LEADER 00746nam0-22002771i-450- 001 990004124240403321 005 20080212162503.0 035 $a000412424 035 $aFED01000412424 035 $a(Aleph)000412424FED01 035 $a000412424 100 $a19990604d1973----km-y0itay50------ba 101 0 $aeng 105 $ay-------00-y- 200 1 $aUtilitarian Ethics$fAnthony Quinton 210 $aLondon$cMacmillan$dc1973 215 $a118 p.$d21 cm 225 1 $aNew Studies in Ethics 700 1$aQuinton,$bAnthony$0160201 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990004124240403321 952 $aP.1 FRM 42$bIST.FIL.M. 1888$fFLFBC 959 $aFLFBC 996 $aUtilitarian Ethics$9476218 997 $aUNINA LEADER 00878nam0-22002891i-450- 001 990005268290403321 005 20090715100116.0 035 $a000526829 035 $aFED01000526829 035 $a(Aleph)000526829FED01 035 $a000526829 100 $a19990604d1978----km-y0itay50------ba 101 0 $ager 105 $af-------00--- 200 1 $a<>Wagen der Bronze- und frühen Eisenzeit in Italien$fvon Eugen Woytowitsch 210 $aMunchen$cC.H. Beck$dc.1978 215 $a133 p., 61 tav.$d29 cm 225 1 $aPrähistorische bronzefunde$v17 676 $a930.15$v22$zita 700 1$aWoytowitsch,$bEugen$0205462 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990005268290403321 952 $a930.1 WOY 1$bANT. GR. 4051$fFLFBC 959 $aFLFBC 996 $aWagen der Bronze- und frühen Eisenzeit in Italien$9538316 997 $aUNINA LEADER 04543nam 22007214a 450 001 9910450271303321 005 20200520144314.0 010 $a1-135-62078-4 010 $a1-282-32265-6 010 $a9786612322655 010 $a1-4106-1135-3 035 $a(CKB)1000000000031326 035 $a(EBL)234271 035 $a(OCoLC)173281992 035 $a(SSID)ssj0000226538 035 $a(PQKBManifestationID)11185043 035 $a(PQKBTitleCode)TC0000226538 035 $a(PQKBWorkID)10257613 035 $a(PQKB)10079874 035 $a(MiAaPQ)EBC234271 035 $a(Au-PeEL)EBL234271 035 $a(CaPaEBR)ebr10084612 035 $a(EXLCZ)991000000000031326 100 $a20040707d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPreparing mathematics and science teachers for diverse classrooms$b[electronic resource] $epromising strategies for transformative pedagogy /$fedited by Alberto J. Rodriguez, Richard S. Kitchen 210 $aMahwah, N.J. $cLawrence Erlbaum Associates, Publishers$d2005 215 $a1 online resource (286 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-4680-8 311 $a0-8058-4679-4 320 $aIncludes bibliographical references and indexes. 327 $aContents; Foreword; Preface; 1 Teachers' Resistance to Ideological and Pedagogical Change: Definitions, Theoretical Framework, and Significance; 2 Using Sociotransformative Constructivism to Respond to Teachers' Resistance to Ideological and Pedagogical Change; 3 Making Equity and Multiculturalism Explicit to Transform Mathematics Education; 4 Using Inquiry Processes to Investigate Knowledge, Skills, and Perceptions of Diverse Learners: An Approach to Working With Prospective and Current Science Teachers 327 $a5 Breaking Through the Ice: Dealing With Issues of Diversity in Mathematics and Science Education Courses6 Unpacking Teachers' ""Resistance"" to Integrating Students' Language and Culture Into Elementary Science Instruction; 7 Engaging Prospective Teachers in Critical Reflection: Facilitating a Disposition to Teach Mathematics for Diversity; 8 ""Eh, Mus' Be Smart Class"": Race, Social Class, Language, and Access to Academic Resources; 9 Transformative Mathematics Pedagogy: From Theory to Practice, Research, and Beyond 327 $a10 Seeing IT in the Lives of Children: Strategies for Promoting Equitable Practices Among Tomorrow's Science Teachers11 Helping Teachers Use Students' Home Cultures in Mathematics Lessons: Developmental Stages of Becoming Effective Teachers of Diverse Students; 12 Examining the ""Script"" in Science Education: Critical Literacy in the Classroom; Author Index; Subject Index 330 $aThis book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts. Mathematics and science education has been slow to respond to issues of div 606 $aMathematics$xStudy and teaching (Elementary)$zUnited States 606 $aMathematics$xStudy and teaching (Middle school)$zUnited States 606 $aScience$xStudy and teaching (Elementary)$zUnited States 606 $aScience$xStudy and teaching (Middle school)$zUnited States 606 $aMathematics teachers$xTraining of$zUnited States 606 $aScience teachers$xTraining of$zUnited States 608 $aElectronic books. 615 0$aMathematics$xStudy and teaching (Elementary) 615 0$aMathematics$xStudy and teaching (Middle school) 615 0$aScience$xStudy and teaching (Elementary) 615 0$aScience$xStudy and teaching (Middle school) 615 0$aMathematics teachers$xTraining of 615 0$aScience teachers$xTraining of 676 $a372.35 701 $aRodri?guez$b Alberto J$0989219 701 $aKitchen$b Richard S$0942802 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450271303321 996 $aPreparing mathematics and science teachers for diverse classrooms$92262283 997 $aUNINA