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[null,"1.","Record Nr.",null,"UNINA9910467183203321"]
[null,null,"Autore",null,"Robertson Nikki D."]
[null,null,"Titolo",null,"Connected librarians : tap social media to enhance professional development and student learning / / Nikki D. Robertson"]
[null,null,"Pubbl/distr/stampa",null,"Portland, Oregon ; ; Arlington, Virginia : , : International Society for Technology in Education, , [2017]"]
[{"$nulls":4},"©2017"]
[null,null,"ISBN",null,"1-56484-641-5"]
[null,null,"Descrizione fisica",null,"1 online resource (xiii, 140 pages) : illustrations"]
[null,null,"Collana",null,"Digital age librarian's series"]
[null,null,"Disciplina",null,"027.80285"]
[null,null,"Soggetti",null,"School libraries - Information technology"]
[{"$nulls":4},"School librarians - Effect of technological innovations on"]
[{"$nulls":4},"Online social networks - Library applications"]
[{"$nulls":4},"Social media"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,"2.","Record Nr.",null,"UNINA9910792195103321"]
[null,null,"Autore",null,"Loxley James <1968-, >"]
[null,null,"Titolo",null,"Shakespeare, Jonson, and the claims of the performative / / James Loxley and Mark Robson"]
[null,null,"Pubbl/distr/stampa",null,"New York ; ; London : , : Routledge, , 2013"]
[null,null,"ISBN",null,"1-135-93000-7"]
[{"$nulls":4},"0-203-54799-3"]
[{"$nulls":4},"1-299-27975-9"]
[{"$nulls":4},"1-135-92993-9"]
[null,null,"Descrizione fisica",null,"1 online resource (158 p.)"]
[null,null,"Collana",null,"Routledge studies in Renaissance literature and culture ; ; 22"]
[null,null,"Classificazione",null,"LIT000000LIT013000LIT015000"]
[null,null,"Disciplina",null,"822.3/3"]
[null,null,"Soggetti",null,"Performative (Philosophy)"]
[{"$nulls":4},"English drama - Early modern and Elizabethan, 1500-1600 - History and criticism"]
[{"$nulls":4},"English drama - 17th century - History and criticism"]
[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,"Front Cover; Shakespeare, Jonson, and the Claims of the Performative; Copyright Page; Contents; Note on Editions; Acknowledgments; Introduction: Sea-Changes; 1.Promises; 2.Excuses; 3.Libels; 4.Declarations; 5.Animation; 6.Seriousness; 7.Theatre; References; Index"]
[null,null,null,"Sommario/riassunto","\"This book will constitute an original intervention into longstanding but insistently relevant debates around the significance of notions of 'performativity' to the critical analysis of early modern drama. In particular, the book aims to:show how the investigation of performativity can enable readings of Shakespeare and Jonson that challenge the dominant methodological frameworks within which those plays have come to be read;demonstrate that the thought of performativity does not come to rest in the simplicity of method or instrumentality, and that it resists its own claim that language and action might be understood as unproblematically instrumental;demonstrate that this self-resistance occurs or takes place as a moment in the process of articulating the claims of the performative, and that this process is itself in an important sense dramatic\"--"]
[null,"3.","Record Nr.",null,"UNINA9910483222603321"]
[null,null,"Autore",null,"Mejeh Mathias"]
[null,null,"Titolo",null,"Absicht und Wirklichkeit integrativer Bildung : Ein netzwerkanalytischer Beitrag zum Neo-Institutionalismus / / von Mathias Mejeh"]
[null,null,"Pubbl/distr/stampa",null,"Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016"]
[null,null,"ISBN",null,"3-658-10756-1"]
[null,null,"Edizione",null,"[1st ed. 2016.]"]
[null,null,"Descrizione fisica",null,"1 online resource (266 p.)"]
[null,null,"Collana",null,"Research"]
[null,null,"Disciplina",null,"371.9046"]
[null,null,"Soggetti",null,"Social sciences"]
[{"$nulls":4},"Economics - Sociological aspects"]
[{"$nulls":4},"Educational sociology"]
[{"$nulls":4},"Methodology of the Social Sciences"]
[{"$nulls":4},"Organizational Studies, Economic Sociology"]
[{"$nulls":4},"Sociology of Education"]
[null,null,"Lingua di pubblicazione",null,"Tedesco"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Soziale Ungleichheit, Schulische Integration & Neo-Institutionalismus -- Netzwerkanalyse als Erhebungsmethode professioneller Handlungsstrukturen -- Darstellung und Analyse der Ergebnisse -- Zukünftige Herausforderungen schulintegrativer Prozesse."]
[null,null,null,"Sommario/riassunto","In seinem Buch analysiert Mathias Mejeh die Schulische Integration in einem organisationssoziologischen Zusammenhang. Dabei gelingt es ihm, auf einer neuartigen netzwerktheoretischen Grundlage entscheidende, mit dieser Problematik zusammenhängende Fragen evidenzbasiert zu klären. Durch die gesetzliche Verankerung Schulischer Integration sieht sich Schule als Institution mit vielfältigen Änderungen konfrontiert. Mit der damit verbundenen Neuentwicklung entsprechender Konzepte stellt sich auch die Frage, wie und inwieweit AkteurInnen, die mit deren Umsetzung befasst sind, die entsprechenden Neuregelungen dabei respizieren. Können sich Lehrpersonen bei der Umsetzung Schulischer Integration an rechtliche Vorgaben halten bzw. können Gesetze so konsistent gestaltet sein, dass sie in der pädagogischen Praxis überhaupt umsetzbar sind?  Der Inhalt Soziale Ungleichheit, Schulische Integration & Neo-Institutionalismus Netzwerkanalyse als Erhebungsmethode professioneller Handlungsstrukturen Darstellung und Analyse der "]
[{"$nulls":4},"Ergebnisse Zukünftige Herausforderungen schulintegrativer Prozesse  Die Zielgruppen Dozierende und Studierende der Erziehungswissenschaft, Sonderpädagogik, Psychologie, Soziologie Lehrpersonen, Schulleitungen, Schulische HeilpädagogInnen, SchulpsychologInnen, Bildungsadministration  Der Autor Mathias Mejeh ist derzeit Dozent für Integrative Pädagogik am Institut Weiterbildung und Beratung der Pädagogischen Hochschule, FHNW."]