LEADER 00968nam a2200277 i 4500 001 991001663119707536 008 120410s2011 it b 000 0 ita d 020 $a9788834825655 020 $a8834825659 035 $ab1404982x-39ule_inst 040 $aFacoltà SSPT$bita 082 0 $a349.60 100 1 $aPalazzani, Laura$0254459 245 10$aSex/ gender :$bgli equivoci dell'uguaglianza /$cLaura Palazzani 260 $aTorino :$bGiappichelli,$c2011 300 $aix, 205 p. ;$c23 cm 440 0$aRecta ratio.$p6. serie ;$v109 504 $aContiene riferimenti bibliografici 650 4$aIdentità sessuale$xTutela giuridica 650 4$aTransessualismo 907 $a.b1404982x$b02-04-14$c10-04-12 912 $a991001663119707536 945 $aLE021 349.60 PAL01.01$g1$i2020000040750$lle021$op$pE20.00$q-$rn$s- $t0$u0$v0$w0$x0$y.i15398328$z10-04-12 996 $aSex$9238392 997 $aUNISALENTO 998 $ale020$b10-04-12$cm$da $e-$fita$git $h0$i0 LEADER 03625 am 2200865 n 450 001 9910136978803321 005 20160518 010 $a2-7535-4573-1 024 7 $a10.4000/books.pur.33265 035 $a(CKB)3710000000749529 035 $a(FrMaCLE)OB-pur-33265 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/60649 035 $a(PPN)267955855 035 $a(EXLCZ)993710000000749529 100 $a20160718j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 13$aLe temps des lettres $eQuelles périodisations pour l'histoire de la littérature française du 20e siècle ? /$fFrancine Dugast-Portes, Michèle Touret 210 $aRennes $cPresses universitaires de Rennes$d2016 215 $a1 online resource (338 p.) 311 $a2-86847-588-4 330 $aLa question du « temps des lettres », de la périodisation en histoire littéraire, se pose particulièrement en ce qui concerne l'époque contemporaine. 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Crowe, Monica Taylor, Hafdís Guðjónsdóttir, Lynn Thomas 205 $a2nd ed. 2020. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2020. 215 $a1 online resource (xxix, 1,556 pages) 225 1 $aSpringer International Handbooks of Education,$x2197-196X 300 $aIncludes index. 311 $a981-13-6879-1 327 $aSection 1: Foundations of Self-Study -- Introduction: Standing at a threshold -- Tracing the history and development of self-study -- Theoretical Foundations of Self-Study Research -- Self-study: Stance and Positioning -- Who does self-study and why? -- Self-study and questions of knowledge -- Self-study and issues of educational policy -- Section 2: Self-Study Methods and Methodologies -- Introduction, overview, framing of the issues -- Self-study as hybrid methodology -- Self-study as hybrid methodology -- Where do I begin? Entry points of self-study -- Methods and tools of self-study -- Where do I end? Forms and representations of self-study -- Ethical considerations of self-study -- Challenges to and from Self-study Methodology -- Section 3: Self-Study and Teaching and Teacher Education for Social Justice -- Self-Study and Teaching and Teacher Education for Social Justice -- Illuminating a Socially Just Teacher Education Stance through a Feminist Self-Study -- Queer Identity, Race, and Teacher Education -- Race, Disability, and Teacher Education -- Self-Study Disrupts the Authority of a White Male Teacher Educator.-Self-Study Disrupts the Authority of a White Male Teacher Educator -- Inclusive Teacher Education Pedagogy -- Theater of the Oppressed for Social Justice Teacher Education -- SJ Teacher Ed in Diverse Settings -- Teacher Education for Social Action -- Using Self-Study to Strengthen SJ Teaching to Raise Awareness about Childhood Sexual Abuse -- Section 4: Self-Study Self Study Across Subject Disciplines -- Self-Study Across Teacher Education Subject Disciplines.-Mathematics Teacher Education -- Literacy/Language Arts Teacher Education: Making Meaning from Self-Studies of Teacher Education Practices -- Literacy/Language Arts Teacher Education: Making Meaning from Self-Studies of Teacher Education Practices -- Science Teacher Education -- Self-Study in Health and Physical Education -- Self-Study of Technology and On-line Learning in Teacher Education -- Self-Study and Teaching English to Students of Other Languages -- Section 5: Self-Study in Teaching, Teacher Education and Beyond -- Self-Study in Teaching, Teacher Education and Beyond -- Enacting a Pedagogy of Teacher Education through Self-Study -- The Pedagogy of Teacher Education in Exemplary Programs -- Self-Study in Elementary and Secondary Teaching -- Self-Study and Leadership in Higher Education -- Self-Study and Educational Leadership -- Self-Study in Practicum and Field Experience Settings -- The Portfolio and Self-Study -- Challenges in Engaging in Self-Study within Teacher Education Contexts -- Foundation Courses and Self-Study -- Foundation Courses and Self-Study -- Introduction -- Self-study in asia, with a focus on Korea -- Developing a self-study of teacher education research within the Latin American cultural and language context -- European Approaches to Practitioner Research using Self-Study -- Pursuing self-study in a different language from the one where I work, and the eventual interest that this generated -- Collective work with colleagues, that have adapted self-study to meet a particular culture -- The work within a particular political climate and using self-study to define identity within that climate -- A challenging and interesting culture at a university or in the academic world were the self-study researchers have been creative to do self-study and get others to come along -- Self-study in South Africa -- Self-study through different languages and cultures, collaborate between countries, explore cultural boundaries. 330 $aThis international handbook provides a sophisticated re-examination of self-study of teaching and teacher education practices research 16 years after the publication of the first edition by Springer (2004). 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