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1. |
Record Nr. |
UNINA9910461506703321 |
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Titolo |
Fabricating quality in education : data and governance in Europe / / edited by Jenny Ozga. [et al.] |
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Pubbl/distr/stampa |
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London : , : Routledge, , 2011 |
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ISBN |
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1-283-37931-7 |
9786613379313 |
0-203-83074-1 |
1-136-82447-2 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (198 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Education and state - Europe |
Education - Europe |
European cooperation |
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 (p. [161]-177) and index. |
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Nota di contenuto |
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Changing spatial and social relations in education in Europe / Martin Lawn, Risto Rinne and Sotiria Grek -- Fabricating Europe / Sotiria Grek and Risto Rinne -- Europe through experts and technologies / Martin Lawn and Christina Segerholm -- National policy brokering and the construction of the European education space in England, Sweden, Finland and Scotland / Sotiria Grek ... [et al.] -- Europe and the global / Risto Rinne and Jenny Ozga -- Europe in translation / Jenny Ozga, Peter Dahler-Larsen and Christina Segerholm -- The governance turn / Jenny Ozga, Christina Segerholm and Hannu Simola -- Governing by numbers / Hannu Simola ... [et al.] -- Central-local relations of governance / Jenny Ozga ... [et al.] -- Teachers' perceptions of quality assurance and evaluation / John Gray ... [et al.]. |
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Sommario/riassunto |
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How is European Education Governed?Data is now the lifeblood of education governance. At the international level, organisations like the OECD steer education systems through their programmes of assessment and the European Commission's project of creating the most successful knowledge economy in the world is driven by data |
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collection, analysis and comparison. At the national level, policy-makers increasingly depend on data to show them where they are positioned, in relation to their competitors, and draw on data to justify policy directions. Within systems, schools and teachers have b |
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2. |
Record Nr. |
UNISA996248295603316 |
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Autore |
Hopf Ted |
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Titolo |
Social construction of international politics : identities & foreign policies, Moscow, 1955 and 1999 |
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Pubbl/distr/stampa |
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[Place of publication not identified], : Cornell University Press, 2002 |
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ISBN |
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Descrizione fisica |
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1 online resource (xvi, 299 p. ;) |
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Disciplina |
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Soggetti |
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International relations - Social aspects |
Ethnicity - Ethnic identity |
Russians |
International Relations |
Law, Politics & Government |
Soviet Union Foreign relations 1953-1975 |
Russia (Federation) Foreign relations |
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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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Bibliographic Level Mode of Issuance: Monograph |
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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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Constructivism at home : theory and method -- The Russian nation, new Soviet man, class and modernity : identity relations in 1955 -- Identities as social structures : enabling and constraining Soviet alliance choices in 1955 -- Historical, internal, and external others : Russian identity in 1999 -- The unipolar world : recentering a peripheral Russia in 1999 -- Identity, foreign policy, and IR theory. |
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3. |
Record Nr. |
UNINA9910818973203321 |
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Autore |
Filatkina Natalia |
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Titolo |
Historische formelhafte sprache : Theoretische Grundlagen und methodische Herausforderungen / / Natalia Filatkina |
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Pubbl/distr/stampa |
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Berlin ; ; Boston : , : De Gruyter, , 2018 |
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ISBN |
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3-11-049195-8 |
3-11-049488-4 |
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Descrizione fisica |
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1 online resource (434 pages) |
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Collana |
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Formelhafte sprache = formulaic language ; ; Band 1 |
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Disciplina |
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Soggetti |
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Linguistic analysis (Linguistics) |
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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 -- Vorwort -- Inhalt -- Einleitung: Zum "Paradigma der gestörten Ordnung" -- 1. Über den Elefanten im Raum: die konstitutive Rolle der Formelhaftigkeit -- 2. Theoretisches Niemandsland: Historische formelhafte Sprache -- 3. Einblicke in die Kulturgeschichte der formelhaften Sprache -- 4. Picking the beans: Zur Methodik der Untersuchung der historischen formelhaften Sprache -- 5. Trying to chart the directions. Wege der Entstehung mikrostruktureller Formelhaftigkeit -- 6. Historische formelhafte Sprache textuell und textübergreifend -- 7. Zusammenfassung -- Literaturverzeichnis |
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Sommario/riassunto |
