Have the Ability and Resources to Complete Tasks; Understand and Be Clear About Tasks |
Classroom ExamplesUnit Planning: Dimension 1; Dimension 2: Acquire and Integrate Knowledge; Introduction; The Importance of |
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Understanding the Nature of Knowledge; The Relationship Between Declarative and Procedural Knowledge; Levels of Generality and the Organization of Knowledge; Acquiring and Integrating Declarative and Procedural Knowledge; Helping Students Acquire and Integrate Declarative Knowledge; Construct Meaning for Declarative Knowledge; Organize Declarative Knowledge; Store Declarative Knowledge; Classroom Examples; Unit Planning: Dimension 2, Declarative Knowledge |
Helping Students Acquire and Integrate Procedural KnowledgeConstruct Models for Procedural Knowledge; Shape Procedural Knowledge; Internalize Procedural Knowledge; Classroom Examples; Unit Planning: Dimension 2, Procedural Knowledge; Dimension 3: Extend and Refine Knowledge; Introduction; Helping Students Develop Complex Reasoning Processes; Comparing; Classifying; Abstracting; Inductive Reasoning; Deductive Reasoning; Constructing Support; Analyzing Errors; Analyzing Perspectives; Unit Planning: Dimension 3; Dimension 4: Use Knowledge Meaningfully; Introduction |
Helping Students Develop Complex Reasoning ProcessesDecision Making; Problem Solving; Invention; Experimental Inquiry; Investigation; Systems Analysis; Unit Planning: Dimension 4; Dimension 5: Habits of Mind; Introduction; Helping Students Develop Productive Habits of Mind; Classroom Examples; The Dimensions of Learning Habits of Mind: A Resource for Teachers; Critical Thinking; Be Accurate and Seek Accuracy; Be Clear and Seek Clarity; Maintain an Open Mind; Restrain Impulsivity; Take a Position When the Situation Warrants It; Respond Appropriately to Others' Feelings and Level ofKnowledge |
Creative ThinkingPersevere; Push the Limits of Your Knowledge and Abilities; Generate, Trust, and Maintain Your Own Standards of Evaluation; Generate New Ways of Viewing a Situation That Are Outside the Boundaries of Standard Conventions; Self-Regulated Thinking; Monitor Your Own Thinking; Plan Appropriately; Identify and Use Necessary Resources; Respond Appropriately to Feedback; Evaluate the Effectiveness of Your Actions; Unit Planning: Dimension 5; Chapter 6: Putting It All Together; Content; Assessment; Grading; Sequencing Instruction; Conferences; In Conclusion; Colorado Unit; References |
Index |
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Sommario/riassunto |
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The premise of Dimensions of Learning an instructional framework founded on the best of what researchers and theorists know about learning is that five types, or dimensions, of thinking are essential to successful learning. These are (1) positive attitudes and perceptions about learning, (2) thinking involved in acquiring and integrating knowledge, (3) thinking involved in extending and refining knowledge, (4) thinking involved in using knowledge meaningfully, and (5) productive habits of mind. Dimensions of Learning is a valuable tool for reorganizing curriculum, instruction, and assessment.T |
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2. |
Record Nr. |
UNINA9910818852203321 |
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Autore |
Grossman James R. |
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Titolo |
A chance to make good : African Americans, 1900-1929 / / by James R. Grossman |
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Pubbl/distr/stampa |
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New York, New York ; ; Oxford : , : Oxford University Press, , [1997] |
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©1997 |
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ISBN |
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0-19-028225-8 |
0-19-976249-X |
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Descrizione fisica |
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1 online resource (157 pages) : illustrations |
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Collana |
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The young Oxford history of African Americans ; ; Volume 7 |
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Disciplina |
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Soggetti |
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African Americans - History - 1877-1964 |
United States History 1901-1953 Juvenile literature |
United States History 1901-1953 |
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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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Nota di bibliografia |
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Includes bibliographical references (pages 153-155) and index. |
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Sommario/riassunto |
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Chronicles the lives of African Americans from the turn of the twentieth century to the Great Depression. |
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3. |
Record Nr. |
UNINA9910591174203321 |
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Autore |
Loimeier Roman |
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Titolo |
"Individual Pieties" und "Non-Pieties" : Dynamiken des religiösen Wandels in der "islamischen Welt" / / Roman Loimeier |
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Pubbl/distr/stampa |
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Universitätsverlag Göttingen, 2022 |
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Collana |
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Gottingen series in social and cultural anthropology, , 2199-5346 ; ; Band 24 |
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Soggetti |
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Society & social sciences |
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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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"Die Gesellschaften Nordafrikas und des Nahen Ostens werden häufig pauschal als 'muslimische' Gesellschaften und als Teil der 'islamischen Welt' beschrieben, die Religion ('der Islam') wird dabei als zentrales Merkmal dieser Gesellschaften beschrieben, die das Leben in diesen Gesellschaften grundlegend strukturiert. Der vorliegende Text bestreitet zwar nicht, dass die Religion in den Gesellschaften Nordafrikas und des Nahen Ostens immer noch eine wichtige Rolle in vielen Lebensbereichen spielt, er argumentiert aber auch, dass die Religion in der Analyse dieser Gesellschaften immer wieder überbetont wird und übersehen wird, dass die Gesellschaften dieses Raums auch ganz anders gelesen werden können. In vielen Gesellschaften der Region hat die Religion in der Tat in den letzten Jahrzehnten (je nach Region und Milieu) zum Teil stark an gesellschaftlichem (wenn auch nicht immer an politischem) Einfluss verloren und beträchtliche Bevölkerungsgruppen verstehen sich heute als religionsmüde, als indifferent, was das Religiöse angeht, oder sogar als religionslos. Der vorliegende Text beschäftigt sich daher insbesondere mit neueren Entwicklungen in der Region, in welchen sich der Bedeutungsverlust des Religiösen in bestimmten Lebensbereichen deutlich manifestiert." -- Page 4 of cover. |
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