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[null,"1.","Record Nr.",null,"UNISALENTO991001011999707536"]
[null,null,"Autore",null,"Megginson, Robert E."]
[null,null,"Titolo",null,"An introduction to Banach space theory / Robert E. Megginson"]
[null,null,"Pubbl/distr/stampa",null,"New York : Springer-Verlag, c1998"]
[null,null,"ISBN",null,"0387984313"]
[null,null,"Descrizione fisica",null,"xix, 596 p. : ill. ; 24 cm"]
[null,null,"Collana",null,"Graduate texts in mathematics, 0072-5285 ; 183"]
[null,null,"Classificazione",null,"AMS 46B"]
[{"$nulls":4},"LC QA322.2.M44"]
[null,null,"Disciplina",null,"515.732"]
[null,null,"Soggetti",null,"Banach spaces"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Includes bibliographical references (p. [547]-564) and index"]
[null,"2.","Record Nr.",null,"UNINA9910963145603321"]
[null,null,"Titolo",null,"Investigating participant structures in the context of science instruction/ / editors, Richard Lehrer, Annemarie Sullivan Palincsar ; associate editors, Richard A. Duschl. [et al.] ; journal production editor, Kara Plaza"]
[null,null,"Pubbl/distr/stampa",null,"[London] : , : Lawrence Erlbaum Associates, Inc. : , : Routledge, , 2004"]
[null,null,"ISBN",null,"1-135-47929-1"]
[{"$nulls":4},"1-138-46025-7"]
[{"$nulls":4},"1-315-04598-2"]
[{"$nulls":4},"1-135-47922-4"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (222 p.)"]
[null,null,"Collana",null,"Cognition and Instruction, , 0737-0008 ; ; Volume 22, Number 4"]
[null,null,"Disciplina",null,"155.413"]
[null,null,"Soggetti",null,"Cognition in children"]
[{"$nulls":4},"Learning"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Special issue."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references at the end of each chapters."]
[null,null,"Nota di contenuto",null,"Cover; References; Introduction to Special Issue: Investigating Participant Structures in the Context of Science Instruction; Understanding the \"What,\" \"Why,\" and \"How\" of Cultural Tools; Authoritative and Persuasive Nature of Science Learning; Nurturing a Balance between Authoritative and Persuasive Discourse; Participant Structures and the Balancing of Authoritative and Persuasive Discourse; This Study; Background and Prior Findings; Setting and Rationale; Three Participant Structures that Support Student-Directed Inquiry; Method; Findings"]
[{"$nulls":4},"Episode 1: Nascent Use of Structure-Function ReasoningEpisode 2: Partnered Use of Structure-Function Reasoning; Episode 3: Mastery of Structure-Function Reasoning; Discussion; Mastering Cultural Tools Through Teacher-Student Partnership; Appropriating Cultural Tools Through Teacher-Student Partnership; Access and Appropriation as Identity Formation; Mastery and Appropriation Through an Ensemble of Participant Structures; Conclusion and Implications; Acknowledgments; References; The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding"]
[{"$nulls":4},"Unpacking Dialogic Activity Structures at Two Time Scales: Verbal Exchanges And Project UnitsSetting, Data Sources, and Methods; "]
[{"$nulls":4},"Science Project Unit Activity Structure; Verbal Exchange Activity Structures for Project-Based Learning Environments; Incidence of Verbal Exchange Activity Structures Across Projects; Case Study of Students Utilizing Dialogic Activity Structures for a Science Project; Summary of Project Action; Focusing in on a Specific Issue; Locating and Using Appropriate Empirical Data to Research a Question; Using Empirical Data as Evidence to Support Claims"]
[{"$nulls":4},"Using Inscriptions as Compact Forms of DataRealization of the Project Unit Activity Structure; Functions of Dialogic Activity Structures for Projects; Conclusion and Implications; References; Dialogic Activity Structures for Project-Based Learning Environments; Methods and Data Sources; Paths Project; Cultural Tools in Paths; Participants; Teacher's Role in the Classroom; Problematizing Content; Giving Students Authority; Holding Students Accountable to Others and Disciplinary Norms; Providing Relevant Resources; Findings; Ownership of Ideas; Partisanship; Persuasive Discourse"]
[{"$nulls":4},"What Did They Learn?Was the Classroom Equitable?; Discussion; Conclusion; Acknowledgments; References; Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts"]
[null,null,null,"Sommario/riassunto","First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company."]