00733nam0-22002651i-450-990002625570403321000262557FED01000262557(Aleph)000262557FED0100026255720000920d1976----km-y0itay50------baENG<<The >>pricing functionA Pragmatic approachdi Ivan Vernon e Charles LambLexington (Mass.)Lexington Books1976Vernon,Ivan R.107145Lamb,Charles W.ITUNINARICAUNIMARCBK9900026255704033214-4-45-TI4505ECAECAPricing function432680UNINAING0100928nam a2200253 i 450099100334767970753620020503190726.0000908s1958 it ||| | ita b10492586-39ule_instEXGIL119289ExLBiblioteca Interfacoltàita352La Barbera, Gaspare237197Lineamenti di diritto pubblico della Regione siciliana /Gaspare La BarberaMilano :Giuffrè,1958XVI, 387 p. ;25 cm.Diritto pubblicoSicilia.b1049258602-04-1427-06-02991003347679707536LE002 342 LABLE002 Dir. I G 3212002000469908le002-E0.00-l- 00000.i1056854227-06-02Lineamenti di diritto pubblico della Regione siciliana214317UNISALENTOle00201-01-00ma -itait 0104106nam 22007575 450 991097357510332120220114175649.0978946091972594609197239789460919732946091973110.1007/978-94-6091-973-2(CKB)2550000001170549(EBL)3034732(SSID)ssj0000879813(PQKBManifestationID)11554377(PQKBTitleCode)TC0000879813(PQKBWorkID)10853779(PQKB)10075654(DE-He213)978-94-6091-973-2(MiAaPQ)EBC3034732(OCoLC)811619681(nllekb)BRILL9789460919732(MiAaPQ)EBC1083749(Au-PeEL)EBL3034732(CaPaEBR)ebr10604669(CaONFJC)MIL422095(Au-PeEL)EBL1083749(OCoLC)827212317(PPN)168343193(EXLCZ)99255000000117054920120918d2012 u| 0engurnn#008mamaatxtccrTeacher Learning and Power in the Knowledge Society /edited by Rosemary Clark, D.W. Livingstone, Harry Smaller1st ed. 2012.Rotterdam :SensePublishers :Imprint: SensePublishers,2012.1 online resource (223 p.)The Knowledge Economy and Education ;5Description based upon print version of record.9789460919718 9460919715 9781283908450 128390845X Includes bibliographical references.section A. Comparative perspectives on professionals' work and learning -- section B. Teachers' work and learning -- section C. Implications and applications.The rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers’ learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers’ formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers’ work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies.The Knowledge Economy and Education ;5EducationEducationEducation.Education.370Clark Rosemary1793702Livingstone D. W851540Smaller Harry1793703MiAaPQMiAaPQMiAaPQBOOK9910973575103321Teacher Learning and Power in the Knowledge Society4333656UNINA