01650nam2 22003373i 450 SUN009002220120615113921.53420120615d1959 |0itac50 baitaLATIT|||| |||||Libri 6.-9.Plinio il GiovineGuido VitaliBolognaZanichelli1959293 p.20 cm.001SUN00900152001 Lettere ai familiariPlinio il giovinetesto latino e versione di Guido Vitali6-9205 Bologna : Zanichelli210 vol. ; 20 cm215 Traduzione italiana a fronte.SUN0089883Epistulae.13048BolognaSUNL000003Plinius Caecilius Secundus, GaiusSUNV053469164293Vitali, GuidoSUNV073226ZanichelliSUNV004332650Pliny the YoungerPlinius Caecilius Secundus, GaiusSUNV029177Plinio Cecilio Secondo, GaioPlinius Caecilius Secundus, GaiusSUNV053472Plinius Caecilius Secundus, CaiusPlinius Caecilius Secundus, GaiusSUNV053474Plinius Caecilius Secundus, C.Plinius Caecilius Secundus, GaiusSUNV053475Plinio <il Giovane>Plinius Caecilius Secundus, GaiusSUNV053476ITSOL20181109RICASUN0090022UFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI GIURISPRUDENZA00 CONS XVIII.N.4 (6-9) 00 27467 UFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI GIURISPRUDENZA27467CONS XVIII.N.4 (6-9)paEpistulae13048UNICAMPANIA05479oam 2200877I 450 991044966370332120200520144314.01-282-77765-397866127776531-134-66287-40-203-07160-310.4324/9780203071601 (CKB)1000000000006787(StDuBDS)AH3701635(SSID)ssj0000283595(PQKBManifestationID)11251724(PQKBTitleCode)TC0000283595(PQKBWorkID)10251377(PQKB)10112006(SSID)ssj0000365197(PQKBManifestationID)11293292(PQKBTitleCode)TC0000365197(PQKBWorkID)10402668(PQKB)10731637ebr10017622(MiAaPQ)EBC169271(Au-PeEL)EBL169271(CaPaEBR)ebr10070657(CaONFJC)MIL277765(OCoLC)70723065(OCoLC)809043250(EXLCZ)99100000000000678720180331d1998 uy 0engur|||||||||||txtccrRe-making teaching ideology, policy, and practice /John Smyth and Geoffrey ShacklockLondon ;New York :Routledge,1998.1 online resource (viii, 223p.)Bibliographic Level Mode of Issuance: Monograph0-415-18690-0 0-415-18691-9 Includes bibliographical references (p. [203]-217) and index.chapter 1 Preliminaries -- chapter 2 Scoping the wider landscape -- chapter 3 Teaching under (re-)construction -- chapter 4 Teachers doing their economic work -- chapter 5 Managing the preferred teacher -- chapter 6 Interrupting the dominant view -- chapter 7 Letting the preferred teacher speak -- chapter 8 Conclusion.This text surveys the contemporary context of what is happening to the work of teaching, and shows how teachers are 'speaking' the changes that are occurring to their work in protracted economically rationalist times.Dramatic, profound and far-reaching changes are being visited on schools worldwide that have their genesis a long way from the classroom but which impact heavily on teachers and their work. Most of this reform has been achieved with little or no involvement of teachers themselves. This book sets out to survey the contemporary context of what is happening to the work of teaching, and focuses on Advanced Skills Teachers. It shows how teachers are 'speaking' the changes that are occuring to their work in protracted economically rationalist times. Arguing against the discourses of economy as the major shaping force, the authors present a persuasive case for focusing on the discourses of teaching itself as the only feasible and adequate basis on which to make sense of teaching. And by presenting a range of voices of practising teachers - allowing them to speak for themselves about the difficulty of trying to translate policy-makers' intentions into words and actions - the book graphically illustrates the devastating long-term consequences for the future of schools of poorly-conceptualised reform policies. Dramatic, profound and far-reaching changes are being visited on schools worldwide that have their genesis a long way from the classroom but which impact heavily on teachers and their work. Most of this reform has been achieved with little or no involvement of teachers themselves. This book sets out to survey the contemporary context of what is happening to the work of teaching, and focuses on Advanced Skills Teachers. It shows how teachers are 'speaking' the changes that are occuring to their work in protracted economically rationalist times. Arguing against the discourses of economy as the major shaping force, the authors present a persuasive case for focusing on the discourses of teaching itself as the only feasible and adequate basis on which to make sense of teaching. And by presenting a range of voices of practising teachers - allowing them to speak for themselves about the difficulty of trying to translate policy-makers' intentions into words and actions - the book graphically illustrates the devastating long-term consequences for the future of schools of poorly-conceptualised reform policies.Remaking teachingTeachersCase studiesTeachingCase studiesTeacher participation in administrationCase studiesSchool supervisionEconomic aspectsCase studiesTeachersAustraliaTeachingAustraliaTeacher participation in administrationAustraliaSchool supervisionEconomic aspectsAustraliaElectronic books.TeachersTeachingTeacher participation in administrationSchool supervisionEconomic aspectsTeachersTeachingTeacher participation in administrationSchool supervisionEconomic aspects371.1Smyth John1944,978617Shacklock Geoffrey978618MiAaPQMiAaPQMiAaPQBOOK9910449663703321Re-making teaching2230505UNINA