LEADER 01083nam0 22002651i 450 001 UON00090938 005 20231205102509.774 100 $a20020107d1975 |0itac50 ba 101 $aita 102 $aIT 105 $a|||| 1|||| 200 1 $aLucerne del Museo di Aquileia$fEzio Buchi 210 $aMontebelluna$cAssociazione Nazionale per Aquileia$d1975- v. ; 25 cm Poss. vol. I$cLucerne romane con marchio di fabbrica 606 $aLUCERNE$xCATALOGHI$xITALIA$3UONC027708$2FI 620 $dMontebelluna$3UONL002413 686 $aM$cCATALOGHI MUSEI$2A 700 1$aBUCHI$bEzio$3UONV058341$0208940 712 02$aMuseo Archeologico$cAquileia$3UONV058342 712 $aAssociaz. 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Can the grouping of children in classrooms affect their learning: an introduction to social pedagogy -- 2. Groups and classrooms -- 3. The SPRinG Project: the intervention programme and the evaluation methods -- 4. SPRinG at Key Stage 1: Effective group work with young children -- 5. Improving the effectiveness of collaborative group work at KS2: effects on pupil attainment, classroom behaviour and attitudes -- 6. ScotSPRinG: The effects of group work in Scottish primary schools on attainment, interaction and classroom relationships: Relational familiarity and class composition on support for group work; Andrew Tolmie -- 7. Teachers? experiences of implementing the SPRinG Programme in schools; Ed Baines -- 8. Conclusions: The contribution of SPRinG to knowledge about collaborative group work. 330 $aThis book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children?s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices.   Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, socialpsychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects. 410 0$aProfessional Learning and Development in Schools and Higher Education,$x2543-0556 ;$v8 606 $aLearning, Psychology of 606 $aSchool psychology 606 $aEarly childhood education 606 $aTeachers$xTraining of 606 $aInstructional Psychology 606 $aSchool Psychology 606 $aEarly Childhood Education 606 $aTeaching and Teacher Education 615 0$aLearning, Psychology of. 615 0$aSchool psychology. 615 0$aEarly childhood education. 615 0$aTeachers$xTraining of. 615 14$aInstructional Psychology. 615 24$aSchool Psychology. 615 24$aEarly Childhood Education. 615 24$aTeaching and Teacher Education. 676 $a372.1 700 $aKutnick$b Peter$0904826 701 $aBlatchford$b Peter$01142945 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483754503321 996 $aEffective group work in primary school classrooms$94184770 997 $aUNINA LEADER 01778cam a22003137i 4500 001 991003030549707536 005 20250430125932.0 008 001010s1675 it a b 000 0 ita d 035 $ab14270663-39ule_inst 035 $aCICOGNARA-1781$9ExL 040 $aBibl. Interfacoltà T. Pellegrino$bita 100 1 $aEschinardi, Francesco,$cS.I.$d<1623-1703>$0716798 245 10$aArchitettvra civile ridotta a metodo facile, e breve$ca Costanzo Amichevoli 246 3 $aArchitettura civile ridotta a metodo facile, e breve. 260 $aIn Terni :$bappresso Bernardino Arnazzini,$c1675. 300 $a[4], 48 p. :$bill.; $c2° (26 cm). 500 $aCostanzo Amichevoli è lo pseudonimo di Francesco Eschinardi. Cfr. Melzi, G. Dizionario di opere anonime e pseudonime di scrittori italiani, o come che sia aventi relazione all'Italia. Milano: coi torchi di L. di Giacomo Pirola, 1848-1859. Vol. 1., p. 45. 500 $aNote ms a matita sulle c. di guardia posteriori e ad inchiostro sul front.$5BAV$3Cicognara.V.397 500 $aFront. con incisione. 500 $aIncisioni xilografiche. 500 $aRiproduzione in microfiche dell'originale conservato presso la Biblioteca Apostolica Vaticana 787 18$iLeopoldo Cicognara Program :$tBiblioteca Cicognara$h[microform] : literary sources in the history of art and kindred subjects 787 18$tCatalogo ragionato dei libri d'arte e d'antichità / Leopoldo Cicognara 907 $a.b14270663$b01-04-22$c28-07-16 912 $a991003030549707536 945 $aLE002 SB Raccolta Cicognara, mcrf 397$g0$lle002$pE0.00$rn$so $t11$u0$v0$w0$x0$y.i15741771$z28-07-16 996 $aArchitettvra civile ridotta a metodo facile, e breve$91389104 997 $aUNISALENTO 998 $ale002$b28-07-16$cm$dg $e-$fita$git $h0$i1