LEADER 01341nam2-2200421---450- 001 990003199040203316 005 20140415102544.0 010 $a3-9804590-1-2 035 $a000319904 035 $aUSA01000319904 035 $a(ALEPH)000319904USA01 035 $a000319904 100 $a20090223d1996----km-y0itay50------ba 101 $ager 102 $aDE 105 $a||||||||001yy 200 1 $a<>: Literarische Antikerezeption zwischen Kritik und Idealisierung$eAufsätze und Vorträge$eJeanaer studien$fVolker Riedel$gherausgegeben von Günter Schmidt 210 $aJena$cBussert u. Stadeler$d1996 215 $aIII, 444 p$d22 cm 410 0$12001 454 1$12001 461 1$1001000317059$12001 606 0 $aLetteratura tedesca$xRetorica 676 $a800 700 1$aRIEDEL,$bVolker$0163872 702 1$aSCHMIDT,$bGunther 801 0$aIT$bsalbc$gISBD 912 $a990003199040203316 951 $aII.3.B.376/2$b4795 DSLL 959 $aBK 969 $aDSLL 979 $aDSLL$b90$c20090223$lUSA01$h0922 979 $aDSLL$b90$c20090223$lUSA01$h0924 979 $aDSLL$b90$c20090223$lUSA01$h1212 979 $aMARANO$b90$c20140415$lUSA01$h1024 979 $aMARANO$b90$c20140415$lUSA01$h1025 996 $aLiterarische Antikerezeption zwischen Kritik und Idealisierung$91014735 997 $aUNISA LEADER 02620oam 2200577Ma 450 001 9910449678703321 005 20200324081321.0 010 $a1-135-70009-5 010 $a1-280-10516-X 010 $a0-585-44788-8 010 $a0-203-48744-3 035 $a(CKB)1000000000005566 035 $a(StDuBDS)AH3711781 035 $a(SSID)ssj0000432126 035 $a(PQKBManifestationID)11306552 035 $a(PQKBTitleCode)TC0000432126 035 $a(PQKBWorkID)10493653 035 $a(PQKB)10826125 035 $a(MiAaPQ)EBC167288 035 $a(OCoLC)952620815 035 $a(OCoLC-P)952620815 035 $a(FlBoTFG)9780203487440 035 $a(EXLCZ)991000000000005566 100 $a20130620d2002 fy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aNew Progressivism /$fby Peter Silcock 210 $aS.L. $cRoutledge$d2002 215 $a1 online resource (184 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-7507-0969-3 311 $a0-7507-0968-5 330 $bMany useful things that progressivism has to offer (child-centred approaches, flexibility of response, negotiated and democratic classroom organisation) have been swept aside in the march of traditionalist policy. Taking robust theories of developmental psychology derived from the work of Swiss psychologist Piaget and Russian developmentalist Vygotsky, Silcock reasserts the need to explore the positive potential of new progressivism, and looks at how progressivist approaches can help teachers improve their classroom. Many useful things that progressivism has to offer (child-centred approaches, flexibility of response, negotiated and democratic classroom organisation) have been swept aside in the march of traditionalist policy. Taking robust theories of developmental psychology derived from the work of Swiss psychologist Piaget and Russian developmentalist Vygotsky, Silcock reasserts the need to explore the positive potential of new progressivism, and looks at how progressivist approaches can help teachers improve their classroom. 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aHistory of Education$2HILCC 608 $aElectronic books.$2lcsh 615 7$aEducation 615 7$aSocial Sciences 615 7$aHistory of Education 676 $a370.941 700 $aSilcock$b Peter$0928354 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910449678703321 996 $aNew Progressivism$92230508 997 $aUNINA