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Sprachen funktionieren durch das Zusammenwirken des Usuellen, des Formelhaften und der Variation, die paradoxerweise gleichzeitig ein Indikator der Festigkeit und ihre treibende Kraft sein kann. In der gegenwartssprachlich bezogenen Linguistik ist der Begriff formelhafte Sprache einerseits nicht neu, aber er gehört andererseits sicherlich nicht zu der Gruppe der etablierten Termini mit scharfen Konturen und klaren Gegenstandsbereichen. Noch weniger verständlich ist, was in den historischen Entwicklungsstufen einer Sprache als formelhaft bezeichnet werden kann. Die Studie geht von der Annahme aus, dass die konstitutive Rolle der Formelhaftigkeit auch für historische Kommunikationssituationen typisch und genauso vielfältig ist. Sie setzt sich zum Ziel, die Gründe für die marginale Betrachtung der formelhaften Wendungen in älteren Sprachstufen aufzudecken, einen theoretischen Rahmen ihrer Erforschung zu erarbeiten, die |
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Aufmerksamkeit auf die methodischen Herausforderungen ihrer korpus- und computerbasierten Untersuchung zu lenken und die Mechanismen der historischen Verfestigungsprozesse aufzudecken. |
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4. |
Record Nr. |
UNINA9910823932803321 |
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Autore |
McGuinness Claire |
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Titolo |
The academic teaching librarian's handbook / / Claire McGuinness [[electronic resource]] |
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Pubbl/distr/stampa |
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London : , : Facet, , 2021 |
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ISBN |
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9781783304646 |
1-78330-516-9 |
1-78330-464-2 |
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Descrizione fisica |
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1 online resource (xix, 279 pages) : digital, PDF file(s) |
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Disciplina |
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Soggetti |
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Academic librarians - Training of |
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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 publisher's bibliographic system (viewed on 04 Mar 2021). |
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Nota di contenuto |
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Endorsements -- Title page -- Contents -- Figures and tables -- Acknowledgements -- Introduction -- Who should read this book? -- PART 1 Constructing the academic teaching librarian -- CHAPTER 1 Shaping the academic teaching librarian -- 1.1 Introduction: critical issues for academic teaching librarians -- 1.2 Conceptions of literacy: terminology and the academic teaching librarian -- 1.3 New frameworks: information literacy in context -- 1.4 Critical information literacy -- 1.5 Social media and filter bubbles: the rise of 'fake news' -- 1.6 Learning analytics -- 1.7 E-research and datafied scholarship -- Exercises -- CHAPTER 2 Defining the academic teaching librarian -- 2.1 Introduction: who is the academic teaching librarian? -- 2.2 Professional identity and 'teacher identity' -- 2.3 Roles and responsibilities of academic teaching librarians -- 2.4 The information-literate self -- 2.5 Reflective practice for academic teaching librarians -- 2.6 Developing a personal teaching philosophy -- Exercises -- CHAPTER 3 Becoming an academic teaching librarian -- 3.1 Introduction: choosing the academic teaching librarian pathway -- 3.2 |
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Looking inwards: self-analysis and the teaching role -- 3.3 Does a 'teaching personality' exist? -- 3.4 Mapping your teaching profile -- 3.5 Planning and developing your teaching role -- 3.6 Keeping current with teaching trends -- 3.7 Documenting and showcasing your work: teaching portfolios for librarians -- Exercises -- PART 2 Excelling as an academic teaching librarian -- CHAPTER 4 Technology and the academic teaching librarian -- 4.1 Introduction: the digital environment for academic teaching librarians -- 4.2 Teaching, learning and technology: key concepts -- 4.3 The digital imperative in higher education -- 4.4 Digital education in higher education (HE): state of the art. |
4.5 Digital learning and the academic teaching librarian -- 4.6 Digital learning knowledge domains: a framework for academic teaching librarians -- 4.7 Levels of skill and expertise for digital learning -- 4.8 Additional digital learning competence frameworks -- 4.9 A reflective approach to planning and designing digital learning -- 4.10 A final word on digital learning -- Exercises -- CHAPTER 5 Leading and co-ordinating for the academic teaching librarian -- 5.1 Introduction: leadership, management and culture -- 5.2 Leadership and the academic teaching librarian -- 5.3 Co-ordinating your library's information literacy programme -- 5.4 Creating an information literacy culture in your institution -- 5.5 Engaging with the wider community of teaching librarians -- Exercises -- CHAPTER 6 Advocacy and the academic teaching librarian -- 6.1 Introduction: reflecting on advocacy -- 6.2 Advocacy and libraries -- 6.3 Advocacy and academic teaching librarians -- 6.4 Information literacy: communicating value -- 6.5 Ways of engaging in advocacy -- 6.6 Writing for academic publications: a reflective view -- Exercises -- References -- Index. |
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Sommario/riassunto |
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The Academic Teaching Librarian's Handbook is a comprehensive resource on teaching and professional development for information professionals and instructors at all career stages. It explores the current landscape of teaching librarianship, and highlights and discusses the important developments, issues, and trends that are shaping current and future practice. Key to the book is the examination of the roles and responsibilities of academic teaching librarians in the digital era, looking at the essential areas of development, skills and knowledge that will empower current and future teaching librarians to perform well in these roles. The theme of reflective practice runs throughout the book which also features numerous exercises and real world illustrations. This book will be relevant for all academic library professionals, including students on MLIS programmes who wish to pursue an instructional role in their work and to develop this aspect of their professional lives in a holistic way throughout their careers. It is suitable for early career professionals at the start of their teaching journey, as well as mid- and late-career librarians who may have moved into managerial roles, and who wish to advance their teaching role to the next level. It is also a useful resource for LIS instructors who teach courses on instructional skills for information professionals. |
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