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[null,"1.","Record Nr.",null,"UNINA9910454424703321"]
[null,null,"Autore",null,"Di Carpegna Falconieri Tommaso"]
[null,null,"Titolo",null,"The man who believed he was king of France [[electronic resource] ] : a true medieval tale / / Tommaso Di Carpegna Falconieri ; translated by William McCuaig"]
[null,null,"Pubbl/distr/stampa",null,"Chicago, : University of Chicago Press, 2008"]
[null,null,"ISBN",null,"1-282-06975-6"]
[{"$nulls":4},"9786612069758"]
[{"$nulls":4},"0-226-14527-1"]
[null,null,"Edizione",null,"[[American ed.].]"]
[null,null,"Descrizione fisica",null,"1 online resource (234 p.)"]
[null,null,"Disciplina",null,"944/.024092"]
[{"$nulls":4},"B"]
[null,null,"Soggetti",null,"Impostors and imposture - Europe"]
[{"$nulls":4},"Electronic books."]
[{"$nulls":4},"Europe Kings and rulers"]
[{"$nulls":4},"Europe History 476-1492"]
[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","Translated from the Italian."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. 199-211) and index."]
[null,null,"Nota di contenuto",null,"Frontmatter -- Contents -- Preface (2005) -- Preface to the american edition (2008) -- Chapter 1. At Rome -- Chapter 2. At Siena -- Chapter 3. In The East -- Chapter 4. In The West -- Chapter 5. In Prison -- Chapter 6. Giannino In History, Legend, And Literature -- APPENDIX 1. The Direct Capetian Line, the Counts of Valois, and the Counts of Évreux (Simplifi ed Genealogy) -- APPENDIX 2. The Angevins of Naples and Hungary (Simplifi ed Genealogy) -- NOTES -- BIBLIOGRAPHY -- INDEX"]
[null,null,null,"Sommario/riassunto","Replete with shady merchants, scoundrels, hungry mercenaries, scheming nobles, and maneuvering cardinals, The Man Who Believed He Was King of France proves the adage that truth is often stranger than fiction-or at least as entertaining. The setting of this improbable but beguiling tale is 1354 and the Hundred Years' War being waged for control of France. Seeing an opportunity for political and material gain, the demagogic dictator of Rome tells Giannino di Guccio that he is in fact the lost heir to Louis X, allegedly switched at birth with the son of a Tuscan merchant. Once convinced of his birthright, Giannino claims for himself the name Jean I, king of France, and sets out on a brave-if ultimately ruinous-quest that leads him across Europe to prove his "]
[{"$nulls":4},"identity. With the skill of a crime scene detective, Tommaso di Carpegna Falconieri digs up evidence in the historical record to follow the story of a life so incredible that it was long considered a literary invention of the Italian Renaissance. From Italy to Hungry, then through Germany and France, the would-be king's unique combination of guile and earnestness seems to command the aid of lords and soldiers, the indulgence of inn-keepers and merchants, and the collusion of priests and rogues along the way. The apparent absurdity of the tale allows Carpegna Falconieri to analyze late-medieval society, exploring questions of essence and appearance, being and belief, at a time when the divine right of kings confronted the rise of mercantile culture. Giannino's life represents a moment in which truth, lies, history, and memory combine to make us wonder where reality leaves off and fiction begins."]
[null,"2.","Record Nr.",null,"UNINA9910457077003321"]
[null,null,"Titolo",null,"Cultural-historical perspectives on teacher education and development : learning teaching / / edited by Viv Ellis, Anne Edwards and Peter Smagorinsky"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : Routledge, , 2010"]
[null,null,"ISBN",null,"1-135-28156-4"]
[{"$nulls":4},"1-282-57195-8"]
[{"$nulls":4},"9786612571954"]
[{"$nulls":4},"0-203-86010-1"]
[null,null,"Descrizione fisica",null,"1 online resource (269 p.)"]
[null,null,"Disciplina",null,"370.71/55"]
[null,null,"Soggetti",null,"Teachers - In-service training"]
[{"$nulls":4},"Teaching - Social aspects"]
[{"$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,"Book Cover; Title; Copyright; Contents; Figures; Tables; Contributors; Acknowledgements; Chapter 1 Introduction; Part I The social situation of teacher development; Chapter 2 A Vygotskian analysis of the construction of setting in learning to teach; Chapter 3 What and how do student teachers learn from working in different social situations of development in the same school?; Chapter 4 Taking a sociocultural perspective on science teachers' knowledge; Chapter 5 How can Vygotsky and his legacy help us to understand and develop teacher education?"]
[{"$nulls":4},"Chapter 6 Categorising children: Pupil health and the broadening of responsibilities for the teaching professionPart II A cultural- historical methodological perspective; Chapter 7 Studying the process: of change The double stimulation strategy in teacher education research; Chapter 8 Investigating teacher language: A comparison of the relative strengths of Conversation Analysis and Critical Discourse Analysis as methods; Chapter 9 Learning to become a teacher: Participation across spheres for learning"]
[{"$nulls":4},"Chapter 10 Breaking out of a professional abstraction: The pupil as materialized object for trainee teachersPart III Cultural- historical designs for teacher education; Chapter 11 Deviations from the "]
[{"$nulls":4},"conventional: Contradictions as sources of change in teacher education; Chapter 12 'What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms; Chapter 13 When third space is more than the library: The complexities of theorising and learning to use family and community resources to teach elementary literacy and mathematics"]
[{"$nulls":4},"Chapter 14 Learning- for-teaching across educational boundaries: An activity- theoretical analysis of collaborative internship projects in initial teacher educationAfterword: CHAT and good teacher education; Index"]
[null,null,null,"Sommario/riassunto","Teachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils. Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher educ"]