LEADER 02441nam 2200589 a 450 001 9910781643203321 005 20230721010356.0 010 $a0-8143-3547-0 035 $a(CKB)2550000000048098 035 $a(OCoLC)755620856 035 $a(CaPaEBR)ebrary10499860 035 $a(SSID)ssj0000534279 035 $a(PQKBManifestationID)11333918 035 $a(PQKBTitleCode)TC0000534279 035 $a(PQKBWorkID)10492866 035 $a(PQKB)10585822 035 $a(MiAaPQ)EBC3416355 035 $a(MdBmJHUP)muse11000 035 $a(Au-PeEL)EBL3416355 035 $a(CaPaEBR)ebr10499860 035 $a(EXLCZ)992550000000048098 100 $a20071026d2008 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBack to school$b[electronic resource] $eJewish day school in the lives of adult Jews /$fAlex Pomson and Randal F. Schnoor ; with a foreword by Jack Wertheimer 210 $aDetroit $cWayne State University Press$dc2008 215 $a1 online resource (198 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-8143-3383-4 320 $aIncludes bibliographical references (p. 169-178) and index. 327 $aIntroduction : why study day-school parents? -- A school downtown : the ethnographic context for the study -- The winding road to school : why and how parents choose DJDS -- What are parents doing at school? framing the interactions between parents and their children's schools -- The school as Shul : Jewish day schools as places of worship, study, and assembly, for parents -- The school at home : private encounters between parents and their children's school -- Beyond downtown to the suburbs : testing the limits of the DJDS case -- Conclusion : learning from what's downtown -- References -- Index. 606 $aJewish day schools$zUnited States 606 $aJewish day schools$zCanada 606 $aJews$zUnited States$xIdentity 606 $aJews$zCanada$xIdentity 615 0$aJewish day schools 615 0$aJewish day schools 615 0$aJews$xIdentity. 615 0$aJews$xIdentity. 676 $a371.076 700 $aPomson$b Alex$01475445 701 $aSchnoor$b Randal F$01475446 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910781643203321 996 $aBack to school$93689658 997 $aUNINA LEADER 03539oam 2200685I 450 001 9910779186503321 005 20230126202913.0 010 $a1-136-47104-9 010 $a1-280-66209-3 010 $a9786613639028 010 $a1-136-47105-7 010 $a0-203-12883-4 024 7 $a10.4324/9780203128831 035 $a(CKB)2550000000100860 035 $a(EBL)957373 035 $a(OCoLC)798533051 035 $a(SSID)ssj0000677267 035 $a(PQKBManifestationID)11446003 035 $a(PQKBTitleCode)TC0000677267 035 $a(PQKBWorkID)10693618 035 $a(PQKB)11674212 035 $a(MiAaPQ)EBC957373 035 $a(Au-PeEL)EBL957373 035 $a(CaPaEBR)ebr10558495 035 $a(CaONFJC)MIL363902 035 $a(OCoLC)796430334 035 $a(EXLCZ)992550000000100860 100 $a20180706e20121981 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDilemmas of schooling $eteaching and social change /$fAnn & Harold Berlak 210 1$aLondon :$cRoutledge,$d2012. 215 $a1 online resource (305 p.) 225 1 $aRoutledge library editions. Education ;$vv. 165 300 $aOriginally published: London : Methuem, 1981. 311 $a0-415-75282-5 311 $a0-415-50119-9 320 $aIncludes bibliographical references and indexes. 327 $aFront Cover; Dilemmas of Schooling; Copyright Page; Contents; Preface and acknowledgements; Part One: Controversies and Context; I. Public issues and schooling controversies; II. Theoretical context; III. A brief history and overview of the book; Notes to Part One; Part Two: The Schools; IV. Port Primary; V. Scenes from the other schools; Notes to Part Two; Part Three: Towards a Theory and Language of Schooling; VI. Towards a dialectical account of teacher action; VII. The dilemma language; Notes to Part Three; Part Four: Interpretations of the Schools; VIII. Patterns of resolution 327 $aIX. Patterns of resolution and social change: an explorationNotes to Part Four; Part Five: Engaging in Critical Inquiry; X. Critical inquiry: teachers, schooling professionals and citizens as critical inquirers; XI. Educational researchers as critical inquirers; Notes to Part Five; Bibliography; Name index; Subject index 330 $aThis study illuminates how the everyday activity of teachers raises profound economic, cultural, ethical, political and research issues, and provides a new and fruitful way of examining the practice of teaching. The first part of the book offers a detailed description of sensitively recorded school situations, arising from work carried out in a number of British primary schools. From the analysis of their research the authors constructed a theoretical perspective for looking at schooling in the form of sixteen 'dilemmas'; the second half of the book is concerned with this perspective, and s 410 0$aRoutledge library editions.$pEducation ;$vv. 165. 606 $aEducation, Elementary$xSocial aspects$zGreat Britain 606 $aTeaching$xSocial aspects$zGreat Britain 615 0$aEducation, Elementary$xSocial aspects 615 0$aTeaching$xSocial aspects 676 $a372.2410942 676 $a372.941 700 $aBerlak$b Ann.$01574775 701 $aBerlak$b Harold$01574776 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779186503321 996 $aDilemmas of schooling$93851212 997 $aUNINA