LEADER 01218nam--2200385---450- 001 990000934100203316 005 20050920094454.0 035 $a0093410 035 $aUSA010093410 035 $a(ALEPH)000093410USA01 035 $a0093410 100 $a20020131d1988----km-y0itay0103----ba 101 $aita 102 $aIT 105 $a||||||||001yy 200 1 $aScuola$eil Concordato della discordia$escuola, Stato e Chiesa dalla Legge Casati alla nuova ora di religione$fPiero Bellini...et al 210 $aTorino$cRossoscuola$aRoma$cIl Manifesto$d1988 215 $a87 p$d21 cm 225 2 $aI dossier di Rossoscuola$v2 300 $aSuppl. al n. 41 d Rossoscuola 410 $12001$aI dossier di Rossoscuola$v2 606 0 $aReligione$xInsegnamento$yItalia 676 $a377.10945 702 1$aBELLINI,$bPiero 801 0$aIT$bsalbc$gISBD 912 $a990000934100203316 951 $aII.4. 1551(VI B COLL. 65/2)$b96844 LM$cVI B COLL. 959 $aBK 969 $aUMA 979 $aPATTY$b90$c20020131$lUSA01$h1507 979 $c20020403$lUSA01$h1736 979 $aPATRY$b90$c20040406$lUSA01$h1704 979 $aCOPAT6$b90$c20050920$lUSA01$h0944 996 $aScuola$9261369 997 $aUNISA LEADER 01058nam--2200361---450- 001 990003587730203316 005 20111109113839.0 010 $a978-88-6227-095-3 035 $a000358773 035 $aUSA01000358773 035 $a(ALEPH)000358773USA01 035 $a000358773 100 $a20111109d2008----km-y0itay50------ba 101 $aita 102 $aIT 105 $a||||||||001yy 200 1 $aFilologia, papirologia, storia dei testi$egiornate di studio in onore di Antonio Carlini, Udine, 9-10 dicembre 2005 210 $aPisa$aRoma$cSerra$d2008 215 $a389 p.$cill.$d25 cm 225 2 $aBiblioteca di studi antichi$v90 410 0$12001$aBiblioteca di studi antichi 454 1$12001 461 1$1001-------$12001 606 0 $aFilologia greca$2BNCF 676 $a480.9 801 0$aIT$bsalbc$gISBD 912 $a990003587730203316 951 $aXT 271$b10790 DSA 959 $aBK 969 $aDSA 979 $aDSA$b90$c20111109$lUSA01$h1138 996 $aFilologia, papirologia, storia dei testi$91136038 997 $aUNISA LEADER 04900nam 22007095 450 001 9910842295103321 005 20250808083554.0 010 $a9783031513787 024 7 $a10.1007/978-3-031-51378-7 035 $a(CKB)30597546000041 035 $a(MiAaPQ)EBC31200916 035 $a(Au-PeEL)EBL31200916 035 $a(DE-He213)978-3-031-51378-7 035 $a(EXLCZ)9930597546000041 100 $a20240227d2024 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aService Learning in Higher Education $eFrom Pedagogy to Practice /$fby Elaine Clanton Harpine 205 $a1st ed. 2024. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2024. 215 $a1 online resource (180 pages) 311 08$a9783031513770 320 $aIncludes bibliographical references and index. 327 $aChapter 1. Yes, I Want to Use Academic Service-Learning. Where Do I Begin? -- Chapter 2. The Advantages of Using Academic Service-Learning in a University Classroom What Does the Research Say? -- Chapter 3. Why Is It Important to Select the Right Service-Learning Project? -- Chapter 4. How Does Academic Service-Learning Help Students Learn in the Classroom and from the Textbook? -- Chapter 5. Creating an Intrinsically Motivating Learning Environment: Promoting Student Engagement and Intrinsic Motivation -- Chapter 6. Building an Academic Service-Learning Pedagogy How Can a Course Incorporate Academic Service-Learning? -- Chapter 7. Designing an Academic Service-Learning Course How Can Faculty Members Measure Learning and Student Reflection? -- Chapter 8. What Should an Academic Service-Learning Syllabus Include? -- Chapter 9. Applying the Principles of Change What Type of Leadership Should I Provide? -- Chapter 10. What Impact Will the Academic Service-Learning Project Have on the Community? How Can I Best Prepare my Students to Work at an Off-Campus Community Setting?. 330 $aThis practical guide assists university faculty in developing and implementing service-learning courses and projects across multiple disciplines. It examines how embedding academic service-learning projects into the core curricula benefits not only the students, but also their universities and communities. The book describes ways in which service learning becomes a powerful teaching method using step-by-step explanations, real-world examples, and instructor checklists and handouts. Chapters detail how to integrate academic service-learning projects into classroom pedagogy and evaluate student experience. Key areas of coverage include: Strategies for ensuring that students engage with academic service-learning projects from the initial stages through completion. Guidance on embedding an academic service-learning curriculum into traditional coursework to supplement students? textbook knowledge and classroom experiences to address real-world problems in the community. Research confirming the ways in which students learn more and score higher on end-of-the-semester tests when courses incorporate academic service-learning projects. Steps to incorporate service-learning projects across various disciplines and coursework to enrich student learning and produce positive outcomes for universities and communities. Service Learning in Higher Education is an essential resource for professors and graduate students as well as teachers and educational professionals in such varied fields as school and clinical child psychology, educational psychology, social work, pedagogy, educational practice and policy, sociology, anthropology, and all related disciplines. 606 $aSchool psychology 606 $aProfessional education 606 $aVocational education 606 $aTeaching 606 $aLearning, Psychology of 606 $aSocial psychiatry 606 $aEducation and state 606 $aSchool Psychology 606 $aProfessional and Vocational Education 606 $aPedagogy 606 $aInstructional Psychology 606 $aClinical Social Work 606 $aEducation Policy 615 0$aSchool psychology. 615 0$aProfessional education. 615 0$aVocational education. 615 0$aTeaching. 615 0$aLearning, Psychology of. 615 0$aSocial psychiatry. 615 0$aEducation and state. 615 14$aSchool Psychology. 615 24$aProfessional and Vocational Education. 615 24$aPedagogy. 615 24$aInstructional Psychology. 615 24$aClinical Social Work. 615 24$aEducation Policy. 676 $a378.01 700 $aClanton Harpine$b Elaine$0781886 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910842295103321 996 $aService Learning in Higher Education$94146991 997 $aUNINA