02699nam 2200649 a 450 991046033180332120200520144314.00-674-05415-610.4159/9780674054158(CKB)2670000000040580(OCoLC)651657410(CaPaEBR)ebrary10399446(SSID)ssj0000419941(PQKBManifestationID)11308530(PQKBTitleCode)TC0000419941(PQKBWorkID)10385592(PQKB)10948950(MiAaPQ)EBC3300781(DE-B1597)457684(OCoLC)979742736(DE-B1597)9780674054158(Au-PeEL)EBL3300781(CaPaEBR)ebr10399446(EXLCZ)99267000000004058020080723d2009 uy 0engurcn|||||||||txtccrHow professors think[electronic resource] inside the curious world of academic judgment /Michèle LamontCambridge, Mass. Harvard University Press20091 online resource (337 p.) Bibliographic Level Mode of Issuance: Monograph0-674-05733-3 0-674-03266-7 Includes bibliographical references (p. 289-315) and index.Opening the black box of peer review -- How panels work -- On disciplinary cultures -- Pragmatic fairness : customary rules of deliberation -- Recognizing various kinds of excellence -- Considering interdisciplinarity and diversity -- Implications in the United States and abroad.Judging quality isn't robotically rational; it's emotional, cognitive, and social, too. Yet most academics' self-respect is rooted in their ability to analyze complexity and recognize quality, in order to come to the fairest decisions about that elusive god, "excellence." In How Professors Think, Lamont aims to illuminate the confidential process of evaluation and to push the gatekeepers to both better understand and perform their role. --from publisher description.College teachersRating ofPeer reviewTeacher effectivenessPortfolios in educationElectronic books.College teachersRating of.Peer review.Teacher effectiveness.Portfolios in education.378.1/2Lamont Michèle1957-526852MiAaPQMiAaPQMiAaPQBOOK9910460331803321How professors think2456044UNINA04049nam 2200673Ia 450 991077786120332120230422045250.01-281-72948-597866117294860-300-12915-710.12987/9780300129151(CKB)1000000000471979(StDuBDS)AH23049562(SSID)ssj0000267982(PQKBManifestationID)11246454(PQKBTitleCode)TC0000267982(PQKBWorkID)10211964(PQKB)10591128(MiAaPQ)EBC3420084(DE-B1597)485338(OCoLC)952732075(DE-B1597)9780300129151(Au-PeEL)EBL3420084(CaPaEBR)ebr10170774(OCoLC)923589483(EXLCZ)99100000000047197919990923d2000 uy 0engur|||||||||||txtccrVisions of schooling[electronic resource] conscience, community, and common education /Rosemary C. SalomoneNew Haven, Conn. Yale University Pressc20001 online resource (352 p.)Bibliographic Level Mode of Issuance: Monograph0-300-08119-7 Includes bibliographical references (p.273-315) and index.Front matter --Contents --Preface --1. Introduction --2. The Common School: Past as Prologue --3. From Children's Rights to Parents' Rights --4. The Supreme Court as Schoolmaster --5. Voices of Dissent --6. Struggling with Satan --7. Education for Democratic Citizenship --8. Re-Envisioning Common Education --9. Conclusion --Notes --IndexAt no time in the past century have there been fiercer battles over our public schools than there are now. Parents and educational reformers are challenging not only the mission, content, and structure of mass compulsory schooling but also its underlying premise-that the values promoted through public education are neutral and therefore acceptable to any reasonable person. In this important book, Rosemary Salomone sets aside the ideological and inflammatory rhetoric that surrounds today's debates over educational values and family choice. She offers instead a fair-minded examination of education for democratic citizenship in a society that values freedom of conscience and religious pluralism. And she proposes a balanced course of action that redefines but does not sever the relationship between education and the state. Salomone demonstrates how contemporary conflicts are the product of past educational and social movements. She lays bare some of the myths that support the current government monopoly over education and reveals how it privileges those of economic means. Through a detailed case study of recent controversy in a suburban New York school district, the author explores the legal and policy issues that arise when widely disparate world views stand in the way of political compromise on educational materials, techniques, and programs. Salomone builds a case for educational governance that places the developmental needs of the child at the center of family autonomy. She advances a plan that respects diverse values and visions of schooling while preserving the core commitments that bind our nation.School choiceUnited StatesCommunity and schoolUnited StatesEducationCurriculaUnited StatesMoral educationUnited StatesEducation and stateUnited StatesSchool choiceCommunity and schoolEducationCurriculaMoral educationEducation and state371.19/0973Salomone Rosemary C1036870MiAaPQMiAaPQMiAaPQBOOK9910777861203321Visions of schooling3716367UNINA00792nam0 22002171i 450 UON0022047820231205103412.57120030730d1963 |0itac50 barusCZECZ|||| |||||Jen stromy tam nerostouJaroslav HolubPrahaNase Vojsko1963. 192 p. ; 20 cm.891.86Letteratura ceca21HOLUBJaroslavUONV133606685061ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00220478SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI CECO A HOL 0001 SI SLA1994 5 0001 Jen stromy tam nerostou1266613UNIOR