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Record Nr. |
UNINA9910704104703321 |
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Autore |
Bergquist Joel R. |
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Titolo |
Mineral resources of the Blue Lakes Wilderness Study Area, Humboldt County, Nevada / / by Joel R. Bergquist [and five others] |
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Pubbl/distr/stampa |
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[Reston, Va.] : , : Department of the Interior, U.S. Geological Survey, , 1987 |
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Washington : , : United States Government Printing Office |
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Descrizione fisica |
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1 online resource (v, 18 pages) : illustrations, maps |
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Collana |
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U.S. Geological Survey bulletin ; ; 1726-D |
Mineral resources of wilderness study areas--Humboldt and Pershing counties, Nevada ; ; ch. D |
Studies related to wilderness--Bureau of Land Management wilderness study area |
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Soggetti |
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Mines and mineral resources - Nevada - Blue Lakes Wilderness |
Geology - Nevada - Blue Lakes Wilderness |
Geology |
Mines and mineral resources |
Blue Lakes Wilderness (Nev.) |
Nevada Blue Lakes Wilderness |
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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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Title from title screen (viewed Aug. 11, 2014). |
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Nota di bibliografia |
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Includes bibliographical references (pages 9-10). |
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2. |
Record Nr. |
UNINA9910964409103321 |
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Autore |
Kagan Dona M. <1946-> |
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Titolo |
Laura and Jim and what they taught me about the gap between educational theory and practice / / Dona M. Kagan, with James R. Chesnut ... [et al.] |
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Pubbl/distr/stampa |
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Albany, N.Y., : State University of New York Press, c1993 |
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ISBN |
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1-4384-0815-3 |
0-585-09189-7 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (ix, 165 pages) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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High school teachers - United States |
College teachers - United States |
Teaching - Political aspects |
Teachers - Training of - Political aspects - United States |
Education - United States - Philosophy |
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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 (p. 153-161) and index. |
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Nota di contenuto |
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Intro -- Contents -- Tables -- Introduction -- 1. Motivation and Method -- Method and Overview -- The Utility of This Project -- Acknowledgments -- How This is a Different Kind of Educational Research -- The School Context -- 2. What I Saw in Laura's Classroom -- The Cognition Underlying Laura's Practice -- 3. Beth's Course on Methods of Teaching Seconding English -- Beth Evaluates My Description of Laura's Practice -- 4. Laura's Response to Beth -- 5. What I Saw in Jim's Classroom -- The Cognition Underlying Jim's Practice -- 6. Liza's Course on Methods of Teaching Secondary Social Studies -- Liza Evaluates My Description of Jim's Classroom Practice -- 7. Jim's Response to Liza -- 8. Where and Why the Professors and the Teachers Disagreed -- Points of Difference: Comparing the Two Perspectives -- Interviews with the Student Teachers -- Echoes in the Literature of Teaching and Teacher Education: The Functional Value of Each Perspective -- Inferences and Implications -- Where We Might Go from Here: The Moral of the Story -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- K -- L -- M -- N -- O -- P -- Q -- R |
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-- S -- T -- W -- Y -- Z. |
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Sommario/riassunto |
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Many teachers do not conform to the views of teaching espoused by professors of education. Yet these teachers are often judged as outstanding by colleagues, students, parents, and administrators. This thoughtful, timely book is a qualitative inquiry that addresses this contradiction. It focuses on two outstanding high school teachers, Laura and Jim, who were observed and interviewed by Kagan over a five month period. Two education professors who teach methods courses in corresponding fields (English, social studies) were also interviewed. Kagan juxtaposes the two entirely different views of teaching that emerged from her observations and examines the functional value of each. This book then is ultimately about the politics of teaching: the power to define 'good' teaching and determine how novices will be prepared for the classroom. Laura and Jim represent a silent underground of practitioners who have lost the right to legislate their own profession. This is their story. Dona M. Kagan is Professor of Education at the University of Alabama. |
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