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[null,"1.","Record Nr.",null,"UNINA9910460626603321"]
[null,null,"Autore",null,"Lenz Bob"]
[null,null,"Titolo",null,"Transforming schools : using project-based deeper learning, performance assessment, and common core standards / / Bob Lenz; with Justin Wells and Sally Kingston"]
[null,null,"Pubbl/distr/stampa",null,"San Francisco, [California] : , : John Wiley & Sons, , 2015"]
[{"$nulls":4},"©2015"]
[null,null,"ISBN",null,"1-118-73966-3"]
[{"$nulls":4},"1-118-73970-1"]
[null,null,"Edizione",null,"[1]"]
[null,null,"Descrizione fisica",null,"1 online resource (306 p.)"]
[null,null,"Classificazione",null,"EDU029000"]
[null,null,"Disciplina",null,"371.3/6"]
[null,null,"Soggetti",null,"Project method in teaching"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Cover; Title Page; Copyright; Contents; Video Contents; Acknowledgments; About the Authors; Foreword by Tony Wagner; Introduction: Why Learning Must Go Deeper; Chapter 1 Transforming the Graduate; Why Schools Need to Redefine Graduation; \"\"Mapping Backwards\"\" from Graduation; Defining Success: Know, Do, and Reflect; The Envision Schools Graduate Profile; The Nuts and Bolts of Envision's Deeper Learning Student Assessment System; Five Proficient Artifacts; Five Artifact Reflections That Include the Four C's; The Cover Letter; The Digital Element; Proficient Defense of Three Artifacts"]
[{"$nulls":4},"The Power of Portfolio Defense So That's the Goal;  How Do We Get There?; The Rest of Kaleb's Story; References; Chapter 2 Designing a Standards-Aligned Performance Assessment System; Performance Assessment Defined-and Refined; An Old Pedagogy for a Newly Demanding World; The Envision Performance Assessment System; Key Features of the System; The List of Performance Assessments Is Short; The Performance Assessments Distill the Standards; None of the Performance Assessments Is Tied to a Particular Subject Discipline; The Rubrics Are Commonly Shared; Designing Performance Assessments"]
[{"$nulls":4},"A Scientific Inquiry: Disaster in the Gulf A Textual Analysis: Dante's Inferno; The Challenges Are the Strengths; The Challenge: Performance Assessment Is \"Costly\"; The Challenge: Performance Assessment Design Is Complex; The Challenge: Performance Assessment Tries to Measure "]
[{"$nulls":4},"Skills That Are Hard to Measure; The Challenge: Performance Assessment Is Hard to Score Reliably; The Tailwind of the Common Core; References; Chapter 3 Project-Based Learning-It's the How (and the Why); Why Project-Based Learning; What We Mean by \"\"PBL\"\"; What PBL Isn't; PBL Is Not an End in Itself; PBL Is Not New"]
[{"$nulls":4},"PBL Is Not \"All or Nothing\"A Tool for the Challenges That Face Us; Common Core = Performance Assessment = PBL; Deeper Learning Outcomes by Design, Not by Osmosis; Giving Graduate Defenses Something to Defend; How PBL Works at Envision Schools; PBL Tips, Envision Style; Start with Your Curricular Goals; Project Planning: Give It Everything You've Got; Craft a Good Driving Question (But Don't Overestimate It); \"What Will Thrill the Audience?\" Design for the Final Product; Define Your Benchmarks; Demand Proposals at Every Opportunity; Don't Act as \"Grader\";  Be a Traffic Cop; Think Revision"]
[{"$nulls":4},"Good Assessment Will Follow PBL Night Lights; Reflect on What's Been Learned; PBL Can Start in Your Classroom; Ask, \"What's the Creative Next Step?\"; Reverse the Order: First the Challenge, Then the Instruction; Put Your Unit in the Form of a Question; Get Students Conducting Interviews; Answering the Skeptics; Coverage Fallacy; Rigor Fallacy; Demographic Fallacy; What Students Remember: The Story of Their Education; References; Chapter 4 Transforming School Culture; Envision Schools Culture; Ability Is Not Fixed;  Through Effort, It Grows; Failure Is Essential to Learning"]
[{"$nulls":4},"Revision Is the Route to Mastery"]
[null,null,null,"Sommario/riassunto","\"It's not what students know, but what they do with what they know that is important Schools are changing in response to this reality, and in Transforming Schools Through Project-Based Deeper Learning, Common Core Standards, and Performance Assessment, Bob Lenz, Justin Wells, and Sally Kingston draw on the example of the Envision Education schools, as well as other leading schools around the country, to show how the concept of deeper learning can meet the need for students who are both college and career ready and engaged in their own education.In this book, the authors explain how project-based learning can blend with Common Core-aligned performance assessment for deeper learning. You'll discover how many schools have successfully made the transition from traditional, teacher-centered learning to project-based, deeper learning and find many practical ideas for implementation.  Companion DVD and website include videos showing how to implement deeper learning strategies in the classroom  Evidence-based descriptions show why deeper learning is right for students  Performance assessment experts explain how to align assessments with Common Core by shifting the emphasis from knowing to doing  Extensive game plan section provides step-by-step guidance for change  Schools are complex organizations, and transformation involves all of the stakeholders, from students to superintendents. But as this book shows, there are amazing benefits to be realized when everyone commits to diving deeper into learning\"--"]
[null,"2.","Record Nr.",null,"UNINA9910154611303321"]
[null,null,"Autore",null,"Woshinsky Barbara R."]
[null,null,"Titolo",null,"Imagining women's conventual spaces in France, 1600-1800 : the cloister disclosed / / Barbara R. Woshinsky"]
[null,null,"Pubbl/distr/stampa",null,"Abingdon, Oxon : , : Routledge, , 2016"]
[null,null,"ISBN",null,"1-03-292114-5"]
[{"$nulls":4},"1-351-92866-X"]
[{"$nulls":4},"1-315-25264-3"]
[null,null,"Descrizione fisica",null,"1 online resource (363 pages) : illustrations"]
[null,null,"Collana",null,"Women and gender in the early modern world"]
[null,null,"Disciplina",null,"271.90044"]
[null,null,"Soggetti",null,"French literature - 16th century - History and criticism"]
[{"$nulls":4},"French literature - 17th century - History and criticism"]
[{"$nulls":4},"Convents in literature"]
[{"$nulls":4},"Space and time in literature"]
[{"$nulls":4},"Women in literature"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","First published 2010 by Ashgate Publishing."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"1. The body in early modern religious discours (1). Hermitages of the soul : bodies as allegorical enclosures in counter-reformation writing -- 2. The body in early modern religious discourse (2). Living temples or vases of ignominy : Jean-Pierre Camus and the paradoxes of female representation -- 3. Thresholds : crossing the boundaries of conventual space -- 4. Parlors : the implicated convent -- 5. Cells I : forced enclosure, erotic disclosure -- 6. Cells II : male appropriations of the nun's persona in Guilleragues's Lettres portugaises and Diderot's La religieuse -- 7. Tombs/closing."]
[null,null,null,"Sommario/riassunto","Blending history with literary analysis, this study explores the convent's place in the early modern imagination. The author brackets her account between two pivotal events: the Council of Trent imposing enclosure on cloistered nuns, and the French Revolution expelling them from their cloisters two centuries later."]