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1. |
Record Nr. |
UNINA9910480204603321 |
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Autore |
Williams R. Bruce |
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Titolo |
Brain-compatible learning for the block / / R. Bruce Williams, Steven E. Dunn ; cover designer, Monique Hahn |
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Pubbl/distr/stampa |
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Thousand Oaks, California : , : Corwin Press, , 2008 |
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©2008 |
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ISBN |
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Edizione |
[Second edition.] |
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Descrizione fisica |
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1 online resource (224 p.) |
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Disciplina |
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Soggetti |
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Block scheduling (Education) |
Learning |
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""; ""List of Tables and Figures""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Introduction""; ""Chapter 1 - Physiology and Philosophy""; ""The Brain�s Structure and Functions""; ""Brain Compatibility and Multifaceted Learning""; ""Brain-Compatible Learning Climate""; ""Sample Four-Phase Lesson Plan�What�s on Your Mind?""; ""Reflective Questions""; ""Chapter 2 - Four-Phase Lesson and Unit Design""; ""Inquiring�Gathering�Processing�Applying""; ""Four Phases Assist in Schemata Formation""; ""Essential Questions"" |
""Attend�Experience�Reflect""""Internal Structure""; ""Integrated Assessment""; ""Compare/Contrast Four-Phase Lesson with Traditional Lessons""; ""Benefits of Four-Phase Lesson Design""; ""Planning a Unit and a Lesson""; ""Reflective Questions""; ""Chapter 3 - Extended Time Formats Including Block Scheduling""; ""Adequate Time""; ""Alternative Scheduling Formats""; ""Sample Four-Phase Lesson Plan�Can Prejudice Kill a Mockingbird?""; ""Reflective Questions""; ""Chapter 4 - Content and Curriculum""; ""To Cover or to Catalyze Learning?"" |
""Prioritizing Curriculum in Extended Time Formats""""Brain-Compatible Curriculum""; ""Sample Four-Phase Lesson Plan�Circles that Cycle""; ""Reflective Questions""; ""Chapter 5 - Instruction: The Art and Science of Teaching in Extended Time Formats""; ""Opportunity for Growth and |
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Change""; ""Energizing Educational Principles""; ""Brain-Compatible Instructional Strategies""; ""Professional Learning Communities: Pathway to a New Paradigm""; ""Sample Four-Phase Lesson Plan�Gender, Age, and Pyramids�Only Your Sarcophagus Knows for Sure!""; ""Reflective Questions"" |
""Chapter 6 - Assessment: Measuring Achievement and Growth in Extended Time Formats""""The Right Stuff""; ""Caught in the Act of Learning: Authentic Assessment""; ""Assessment for Learning""; ""No Child Left Behind (NCLB)""; ""Testing Matters""; ""Assessment in Four-Phase Lesson and Unit Design""; ""Sample Four-Phase Lesson Plan�Science Schmience or who Framed Sir Isaac Newton?""; ""Reflective Questions""; ""References""; ""Index"" |
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Sommario/riassunto |
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The second edition provides detailed sample lesson plans and includes additional strategies for using extended time formats effectively. |
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2. |
Record Nr. |
UNINA9910735579403321 |
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Autore |
Kamneva-Wortmann Anna |
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Titolo |
Modenetze - Modeschwärme : Kleidungskulturen ohne zentrale Akteure / / Anna Kamneva-Wortmann |
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Pubbl/distr/stampa |
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Bielefeld : , : transcript Verlag, , [2023] |
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©2023 |
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ISBN |
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Descrizione fisica |
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1 online resource (296 p.) |
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Collana |
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Disciplina |
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Soggetti |
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SOCIAL SCIENCE / Media Studies |
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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 contenuto |
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Frontmatter -- Inhalt -- Danksagung -- 1. Einleitung: I am in, I am fashionable -- 2. Theoretische und begriffliche Einordnung -- 3. Der Bias von Modenetz und Modeschwarm I: Uniformierung vs. Trachtwerdung -- 4. Der Bias von Modenetz und Modeschwarm II: Zentrifugalkraft vs. Zentripetalkraft -- 5. Der Bias von Modenetz und Modeschwarm III: Formalisierung vs. Singularisierung -- 6. Zusammenführung: Modenetz vs. Modeschwarm -- 7. Fazit: I am large, |
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I contain Multitudes -- Literaturverzeichnis |
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Sommario/riassunto |
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Modemacher*innen, Designer*innen, Influencer*innen, Medien, Subkulturen - noch immer wird die Verantwortung für den modischen Wandel bei zentralen Schlüsselfiguren gesucht. Doch die Gatekeeper*innen der Vergangenheit haben viel von ihrer Definitionsmacht verloren. Was also treibt Moden gegenwärtig voran? Die Initiative scheint auf eine große Zahl Einzelner übergegangen, deren Vielfalt vestimentäre Kulturen hervorbringt, die sich als räumliche Modenetze und zeitliche Modeschwärme beschreiben lassen. Anna Kamneva-Wortmann bietet eine neue Perspektive auf die modische Demokratisierung und behauptet: Kleidermoden entstehen und verschwinden heute »bottom-up«. |
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