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[null,"1.","Record Nr.",null,"UNINA9910459258603321"]
[null,null,"Autore",null,"Savage Jonathan"]
[null,null,"Titolo",null,"Cross-curricular teaching and learning in the secondary school / / Jonathan Savage"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : Routledge, , 2011"]
[null,null,"ISBN",null,"1-136-91847-7"]
[{"$nulls":4},"1-136-91848-5"]
[{"$nulls":4},"1-282-91287-9"]
[{"$nulls":4},"9786612912870"]
[{"$nulls":4},"0-203-84420-3"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (208 p.)"]
[null,null,"Collana",null,"Cross-curricular teaching and learning in"]
[null,null,"Disciplina",null,"373.1102"]
[{"$nulls":4},"373.19"]
[null,null,"Soggetti",null,"Education, Secondary"]
[{"$nulls":4},"Interdisciplinary approach in education"]
[{"$nulls":4},"Multicultural education"]
[{"$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; Illustrations; Chapter 1 The Context for Cross-Curricular Teaching and Learning; Chapter 2 The Principles and Purposes for Cross-Curricular Teaching and Learning; Chapter 3 The Pedagogy of Cross-Curricular Teaching and Learning; Chapter 4 The Language and Literacy of Cross-Curricular Teaching and Learning; Chapter 5 ICT as a Mediating Tool for Cross-Curricular Teaching and Learning; Chapter 6 Assessment and Evaluation within Cross-Curricular Teaching and Learning; Chapter 7 Metaphors for a Cross-Curricular Future; Links to Other Books in this Series"]
[{"$nulls":4},"NotesBibliography; Index"]
[null,null,null,"Sommario/riassunto","What is the role of the individual school 'subject' and 'subject teacher' within school? Is it to teach a set of core subject knowledge, skills and understanding in way that remains faithful to long-standing subject cultures and pedagogies? Or is there another way to consider how the curriculum, and the notion of individual subjects and teachers' pedagogy, could be constructed.Working from the key principle that there is no curriculum development without teacher development, "]
[{"$nulls":4},"Cross-Curricular Teaching and Learning in the Secondary School argues for a new, skilful pedag"]