04094 am 2200673 n 450 991049577390332120210313979-1-03-620242-110.4000/books.enseditions.17450(CKB)4100000011871401(FrMaCLE)OB-enseditions-17450(oapen)https://directory.doabooks.org/handle/20.500.12854/85295(PPN)255349327(EXLCZ)99410000001187140120210406j|||||||| ||| 0freuu||||||m||||txtrdacontentcrdamediacrrdacarrierIncarner un modèle progressiste La professionnalisation de l’enseignement à Chicago (1890-1940) /Sonia BirocheauLyon ENS Éditions20211 online resource (280 p.) Éducation et savoirs en société979-1-03-620240-7 Les années 1890-1930 constituent une période charnière dans l’élaboration de nouveaux modèles professionnels dans l’enseignement aux États-Unis. Soucieux de mener des réformes jugées favorables au progrès de la société, divers acteurs entreprennent de modifier le système de formation des enseignants, les méthodes pédagogiques et l’organisation des systèmes scolaires. Chicago est alors un des principaux centres de réflexion de ces projets progressistes de professionnalisation de l’enseignement. Cet ouvrage propose une étude historique de ces transformations à partir d’un échantillon élargi et inédit d’acteurs, d’institutions et de sources. Quel rôle les enseignants, les directeurs d’école ou le personnel de l’École normale de Chicago eurent-ils dans l’élaboration et la dissémination de nouveaux modèles professionnels ? Dans quelle mesure ces modèles furent-ils mis en pratique quotidiennement dans les établissements ? Quels furent effectivement l’envergure et le contenu de cette conquête professionnelle ? Cette étude de cas apporte un point de vue complémentaire sur l’histoire de l’éducation nord-américaine, du progressisme et de Chicago, et aborde des thématiques qui font écho aux réflexions contemporaines sur l’enseignement, le genre ou les relations raciales. The 1890s to 1940s were a pivotal era in the development of a professionalised approach to teaching in the United States. Reforms that were seen as beneficial to society were led by a variety of actors who sought to change how teachers were trained, the teaching methods used, and how school systems were organised. Chicago was a leading centre of reflection in these progressive projects aimed at professionalising teaching. This book offers a historical study of these transformations based on a large and unprecedented sample of actors, institutions and sources. What role did teachers, principals and staff at the Chicago Normal School play in shaping and promoting new professional paradigms? To what extent were…Educationhistoire de l’éducationÉtats-Unisprofessionnalisationformation des enseignantsprogressismeHistory of educationUnited StatesProfessionalizationTeacher trainingProgressivismHistory of educationUnited StatesProfessionalizationTeacher trainingProgressivismEducationhistoire de l’éducationÉtats-Unisprofessionnalisationformation des enseignantsprogressismeHistory of educationUnited StatesProfessionalizationTeacher trainingProgressivismBirocheau Sonia1319730FR-FrMaCLEBOOK9910495773903321Incarner un modèle progressiste3034031UNINA03827nam 2200889 450 99657186100331620230421030158.01-4798-9862-710.18574/9781479898626(CKB)3710000000431682(EBL)2120181(OCoLC)916950545(SSID)ssj0001520256(PQKBManifestationID)12634198(PQKBTitleCode)TC0001520256(PQKBWorkID)11526411(PQKB)11361692(MiAaPQ)EBC2120181(DE-B1597)551318(DE-B1597)9781479898626(EXLCZ)99371000000043168219930604h19941994 ub| 0engur|n|---|||||txtccrSeasons of captivity the inner world of POWs /Amia LieblichNew York :New York University Press,[1994]©19941 online resource (240 p.)Translation of: Ḥuts mi-tsiporim.0-8147-5079-6 Includes bibliographical references and index.""Cover""; ""Title Page""; ""Copyright Page""; ""CONTENTS""; ""ACKNOWLEDGMENTS""; ""INTRODUCTION""; ""1 CAPTURE""; ""2 INTERROGATIONS""; ""3 ISOLATION""; ""4 GETTING TOGETHER""; ""5 ORGANIZATION""; ""6 SOCIAL LIFE""; ""7 THE INNER WORLD""; ""8 TESTIMONY""; ""9 THE RETURN""; ""10 BACK TO LIFE""; ""11 PERSONAL CONCLUSIONS""; ""12 FROM THE WOMEN'S PERSPECTIVE: CAPTURE""; ""13 FROM THE WOMEN'S PERSPECTIVE: LIVING ALONE""; ""14 FROM THE WOMEN'S PERSPECTIVE: THE RETURN""; ""15 SURVIVAL AND COPING: ON NARRATIVE, TIME, AND CONTEXT""; ""REFERENCES""Publishers Weekly ""Lieblich has skillfully integrated oral histories to produce a compelling story.""Library Journal ""The minutes of the meetings recorded hereby are an excerpt of the lives of ten men, who had spent all their days and nights together. Each one observed the other in his grief and joy.Each one, according to his ability and sensitivity, saw it as his duty to contribute to the general welfare, to save our boat from sinking....In fact, we managed to keep afloat most of the time, and if we erred here or there, at least we had the best intentions."" From a secret collective diIsrael-Arab Border Conflicts, 1949-EgyptPersonal narratives, IsraeliIsrael-Arab Border Conflicts, 1949-Prisoners and prisons, EgyptianIsrael-Arab Border Conflicts, 1949-Psychological aspectsPrisoners of warIsraelPsychologyPrisoners of warEgyptPsychologyPrisoners' spousesIsraelPsychologyOral history1969.1973.Israeli.POWs.Seasons.captivity.capture.chronicles.eventual.from.interrogation.into.lives.reintegration.release.society.their.through.Israel-Arab Border Conflicts, 1949-Israel-Arab Border Conflicts, 1949-Prisoners and prisons, Egyptian.Israel-Arab Border Conflicts, 1949-Psychological aspects.Prisoners of warPsychology.Prisoners of warPsychology.Prisoners' spousesPsychology.Oral history.355.12960962Lieblich Amia1939-143760MiAaPQMiAaPQMiAaPQBOOK996571861003316Seasons of captivity3670674UNISA