LEADER 02813nam 2200565 n 450 001 996392499103316 005 20200824121736.0 035 $a(CKB)4940000000114282 035 $a(EEBO)2240916286 035 $a(UnM)ocm99892340e 035 $a(UnM)99892340 035 $a(EXLCZ)994940000000114282 100 $a19921208d1580 uy 101 0 $aeng 135 $aurbn||||a|bb| 200 13$aAn aluearie or quadruple dictionarie$b[electronic resource] $econtaining foure sundrie tongues: namelie, English, Latine, Greeke, and French. Newlie enriched with varietie of wordes, phrases, prouerbs, and diuers lightsome obseruations of grammar. By the tables you may contrariwise finde out the most necessarie wordes placed after the alphabet, whatsoeuer are to be found in anie other dictionarie: which tables also seruing for lexicons, to lead the learner vnto the English of such hard wordes as are often read in authors, being faithfullie examined, are truelie numbered. Verie profitable for such as be desirous of anie of those languages 210 $a[Londini $cExcudebat Henricus Denhamus typographus, Gulielmi Seresij vnicus assignatus$danno salutis humanę 1580] 215 $a[1+] leaves 300 $aAuthor from STC. 300 $aAn expanded edition of: An alvearie or triple dictionarie. Cf. STC. 300 $aEdited by Abraham Fleming. Cf. STC. 300 $aFirst three words of title are xylographic. 300 $aAt foot of title: Cum priuilegio Regię Maiestatis. 300 $aImprint from NUC pre-1956 imprints. 300 $aTitle page contains printer's device (McK. 162). 300 $aFragment: t.p. only. 300 $aReproduction of original in the British Library. 330 $aeebo-0018 606 $aEnglish language$xDictionaries$xLatin$vEarly works to 1800 606 $aFrench language$xDictionaries$xEnglish$vEarly works to 1800 606 $aLatin language$xDictionaries$xEnglish$vEarly works to 1800 606 $aEnglish language$xDictionaries$xFrench$vEarly works to 1800 606 $aEnglish language$xDictionaries$xGreek$vEarly works to 1800 608 $aTitle pages$zEngland$y16th century. 608 $aPrinters' marks$zEngland$y16th century. 615 0$aEnglish language$xDictionaries$xLatin 615 0$aFrench language$xDictionaries$xEnglish 615 0$aLatin language$xDictionaries$xEnglish 615 0$aEnglish language$xDictionaries$xFrench 615 0$aEnglish language$xDictionaries$xGreek 700 $aBaret$b John$fd. 1580?$01018745 702 $aFleming$b Abraham$f1552?-1607, 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bCu-RivES 906 $aBOOK 912 $a996392499103316 996 $aAn aluearie or quadruple dictionarie$92410393 997 $aUNISA LEADER 05118oam 22006854a 450 001 996379048403316 005 20240405134250.0 010 $a90-485-2310-9 024 7 $a10.1515/9789048523108 035 $a(CKB)3710000000311885 035 $a(EBL)1882336 035 $a(SSID)ssj0001550458 035 $a(PQKBManifestationID)16166309 035 $a(PQKBTitleCode)TC0001550458 035 $a(PQKBWorkID)14810947 035 $a(PQKB)11053751 035 $a(MiAaPQ)EBC1882336 035 $a(DE-B1597)502643 035 $a(OCoLC)952618760 035 $a(DE-B1597)9789048523108 035 $a(OCoLC)1111596667 035 $a(MdBmJHUP)muse76483 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/37601 035 $a(EXLCZ)993710000000311885 100 $a20141117h20142014 uy 0 101 0 $aeng 135 $aurb|#---uuuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEducational Reception in Rotterdam and Barcelona /$fMaria Bruquetas-Callejo 205 $a1st ed. 210 $cAmsterdam University Press$d2014 210 1$aAmsterdam :$cAmsterdam University Press,$d2014. 210 4$d©2014 215 $a1 online resource (312 pages) $cillustrations; digital, PDF file(s) 225 0 $aIMISCOE research,$x2213-5421 300 $aDescription based upon print version of record. 311 $a90-8964-644-2 320 $aIncludes bibliographical references (pages 287-308). 327 $aAcknowledgements. 1. The puzzle: Two bodies of literature, national regimes of citizenship and the migration policy gap -- Research strategy and case selection -- Collection of data -- Outline of the book. 2. Studying practices of educational reception: Delimitating practices of educational reception -- Explaining compliance with and deviation from policy practices in the migration field -- Analytical framework to study coordination/discrepancies between policies and practices -- Questions guiding the study. 3. The institutional context of reception practices: The Netherlands -- Spain. 4. Practices in Rotterdam: Johannes Vermeer school -- Rembrandt school -- Other schools that provide reception in Rotterdam. 5. Practices in Barcelona: Salvador Dali? school -- Antoni Tapies school -- Gaudi? school -- Other schools that provide reception in Barcelona. 6. Explaining gaps, Rotterdam vs. Barcelona: Comparison of cases -- Specific characteristics of the gap in Barcelona and Rotterdam -- Explaining gaps, discretionary practices inBarcelonaa and Rotterdam. 7. FIelds, embedded agency and collective practices: Main findings of the study -- The collective dimension of discretional action -- Contextual factors, towards a heuristic model for explaining degrees of institutional influence on practices and varieties of gaps -- Challenges and the future of educational reception -- research agenda. Glossary of terms and acronyms. Bibliographic references. Relevant policy documents. 330 $aThe reception of newcomer youngsters by schools constitutes a policy issue in Europe already for decades. This book deals with how practitioners in Rotterdam and Barcelona apply existing policies for the reception of immigrant students, the dilemmas they face and the strategies they design as a response. Using a combination of discursive, organizational, and ethnographic research techniques, the author studies to what extent practices conform to policies, and to what extent they diverge from them in basic principles. This book analyzes the influence of institutional frameworks on the practices of policy implementers by comparing Netherlands and Spain -specifically Barcelona and Rotterdam-, two cases which are very different in terms of their national policies of integration, their educational systems and their programs for educational reception. Much can be learned over the reception practices of secondary schools, but above all over how policy gaps work, and the common and specific features that they present across different countries. In short, this is an indispensable reading for scholars, policymakers and practitioners alike, which offers new insights about the policy-practice gap and the role of policy practitioners in it. 410 0$aIMISCOE research.$x2213-5421 606 $aImmigrant children$xEducation$2fast$3(OCoLC)fst00967711 606 $aImmigrant children$xEducation$zSpain$zBarcelona 606 $aImmigrant children$xEducation$zNetherlands$zRotterdam 607 $aSpain$zBarcelona$2fast 607 $aNetherlands$zRotterdam$2fast 610 $aintegration models, practices, policy implementation, implementation gap, educational reception. 615 7$aImmigrant children$xEducation. 615 0$aImmigrant children$xEducation 615 0$aImmigrant children$xEducation 676 $a371.909492/385 700 $aBruquetas-Callejo$b Maria$0802991 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a996379048403316 996 $aEducational reception in Rotterdam and Barcelona$92271386 997 $aUNISA