LEADER 01240nam a2200289 i 4500 001 991002055639707536 005 20020508185721.0 008 000220s1979 it 00| 0 ita d 035 $ab10952603-39ule_inst 035 $aPARLA153705$9ExL 040 $aDip.to Filosofia$bita 082 0 $a301.1 100 1 $aArcuri, Luciano$0119134 245 10$aAspetti cognitivi del comportamento sociale :$bun'analisi dei fondamenti teorici /$cLuciano Arcuri, Rosanna De Negri Trentin, Paola Salmaso 260 $aBologna :$bIl Mulino,$c1979 300 $a278 p. ;$c21 cm 440 3$aLa nuova scienza.$pSerie di psicologia 650 4$aPsicologia sociale 700 1 $aSalmaso, Paola 700 1 $aDe Negri Trentin, Rosanna$eauthor$4http://id.loc.gov/vocabulary/relators/aut$0141895 907 $a.b10952603$b21-09-06$c28-06-02 912 $a991002055639707536 945 $aLE005IF XXXI G 5$g1$iLE005IFA-15567$lle005$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i11060335$z28-06-02 945 $aLE022 MP 76 H 38$g1$i2022000084512$lle022$o-$pE0.00$q-$rl$s- $t0$u1$v0$w1$x0$y.i13896507$z14-10-04 996 $aAspetti cognitivi del comportamento sociale$91456428 997 $aUNISALENTO 998 $ale005$ale022$b01-01-00$cm$da $e-$fita$git $h0$i1 LEADER 05082nam 22006733u 450 001 9910785884803321 005 20230803194736.0 010 $a1-61735-879-7 035 $a(CKB)2670000000245904 035 $a(EBL)3315796 035 $a(SSID)ssj0000760725 035 $a(PQKBManifestationID)12268386 035 $a(PQKBTitleCode)TC0000760725 035 $a(PQKBWorkID)10715244 035 $a(PQKB)10292715 035 $a(MiAaPQ)EBC3315796 035 $a(EXLCZ)992670000000245904 100 $a20151005d2014|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aApproaches to Studying the Enacted Mathematics Curriculum$b[electronic resource] 210 $aCharlotte $cIAP - Information Age Publishing, Inc.$d2014 215 $a1 online resource (218 p.) 225 1 $aResearch in Mathematics Education 300 $aDescription based upon print version of record. 311 $a1-61735-878-9 327 $a""Front Cover ""; ""Approaches to Studying the Enacted Mathematics Curriculum""; ""A Volume in""; ""Research in Mathematics Education""; ""Series Editor: Barbara J. Dougherty, University of Missouri""; ""CONTENTS""; ""CHAPTER 1""; ""Introduction""; ""Kathryn B. Chval, Linda Dager Wilson, Steven W. Ziebarth, Daniel J. Heck, and Iris R. Weiss""; ""Importance of Understanding Enactment of Mathematics Curriculum Materials""; ""History""; ""Conceptualizations of the Enacted Curriculum in Mathematics Education""; ""Brief Sketches""; ""Note""; ""References"" 327 $a""Table 2.1. Selected Instruments Used in UCSMP Evaluation Studies to Document the Enacted Curriculum""""CHAPTER 2""; ""Instruments Used By The University Of Chicago School Mathematics Project To Study The Enacted Curriculum""; ""Denisse R. Thompson and Sharon L. Senk""; ""Context for Instrument Development and Application""; ""Development and Description of Instruments""; ""Documenting Content Coverage and Opportunities for Practice""; ""How we use the Data""; ""Importance of the Chapter Evaluation Form""; ""Documenting Instructional Practice""; ""Chapter Evaluation Form"" 327 $a""Teacher End-of-Year Questionnaires""""Teacher Interviews""; ""Student Information Form""; ""Importance of the Instruments Documenting Instructional Practices""; ""Documenting the Intersection of the Taught and Assessed Curriculum""; ""How we use These Data""; ""Importance of the Opportunity-to-Learn Form""; ""Issues in Using UCSMP Instruments and Plans for Further Research""; ""Notes""; ""References""; ""Table 2.2. Characteristics of Teachers and Schools Using the Field Trial Edition of the Third Edition UCSMP Geometry""; ""Figure 2. 1. Portion of Chapter Evaluation Form."" 327 $a""Figure 2. 2. Boxplots of percent of lessons taught by 12 UCSMP Geometry teachers.""""Figure 2. 3. Variation in lesson coverage in UCSMP Geometry by 12 teachers (gray indicates the lesson was taught).""; ""Figure 2. 5. Chapter Evaluation Form questions related to instructional practice asked for every chapter.""; ""Figure 2. 4. Percent of exercises assigned by UCSMP Geometry teachers by question category (based only on lessons taught).""; ""Table 2.3. Questions About Reading and Writing and Codes for Responses"" 327 $a""Table 2.4. Values of Indices for Reading and Writing in Mathematics for Teachers Using UCSMP Geometry""""Figure 2. 7. Selected questions about frequency of use of instructional practices from the End-of-Year Teacher Questionnaire.""; ""Figure 2. 6. Selected questions about instructional objectives from the End-of- Year Teacher Questionnaire.""; ""Figure 2. 8. Opportunity-to-Learn responses from 12 UCSMP Geometry teachers (A a??? L) on two multiple-choice posttests (gray indicates the teacher responded YES).""; ""Figure 3. 1. Innovation configuration maps and components.""; ""CHAPTER 3"" 327 $a""Using Concerns-Based Adoption Model Theory to Develop Tools to Examine Variations in Mathematics Textbook Implementation"" 410 0$aResearch in mathematics education series. 606 $aEducation - Curricula - Study and teaching 606 $aMathematics$xStudy and teaching$xCurricula 606 $aEducation$xStudy and teaching$xCurricula 606 $aMathematics$2HILCC 606 $aPhysical Sciences & Mathematics$2HILCC 606 $aMathematics Teaching & Research$2HILCC 615 4$aEducation - Curricula - Study and teaching. 615 0$aMathematics$xStudy and teaching$xCurricula 615 0$aEducation$xStudy and teaching$xCurricula 615 7$aMathematics 615 7$aPhysical Sciences & Mathematics 615 7$aMathematics Teaching & Research 676 $a510.71 700 $aHeck$b Daniel J$01469177 701 $aChval$b Kathryn$01469178 701 $aWeiss$b Iris$01469179 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910785884803321 996 $aApproaches to Studying the Enacted Mathematics Curriculum$93680602 997 $aUNINA