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[null,"1.","Record Nr.",null,"UNINA9910957749603321"]
[null,null,"Autore",null,"Winship Michael P (Michael Paul)"]
[null,null,"Titolo",null,"Godly republicanism : Puritans, pilgrims, and a city on a hill / / Michael p.Winship"]
[null,null,"Pubbl/distr/stampa",null,"Cambridge, Mass., : Harvard University Press, 2012"]
[null,null,"ISBN",null,"9780674069527"]
[{"$nulls":4},"0674069528"]
[{"$nulls":4},"9780674065055"]
[{"$nulls":4},"0674065050"]
[{"$nulls":4},"9780674068445"]
[{"$nulls":4},"0674068440"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (350 p.)"]
[null,null,"Disciplina",null,"321.8609744"]
[null,null,"Soggetti",null,"Church and state - Great Britain - History - 16th century"]
[{"$nulls":4},"Church and state - Great Britain - History - 17th century"]
[{"$nulls":4},"Church and state - Massachusetts - History - 17th century"]
[{"$nulls":4},"Protestantism - Massachusetts - History - 17th century"]
[{"$nulls":4},"Puritans - England - History - 16th century"]
[{"$nulls":4},"Puritans - England - History - 17th century"]
[{"$nulls":4},"Puritans - Massachusetts - History - 17th century"]
[{"$nulls":4},"Republicanism - Massachusetts - History - 17th century"]
[{"$nulls":4},"Massachusetts Church history 17th century"]
[{"$nulls":4},"Massachusetts History 17th century"]
[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","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p.253-330) and index."]
[null,null,"Nota di contenuto",null,"Frontmatter -- Contents -- Introduction: An Old Man's Tears for Godly Republicanism -- 1. The Rise and Bleeding Fall of Elizabethan Godly Republicanism -- 2. The Separatist Beginnings of Elizabethan Congregationalism and Presbyterianism -- 3. James I and a New Crisis of Antichristian Power -- 4. The Triumphs and Trials of the Lord's Free People -- 5. Christian Liberty at Plymouth Plantation -- 6. Separatism at Salem? -- 7. The Appeal of Massachusetts Congregationalism -- 8. Designing a Godly Republic -- 9. A City on a Hill -- 10. Godly Republicanism's Apocalypse -- Note on Usage -- Notes -- Acknowledgments -- Index"]
[null,null,null,"Sommario/riassunto","Puritans did not find a life free from tyranny in the new world-they created it there. Massachusetts emerged a republic as they hammered out a vision of popular participation and limited government in church and state, spurred by Plymouth pilgrims. Godly Republicanism underscores how pathbreaking yet rooted in puritanism's history the project was.Michael Winship takes us first to England, where he uncovers the roots of the puritans' republican ideals in the aspirations and struggles of Elizabethan Presbyterians. Faced with the twin tyrannies of Catholicism and the crown, Presbyterians turned to the ancient New Testament churches for guidance. What they discovered there-whether it existed or not-was a republican structure that suggested better models for governing than monarchy.The puritans took their ideals to Massachusetts, but they did not forge their godly republic alone. In this book, for the first time, the separatists' contentious, creative interaction with the puritans is given its due. Winship looks at the emergence of separatism and puritanism from shared origins in Elizabethan England, considers their split, and narrates the story of their reunion in Massachusetts. Out of the encounter between the separatist Plymouth pilgrims and the puritans of Massachusetts Bay arose Massachusetts Congregationalism."]
[null,"2.","Record Nr.",null,"UNINA9910974258303321"]
[null,null,"Autore",null,"Thomson Pat <1948-, >"]
[null,null,"Titolo",null,"Researching creative learning : methods and issues / / edited by Pat Thomson and Julian Sefton-Green"]
[null,null,"Pubbl/distr/stampa",null,"London ; ; New York, : Routledge, 2011"]
[{"$nulls":4},"Abingdon, Oxon, England ; ; New York : , : Routledge, , 2011"]
[null,null,"ISBN",null,"1-136-88116-6"]
[{"$nulls":4},"1-136-88117-4"]
[{"$nulls":4},"1-283-04329-7"]
[{"$nulls":4},"9786613043290"]
[{"$nulls":4},"0-203-83894-7"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (495 p.)"]
[null,null,"Disciplina",null,"370.15/7072"]
[null,null,"Soggetti",null,"Creative teaching - Research"]
[{"$nulls":4},"Creative ability - Research"]
[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,"Contents; Contributors; Acknowledgements; Chapter 1 Introduction; What is creative learning?; Childhood, progressivism and creativity; New times, new creativities; Creative subjects; Researching creative learning; About this book; Part 1: What are the practices of creative learning?; Part 2: Can researchers 'see' creative learning and can their research help others to 'see' it?; Part 3: Can creative learning be measured and evaluated?; Notes; References; Part 1 What are the practices of creative learning?; Chapter 2 Capturing the 'plaid' moment; Aesthetic principles"]
[{"$nulls":4},"Researching the aesthetic experienceThe headteacher as researcher; Capturing 'plaid moments'; The rise and fall of student co-researchers; Findings; Summary; Note; References; Chapter 3 From the other side of the fence; Getting into research; The student research project; Pain or pleasure?; The value of research; Chapter 4 What's with the artist?; Introduction; Three constructions of the artist; Artist as uniquely inspired individual; Artist as craftsperson or designer; Artist as collaborator or facilitator; Framing the artist in creative learning research"]
[{"$nulls":4},"What research has been done? Methodologies and approachesConclusion; Note; References; Chapter 5 Supporting schools to do action research into creative learning; Action research: what's in a "]
[{"$nulls":4},"name?; Getting started on inquiry; The importance of questions; It's about evidence; But inquiry has to start where teachers are at; Action research and teachers' learning; The point of action research; The importance of documentation; The outcomes of action research; Resources; Chapter 6 Towards the creative teaching of mathematics; Introduction; Design research; Building on prior research"]
[{"$nulls":4},"Beginning design research in FEA first design iteration; A second design iteration; Closing remarks; Notes; References; Part 2 Can researchers 'see' creative learning and can their research help others to 'see' it?; Chapter 7 A conversation with Kathleen Gallagher; What is your professional background?; What is your current research about?; How do you use drama as part of your research process?; What are the issues in researching theatre with and for kids 'at risk'?; Are there any key issues arising from the ethnographic processes you have used?"]
[{"$nulls":4},"How does this relate to using drama as a method?What are your views on the accountability of researchers?; Chapter 8 The promise of ethnography for exploring creative learning; The promise of ethnography; The CLASP project; Project strategy; Critical engagement; Common fieldwork lens; Case-study analysis; Conclusion; References; Chapter 9 'Now it's up to us to interpret it'; Introduction; The visual in contemporary culture; Visual methods in research, learning and participatory processes; To answer a question; To generate talk: the visual as 'elicitation tool'; To document or provide evidence"]
[{"$nulls":4},"To make room for tacit knowledge (and creativity)"]
[null,null,null,"Sommario/riassunto","It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century.Transforming these common aspirations into informed practice is not easy. It can mean making many changes:turning classrooms into more exciting experiences;introducing more thoughtful challe"]