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[null,"1.","Record Nr.",null,"UNINA9910131104303321"]
[null,null,"Autore",null,"Miguelez Roberto"]
[null,null,"Titolo",null,"La comparaison interculturelle : logique et methodologie d'un usage empiriste de la comparaison / / Roberto Miguelez"]
[null,null,"Pubbl/distr/stampa",null,"Chicoutimi : , : J.-M. Tremblay, , 2010"]
[null,null,"ISBN",null,"1-4123-7387-5"]
[null,null,"Descrizione fisica",null,"1 online resource"]
[null,null,"Collana",null,"Classiques des sciences sociales ; ; 4113"]
[null,null,"Disciplina",null,"301.01"]
[null,null,"Soggetti",null,"Anthropology - Methodology"]
[{"$nulls":4},"Sociology - Methodology"]
[null,null,"Lingua di pubblicazione",null,"Francese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Quatrieme de couverture. Introduction. Sciences sociales et comparaison. Chapitre I. La comparative et les interculturelles. 1.1 La comparaison intraculturelle et la comparaison interculturelle. 1.2 le des variables. 1.3 La  comparative et les. Chapitre II. la de l'analyse interculturelle. 2.1 La de l'analyse interculturelle et l'empirisme. 2.2 Le point de de l'analyse interculturelle. 2.3 La construction d'indicateurs dans la recherche interculturelle. 2.4  et   structurelles dans l'analyse comparative interculturelle. 2.5 Le codage des informations. 2.6  des. Chapitre III. Le  des culturelles. 3.1 L'identification des de comparaison. 3.2 La culturelle dans la comparaison interculturelle : un cas de  conceptuel 3.3 L'analyse interne dans la construction d'une culturelle. 3.4 Le de Galton : formels et non historiques. 3.5 Le de Galton : non formels et historiques. 3.6 La nationale comme. Chapitre IV. Le des conceptuelles. 4.1 Le des aspects culturels. 4.2 Les uivalence des stimuli. 4.5 Le de  des significations : des partir des observations. Chapitre V. comparative et propositions. 5.1 La comparative et le. 5.2 Le des propositiond. 5.3 Le des propositions dans une comparaison universelle : comment expliquer les exceptions . 5.5 Le des propositions dans une comparaison restreinte. Conclusion. Bibliographie. Liste des tableaux."]
[null,"2.","Record Nr.",null,"UNINA9911026126903321"]
[null,null,"Autore",null,"Jacobs George M"]
[null,null,"Titolo",null,"Cooperative Learning Through a Reflective Lens"]
[null,null,"Pubbl/distr/stampa",null,"Toronto : , : University of Toronto Press, , 2022"]
[{"$nulls":4},"©2022"]
[null,null,"ISBN",null,"9781800502277"]
[{"$nulls":4},"1800502273"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (222 pages)"]
[null,null,"Collana",null,"Reflective Practice in Language Education Series"]
[null,null,"Disciplina",null,"371.36"]
[null,null,"Soggetti",null,"LANGUAGE ARTS & DISCIPLINES / Linguistics / General"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Frontmatter -- Contents -- Series Editor’s Preface -- Introduction: Hurray for Cooperation! -- Chapter 1 Background on Cooperative Learning -- Chapter 2 Eight Principles of Cooperative Learning -- Chapter 3 Nuts and Bolts of Cooperative Learning -- Chapter 4 Assessment in Cooperative Learning -- Chapter 5 Cooperative Learning and Reflective Practice -- Chapter 6 Teachers Cooperatively Reflecting on Their Students’ Use of Cooperative Learning -- Chapter 7 Putting It All Together: Cooperative Learning and Teacher Reflection in Language Lessons -- Conclusion: Hurray for Cooperative Learning through a Reflective Lens -- References -- Index"]
[null,null,null,"Sommario/riassunto","This book examines cooperative learning (CL) through the lens of reflective language teaching, exploring a range of issues on which teachers will want to reflect, and suggesting ways in which they could do that reflection.The book begins with background on cooperative learning, including its theoretical roots and the research which supports its use. It outlines eight principles for using cooperative learning and offers examples as to how to implement those principles. Further highlighting the book’s practical focus is a chapter on nuts and bolts matters that need to be considered when teachers help their students do cooperative learning. The light of reflection shines throughout the book, including a chapter on how to encourage reflection among students on their own learning and on the functioning of their cooperative learning groups. Another chapter offers guidance on how reflection can inform teachers’ use of cooperative learning with their students, as well as teachers’ cooperation with their colleagues. "]
[{"$nulls":4},"The practical icing on the tasty, highly nutritious cake that this book serves up for teachers is example lessons that bring to life the principles and practicalities discussed."]