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1. |
Record Nr. |
UNINA9910715775003321 |
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Titolo |
Child, Farr & Co. (To accompany Bill H.R. No. 286.) May 16, 1850 |
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Pubbl/distr/stampa |
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[Washington, D.C.] : , : [publisher not identified], , 1850 |
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Descrizione fisica |
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1 online resource (1 page) |
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Collana |
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House report / 31st Congress, 1st session. House ; ; no. 329 |
[United States congressional serial set ] ; ; [serial no. 584] |
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Altri autori (Persone) |
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PhoenixJonas Phillips <1788-1859> (Whig (NY)) |
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Soggetti |
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Claims |
Malicious mischief |
Vandalism |
Drawbacks |
Fires |
Hardware |
Steamboats |
Tariff |
Merchants |
Legislative materials. |
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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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"Child, Fair and Company" is the version of that appears most often in the Congressional Serial Set. |
Batch processed record: Metadata reviewed, not verified. Some fields updated by batch processes. |
FDLP item number not assigned. |
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2. |
Record Nr. |
UNINA9910213829603321 |
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Autore |
Black Laurel Johnson <1957-> |
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Titolo |
Between talk and teaching : reconsidering the writing conference / / Laurel Johnson Black |
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Pubbl/distr/stampa |
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Logan, Utah, : Utah State University Press, 1998 |
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ISBN |
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9780874213287 |
0874213282 |
9780585099033 |
0585099030 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (189 p.) |
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Disciplina |
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Soggetti |
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English language - Rhetoric - Study and teaching |
Report writing - Study and teaching (Higher) |
Teacher-student relationships |
Tutors and tutoring |
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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 (p. [169]-172). |
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Nota di contenuto |
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Power and talk -- Gender and conferencing -- Cross-cultural conferencing -- The affective dimension -- Possibilities works cited. |
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Sommario/riassunto |
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The teacher-student conference is standard in the repertoire of teachers at all levels. Because it's a one-to-one encounter, teachers work hard to make it comfortable; but because it's a pedagogical moment, they hope that learning occurs in the encounter, too. The literature in this area often suggests that a conference is a conversation, but this doesn't account for a teacher's need to use it pedagogically. Laurel Johnson Black's new book explores the conflicting meanings and relations embedded in conferencing and offers a new theoretical understanding of the conference along with pra |
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