LEADER 01565cam0-22004571i-450 001 990007877220403321 005 20191126100344.0 035 $a000787722 035 $aFED01000787722 035 $a(Aleph)000787722FED01 035 $a000787722 100 $a20040429d1935----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $aa-------001yy 200 1 $aEsercitazioni e composizioni di architettura degli allievi dei tre corsi civili del R. Istituto superiore d'ingegneria di Napoli nell'anno 1934-1935$feseguite sotto la direzione di Camillo Guerra 210 $aNapoli$c[s.n.]$d1935$gStabilimento tipografico M. Pescarolo 215 $a[16] p., 121 tav.$cill.$d29 cm 225 1 $aQuaderni di architettura e di urbanistica napoletana$v30 610 0 $aArchitettura tecnica 610 0 $aEstetica delle strutture 610 0 $aArchitettura 610 0 $aComposizione architettonica 676 $a720 702 1$aGuerra,$bCamillo 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007877220403321 952 $a15 ID J/1-18$fDINID 952 $a07 M-36$fDINSC 952 $a13 E 07 09$b24412/9$fFINBC 952 $a13 L 07 14$b16945/7$fFINBC 952 $aRGT 1446$b3690$fDARPU 952 $aK/5$b1078$fDINTR 959 $aDARPU 959 $aDINID 959 $aDINSC 959 $aFINBC 959 $aDINTR 996 $aEsercitazioni e composizioni di architettura degli allievi dei tre corsi civili del R. Istituto superiore d'ingegneria di Napoli nell'anno 1934-1935$9672603 997 $aUNINA LEADER 06308nam 22006855 450 001 9910484631403321 005 20200920165417.0 010 $a94-6209-434-9 024 7 $a10.1007/978-94-6209-434-5 035 $a(CKB)3710000000104352 035 $a(EBL)3034951 035 $a(SSID)ssj0001204819 035 $a(PQKBManifestationID)11788696 035 $a(PQKBTitleCode)TC0001204819 035 $a(PQKBWorkID)11180862 035 $a(PQKB)11244773 035 $a(MiAaPQ)EBC3034951 035 $a(DE-He213)978-94-6209-434-5 035 $a(OCoLC)876374989 035 $a(nllekb)BRILL9789462094345 035 $a(MiAaPQ)EBC1697613 035 $a(Au-PeEL)EBL1697613 035 $a(CaPaEBR)ebr10983444 035 $a(OCoLC)904403917 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/77834 035 $a(PPN)178319678 035 $a(EXLCZ)993710000000104352 100 $a20140403d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBridging between Research and Practice$b[electronic resource] $eSupporting Professional Development through Collaborative Studies of Classroom Teaching with Technology /$fby Sara Hennessy 205 $a1st ed. 2014. 210 $cBrill$d2014 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2014. 215 $a1 online resource (390 p.) 225 1 $aProfessional Learning 300 $aDescription based upon print version of record. 311 $a94-6209-433-0 311 $a94-6209-432-2 320 $aIncludes bibliographical references. 327 $aPreliminary Material -- Developing a Framework for Researcher?Practitioner Partnership: Using Theory to Understand Classroom Practice -- Case Study One: Supporting Knowledge Co-Construction in History /$rRosemary Deaney , Arthur Chapman , Sara Hennessy and Lloyd Brown -- Case Study Two: Supporting Active Learning in Science /$rSara Hennessy and Chris Tooley -- Case Study Three: Fostering Collaborative Interpretation of Poetry in English /$rSara Hennessy and Jackie Bullock -- Looking Across Subjects and Settings -- Developing the Methodology: A Study of Dialogue and Interactive Whiteboard Use Across Three Subject Areas -- Reflections on the Methodological Approach: Theory Building Through Collaborative Video Analysis -- Designing a Framework for Teachers? Professional Learning: Using Intermediate Theory to Develop Classroom Practice -- The Impact of Research Collaboration on Professional Learning and Practice -- Teacher-led Professional Development Using a Multimedia Resource to Stimulate Change in Mathematics Teaching /$rSara Hennessy , Anne Bowker , Mark Dawes and Rosemary Deaney -- Using Theory in Research to Stimulate New Ways of Framing and Supporting Classroom Dialogue /$rSara Hennessy and Paul Warwick -- Conclusions and Future Directions -- Appendices -- References -- Glossary -- About the Author -- Other Contributors. 330 $aThis book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory ? through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators? complementary professional knowledge bases. Teachers? voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated ?intermediate theory? ? bridging educational theory and specific settings ? framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique ? not models of ?best practice?. The resources make pedagogy explicit and vividly illustrate the book?s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes ? springboarding teachers? further critique and professional learning. ?I cannot recommend this book too highly ? it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it.? Prof. Barbara Jaworski, University of Loughborough. 410 0$aProfessional Learning 606 $aEducation 606 $aEducation, general$3https://scigraph.springernature.com/ontologies/product-market-codes/O00000 610 $aSociety & social sciences 610 $aEducation 615 0$aEducation. 615 14$aEducation, general. 676 $a001.42 700 $aHennessy$b Sara$4aut$4http://id.loc.gov/vocabulary/relators/aut$0882188 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910484631403321 996 $aBridging between Research and Practice$92582713 997 $aUNINA