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[null,"1.","Record Nr.",null,"UNISA990000506260203316"]
[null,null,"Autore",null,"Shackelford, James F."]
[null,null,"Titolo",null,"Materials science and engineering handbook / James F. Shackelford, William Alexander"]
[null,null,"Pubbl/distr/stampa",null,"Boca Raton, Florida : CRC Press, copyr. 2001"]
[null,null,"ISBN",null,"0-8493-2696-6"]
[null,null,"Descrizione fisica",null,"1949 p. : ill. ; 25 cm"]
[null,null,"Disciplina",null,"620.11"]
[null,null,"Collocazione",null,"620.11 SHA"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNISALENTO991000330249707536"]
[null,null,"Autore",null,"Bogopolski, Oleg"]
[null,null,"Titolo",null,"Introduction to group theory / Oleg Bogopolski"]
[null,null,"Pubbl/distr/stampa",null,"Zürich, Switzerland : European Mathematical Society, c2008"]
[null,null,"ISBN",null,"9783037190418"]
[null,null,"Descrizione fisica",null,"x, 177 p. : ill. ; 24 cm"]
[null,null,"Collana",null,"EMS textbooks in mathematics"]
[null,null,"Classificazione",null,"AMS 20-01"]
[{"$nulls":4},"AMS 20D08"]
[{"$nulls":4},"AMS 20E05"]
[{"$nulls":4},"AMS 20E06"]
[{"$nulls":4},"AMS 20E08"]
[{"$nulls":4},"AMS 20F28"]
[{"$nulls":4},"LC QA174.2.B64"]
[null,null,"Disciplina",null,"512.2"]
[null,null,"Soggetti",null,"Group theory"]
[{"$nulls":4},"Finite groups"]
[{"$nulls":4},"Combinatorial group theory"]
[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","\"English edition differs from the Russian original by the addition of a new Chapter 3\""]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. [169]-172) and index"]
[null,"3.","Record Nr.",null,"UNINA9910576799603321"]
[null,null,"Autore",null,"Serir Zakaria"]
[null,null,"Titolo",null,"Dites-nous pourquoi « ils » sont en difficulté à l’école : Étude de la représentation de la difficulté scolaire chez les enseignants genevois du primaire / / Zakaria Serir"]
[null,null,"Pubbl/distr/stampa",null,"Genève, : Éditions Interroger l’éducation, 2021"]
[null,null,"ISBN",null,"2-940655-13-8"]
[null,null,"Descrizione fisica",null,"1 online resource (216 p.)"]
[null,null,"Collana",null,"Cahiers de la Section des sciences de l’éducation"]
[null,null,"Soggetti",null,"Education &amp; Educational Research"]
[{"$nulls":4},"Sociology"]
[{"$nulls":4},"sociologie"]
[{"$nulls":4},"éducation"]
[{"$nulls":4},"relation école-familles"]
[{"$nulls":4},"difficulté scolaire"]
[{"$nulls":4},"stéréotypes"]
[{"$nulls":4},"sociology"]
[{"$nulls":4},"education"]
[{"$nulls":4},"school-family relations"]
[{"$nulls":4},"educational difficulties"]
[{"$nulls":4},"stereotyping"]
[null,null,"Lingua di pubblicazione",null,"Francese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","Rendre compte des représentations des enseignants concernant la notion complexe et difficilement définissable de la difficulté scolaire, voilà la tâche ardue que propose ce Cahier. La richesse des propos d’enseignants recueillis permet à l’auteur de traiter de nombreuses thématiques : le repérage de la difficulté scolaire en classe, le recours des professionnels à des préjugés, à des catégories sociales et culturelles afin d’imputer les causes des difficultés, l’ethnocentrisme scolaire, la déresponsabilisation institutionnelle, la culpabilité parentale ou les relations école-familles sont au centre de l’analyse. Partant du constat de la perplexité des professionnels face à la difficulté des élèves et à sa gestion, l’ouvrage met en évidence l’obstination des enseignants pour la question du « comment faire » pour remédier au "]
[{"$nulls":4},"problème. Mais, au travers de celle-ci, c’est un sentiment de fatalité et d’impuissance des professionnels, construisant l’explication de l’origine et des causes de la difficulté scolaire, que l’étude révèle. Par un fil rouge qui questionne le rapport des enseignants à l’idéologie dominante d’une école tolérante, égalitaire, équitable et juste pour tous, l’auteur déplace le regard de la compréhension des difficultés scolaires des élèves sur l’étude des représentations enseignantes qui figent « ces » élèves dans un échec souvent (pré)déterminé."]