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[null,"1.","Record Nr.",null,"UNINA9910786422303321"]
[null,null,"Autore",null,"Gordon June A. <1950->"]
[null,null,"Titolo",null,"Beyond the classroom walls : ethnographic inquiry as pedagogy / / June A. Gordon"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : Routledge, , 2002"]
[null,null,"ISBN",null,"1-136-70608-9"]
[{"$nulls":4},"1-315-02357-1"]
[{"$nulls":4},"1-136-70601-1"]
[null,null,"Descrizione fisica",null,"1 online resource (165 p.)"]
[null,null,"Disciplina",null,"306.43/0973"]
[null,null,"Soggetti",null,"Educational anthropology - United States"]
[{"$nulls":4},"Action research in education - United States"]
[{"$nulls":4},"Teachers - Training of - United States"]
[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; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Acknowledgments; Introduction; Chapter 1 Students Reengaging Their Home Communities; Chapter 2 Immigrants and Education: Dialogic Inquiry as Pedagogy; Chapter 3 Future Teachers Assist in Urban, Low-Income, Multicultural Classrooms; Chapter 4 \"\"Masks of Normality\"\": Teacher Training on a Military Base; Chapter 5 Confronting the Larger Community of Helping Professionals; Chapter 6 Home Visits; Chapter 7 Deconstructing Youth At Risk; Chapter 8 Adult Educators Inquire into Workplace Stress"]
[{"$nulls":4},"Chapter 9 First Quarter Attrition: Community College Staff and Faculty Ask WhyAfterword; References; Index"]
[null,null,null,"Sommario/riassunto","This book integrates ethnographic research with teacher education strategies, with the aim of preparing teachers to work with urban and low-income youth in schools and other social service agencies. Through various case studies, Gordon provides insight into how educators in diverse settings can engage students-be they preservice or veteran teachers-in the process of discovering the complexity of their students' lives, as well as their own."]