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1. |
Record Nr. |
UNINA9910778732003321 |
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Autore |
Brody Celeste M |
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Titolo |
Professional Development for Cooperative Learning [[electronic resource]] |
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Pubbl/distr/stampa |
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Albany, : State University of New York Press, 1998 |
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ISBN |
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Descrizione fisica |
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1 online resource (152 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Constructivism (Education) |
Group work in education |
Teachers -- In-service training |
Teachers -- Training of |
Group work in education - In-service training |
Constructivism (Education) - Training of |
Teachers |
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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 contenuto |
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CONTENTS; PART I. BEGIN WITH THE TEACHER: FOCUSING PROFESSIONAL DEVELOPMENT FOR COOPERATIVE LEARNING; Introduction: Professional Development and Cooperative Learning by Celeste Brody and Neil Davidson; 1. The Significance of Teacher Beliefs for Professional Development and Cooperative Learning by Celeste Brody; 2. Creating Sustained Professional Growth through Collaborative Reflection by Carole Cooper and Julie Boyd; 3. The Role of Staff Developers in Promoting Effective Teacher Decision-Making by Carol Rolheiser and Laurie Stevahn |
4. Staff Development That Makes a Difference by Patricia Roy PART II. LESSONS FROM THE FIELD: APPROACHES TO COOPERATIVE LEARNING AND IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT; 5. Staff Development and the Structural Approach to Cooperative Learning by Spencer Kagan and Miguel Kagan; 6. Beyond the Workshop: Evidence from Complex Instruction by Rachel Lotan, Elizabeth Cohen, Christopher Morphew |
7. A Social Constructivist Approach to Cooperative Learning and Staff |
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Development: Ideas from the Child Development Project by Marilyn Watson, Sylvia Kendzior, Stefan Dasho, Stanley Rutherford, and Daniel Solomon 8. Preparing Teachers and Students for Cooperative Work: Building Communication and Helping Skills by Sydney Farivar and Noreen Webb; 9. The Cognitive Approach to Cooperative Learning: Mediating the Challenge to Change by James Bellanca and Robin Fogarty; 10. Professional Development for Socially-Conscious Cooperative Learning by Nancy Schniedewind and Mara Sapon-Shevin |
PART III. THE LEARNING COMMUNITY: COOPERATIVE LEARNING AND ORGANIZATIONAL CHANGE 11. Effective Staff Development in Cooperative Learning: Training, Transfer, and Long-Term Use by David Johnson and Roger Johnson; 12. Mutually-Sustaining Relationships between Organization Development and Cooperative Learning by Richard Schmuck; 13. Faculty Development Using Cooperative Learning by Susan Ellis; 14. Developing a Collaborative Environment through Job-Embedded Staff Development: One District's Journey by Linda Munger; PART IV. RETURN TO THE VISION OF COMMUNITY |
15. Cooperative Learning Communities: Expanding from Classroom Cocoon to Global Connections by Liana Forest 16. Afterword: Promising Practices and Responsible Directions by Celeste Brody and Neil Davidson; CONTRIBUTORS; INDEX; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; V; W; Y |
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2. |
Record Nr. |
UNISA996212666203316 |
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Autore |
Weems Mickey |
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Titolo |
The Fierce Tribe : Masculine Identity and Performance in the Circuit / / Mickey Weems |
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Pubbl/distr/stampa |
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Utah State University, University Libraries, 2008 |
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Logan, Utah : , : Utah State University Press, , 2008 |
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©2008 |
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ISBN |
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Descrizione fisica |
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1 online resource (298 pages) : illustrations |
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Disciplina |
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Soggetti |
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Gay men - United States - Identity |
Gay culture - United States |
Gay and lesbian dance parties - Social aspects - United States |
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 discography: p. 264-265. |
Includes bibliographical references (p. 257-263) and index. |
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Nota di contenuto |
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Introduction: fascists and whores -- pt. I. Fierce: -- Banishing the God of mediocrity -- The few, the proud, the cracked -- Thousands of dancing gay men -- Fierceness -- The girlfriends -- Harm reduction -- pt. II. Tribe: A history of festive homosexuality: 1700-1969 CE -- A history of the Circuit(s): 1969 CE-present -- A tale of two cities: NOLA and MIA -- pt. III. Pulse: Popular dance -- Axe -- From marching soldier to dancing Queen -- PART IV ecstasy -- The DJ -- Stepping out. |
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Sommario/riassunto |
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Mickey Weems applies overtly interdisciplinary interpretation to a subject that demands such a breakdown of intellectual boundaries. This is an ethnography that documents the folk nature of popular culture. The Circuit, an expression of Gay culture, comprises large dance events (gatherings, celebrations, communions, festivals). Music and dance drive a complex, shared performance at these events-electronic house music played by professional DJs and mass ecstatic dancing that engenders communitas. Other types of performance, from drag queens and concerts to contests, theatrics, and the i |
In this ethnography that documents the folk nature of popular culture, |
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Mickey Weems applies interdisciplinary interpretation to a subject that demands such a breakdown of intellectual boundaries. The Circuit, an expression of gay culture, comprises large dance events—gatherings, celebrations, communions, festivals. Music and dance drive complex, shared performances—electronic house music played by professional DJs and mass ecstatic dancing that engenders communitas. Other performances, from drag queens and concerts to contests, theatrics, and the individual display of muscular bodies are part of the festivities.Body sculpting through muscle building is strongly associated with the Circuit, and masculine aggression is both displayed and parodied. Weems, a participant-observer with a multidisciplinary background in anthropology, folklore, religious studies, cultural studies, and somatic studies, considers the cultural and ethical dimensions of what to outsiders might seem to be just wild, flamboyant parties. He compares the Circuit to other traditions of ecstatic and communal dance, and uses his grounding in African-Brazilian Candomblé and in religious studies to illuminate spiritual experiences reported by Circuit participants. And, as a U.S. Marine, he offers the nonviolent masculine arrogance of Circuiteers as an alternative to the violent forms of masculine aggression embedded in the military and much of western culture. |
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