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1. |
Record Nr. |
UNINA9910711707503321 |
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Autore |
Engelke Morris J. |
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Titolo |
Health physics planning for a high-pressure tritium gas experiment at a university / / report written by: Morris J. Engelke ; work done by: Robert B. Day [and seven others] |
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Pubbl/distr/stampa |
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Los Alamos, New Mexico : , : Los Alamos Scientific Laboratory of the University of California, , 1963 |
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Descrizione fisica |
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1 online resource (32 pages) : illustrations |
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Collana |
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Soggetti |
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Tritium - Safety measures |
Tritium - Experiments |
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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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"LAMS-2959." |
"Report written: July 1963." |
"Report distributed: November 15, 1963." |
"UC-41, health and safety." |
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Nota di bibliografia |
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Includes bibliographical references. |
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2. |
Record Nr. |
UNINA9910783648203321 |
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Autore |
McNamara David |
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Titolo |
Classroom pedagogy and primary practice / / David McNamara |
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Pubbl/distr/stampa |
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London ; ; New York : , : Routledge, , 1994 |
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ISBN |
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1-134-88959-3 |
1-134-88960-7 |
1-280-32826-6 |
0-203-30870-0 |
0-203-13395-1 |
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Descrizione fisica |
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1 online resource (176 p.) |
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Disciplina |
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Soggetti |
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Elementary school teaching - Great Britain |
Classroom management - Great Britain |
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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. [146]-161) and index. |
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Nota di contenuto |
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Book Cover; Title; Contents; List of figures; Acknowledgements; Introduction; On teaching; On learning; The teacher's responsibility for learning; Relating teaching to children's aptitudes; Organising teaching to promote learning; Organising subject matter for learning; Pedagogy in practice: the case of subtraction; Teachers' pedagogic expertise; The professional authority of the teacher; Notes and references; Index |
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Sommario/riassunto |
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In this provocative book, David McNamara argues that a `teacher-centred' approch to teaching in the primary school, especially in the later years is actually in the best interests of the children - that the teacher must be seen to have ultimate responsibility for what and how children learn. He attempts to define the distinctive professional expertise of the primary teacher - the application of subject knowledge within the special circumstances of the classroom - and to show how this expertise can be articulated to establish a body of educational knowledge which is both derived from practice a |
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