04887oam 2200673I 450 991046260720332120200520144314.00-203-09528-61-299-14070-X1-136-21268-X10.4324/9780203095287 (CKB)2670000000325901(StDuBDS)AH24950341(SSID)ssj0000852387(PQKBManifestationID)11430853(PQKBTitleCode)TC0000852387(PQKBWorkID)10850276(PQKB)10481315(MiAaPQ)EBC1122897(Au-PeEL)EBL1122897(CaPaEBR)ebr10654204(CaONFJC)MIL445320(OCoLC)827207224(EXLCZ)99267000000032590120180706e20121987 uy 0engur|||||||||||txtccrCommon knowledge the development of understanding in the classroom /Derek Edwards and Neil MercerOxon [England] :Routledge,2012.1 online resource (206 p.) Routledge revivalsRoutledge revivalsFirst published in 1987 by Methuen & Co.0-415-63291-9 0-415-63294-3 Includes bibliographical references and index.Preface and Acknowledgements 1. Introduction 2. Approaches to classroom knowledge and talk 3. An ideology of teaching 4. Ground-rules of educational discourse 5. Context and continuity 6. Ritual and principle 7. Communication and control 8. Conclusions and implications 9. Appendix: Outline of the research projectFirst published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils. They show the presenting, receiving, sharing, controlling, negotiating, understanding and misunderstanding of knowledge in the classroom to be an intrinsically social communicative process which can be revealed only through close analysis of joint activity and classroom talk. Basing this analysis on a detailed examination of video-recorded school lessons with groups of 8 to 10-year-olds, they show how classroom communications take place against a background of implicit under-standing, some of which is never made explicit to pupils, while there develops during the lessons a context of assumed common knowledge about what has been said, done, or understood. This wide-ranging study makes an important contribution to the current debate about both teaching methods and the structure of education. It is essential reading for educationalists and developmental psychologists and has a clear practical relevance to teachers and teacher trainers. First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils. They show the presenting, receiving, sharing, controlling, negotiating, understanding and misunderstanding of knowledge in the classroom to be an intrinsically social communicative process which can be revealed only through close analysis of joint activity and classroom talk. Basing this analysis on a detailed examination of video-recorded school lessons with groups of 8 to 10-year-olds, they show how classroom communications take place against a background of implicit under-standing, some of which is never made explicit to pupils, while there develops during the lessons a context of assumed common knowledge about what has been said, done, or understood. This wide-ranging study makes an important contribution to the current debate about both teaching methods and the structure of education. It is essential reading for educationalists and developmental psychologists and has a clear practical relevance to teachers and teacher trainers.Routledge revivals.Communication in educationGreat BritainCase studiesInteraction analysis in educationCase studiesComprehensionCase studiesElectronic books.Communication in educationInteraction analysis in educationComprehension371.1/02Edwards Derek.171204Mercer Neil460683MiAaPQMiAaPQMiAaPQBOOK9910462607203321Common knowledge2094054UNINA00813nam0-2200313 --450 991068870100332120230507170202.088-15-02845-520230507d1990----kmuy0itay5050 baitaIT 001yyAnatomia della paceEmery RevesBolognaIl mulino1990241 p.22 cmBiblioteca federalistaTrad. di Irene Nunberg.PaceFEDERALISMO MONDIALE327.120Reves,Emery481829Nunberg,IreneITUNINAREICATUNIMARCBK9910688701003321FL LET 15FL-197DECBCDECBCAnatomia della pace278574UNINA03779nam 2200649 450 991079290890332120220214103803.01-4962-0160-41-4962-0158-2(CKB)3710000001410294(OCoLC)990778052(MdBmJHUP)muse56639(Au-PeEL)EBL4882062(CaPaEBR)ebr11399837(CaONFJC)MIL1015823(MiAaPQ)EBC4882062(EXLCZ)99371000000141029420170714h20172017 uy 0engurcnu||||||||rdacontentrdamediardacarrierBlood will tell native Americans and assimilation policy /Katherine Ellinghaus[Lincoln, Nebraska] :University of Nebraska,2017.©20171 online resource (233 pages) illustrationsNew Visions in Native American and Indigenous Studies0-8032-2543-1 Includes bibliographical references and index."A study of the role blood quantum played in the assimilation period between 1887 and 1934 in the United States"--Provided by publisher."Blood Will Tell reveals the underlying centrality of "blood" that shaped official ideas about who was eligible to be defined as Indian by the General Allotment Act in the United States. Katherine Ellinghaus traces the idea of blood quantum and how the concept came to dominate Native identity and national status between 1887 and 1934 and how related exclusionary policies functioned to dispossess Native people of their land. The U.S. government's unspoken assumption at the time was that Natives of mixed descent were undeserving of tribal status and benefits, notwithstanding that Native Americans of mixed descent played crucial roles in the national implementation of allotment policy. Ellinghaus explores on-the-ground case studies of Anishinaabeg, Arapahos, Cherokees, Eastern Cherokees, Cheyennes, Chickasaws, Choctaws, Creeks, Lakotas, Lumbees, Ojibwes, Seminoles, and Virginia tribes. Documented in these cases, the history of blood quantum as a policy reveals assimilation's implications and legacy.The role of blood quantum is integral to understanding how Native Americans came to be one of the most disadvantaged groups in the United States, and it remains a significant part of present-day debates about Indian identity and tribal membership. Blood Will Tell is an important and timely contribution to current political and scholarly debates."--Provided by publisher.Indians of North AmericaEthnic identityIndians of North AmericaTribal citizenshipIndians of North AmericaMixed descentIndian allotmentsHistoryUnited StatesIndians of North AmericaLand tenureIndians of North AmericaGovernment relationsIndians of North AmericaCultural assimilationHistoryBlood quantumIndians of North AmericaEthnic identity.Indians of North AmericaTribal citizenship.Indians of North AmericaMixed descent.Indian allotmentsHistoryIndians of North AmericaLand tenure.Indians of North AmericaGovernment relations.Indians of North AmericaCultural assimilationHistory.970.00497SOC021000HIS036040HIS036060bisacshEllinghaus Katherine 1510501MiAaPQMiAaPQMiAaPQBOOK9910792908903321Blood will tell3743207UNINA