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[null,"1.","Record Nr.",null,"UNIPARTHENOPE000008423"]
[null,null,"Autore",null,"Ciciriello, Maria Clelia"]
[null,null,"Titolo",null,"Il principio di proporzionalità nel diritto comunitario / Maria Clelia Cicieriello"]
[null,null,"Pubbl/distr/stampa",null,"Napoli : Editoriale scientifica, 1999"]
[null,null,"ISBN",null,"88-872-9354-6"]
[null,null,"Descrizione fisica",null,"IX, 320 p. ; 24 cm"]
[null,null,"Collana",null,"Studi e documenti di diritto internazionale e comunitario ; 19"]
[null,null,"Disciplina",null,"341.2422"]
[null,null,"Collocazione",null,"H0086"]
[null,null,"Lingua di pubblicazione",null,"Italiano"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910476846203321"]
[null,null,"Autore",null,"Sefton-Green Julian"]
[null,null,"Titolo",null,"Learning at not-school : a review of study, theory, and advocacy for education in non-formal settings / / Julian Sefton-Green"]
[null,null,"Pubbl/distr/stampa",null,"Cambridge, Mass., : MIT Press, 2013"]
[null,null,"ISBN",null,"9780262311984"]
[{"$nulls":4},"0262311984"]
[null,null,"Descrizione fisica",null,"1 online resource (100 p.)"]
[null,null,"Collana",null,"The John D. and Catherine T. MacArthur Foundation reports on digital media and learning"]
[null,null,"Disciplina",null,"371.19"]
[null,null,"Soggetti",null,"After-school programs"]
[{"$nulls":4},"Learning"]
[{"$nulls":4},"Comparative education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Contents --  Series Foreword --  Chapter 1. Introduction --  The Field of \"Not-School\" --  Focus of the Report --  Why Is This Important? --  Outline of the Report --  Chapter 2. Understanding Learning in Not-School Environments --  Hyphens and Plurals --  Summary --  Chapter 3. Researching Not-School --  Do Reviews of Work in the Sector Offer Us a Typology of Learning? --  Summary --  Chapter 4. Culture and Identity: Creative Media Production --  England in the 1980s: Youth, Culture, and Photography --  Oakland in the Twenty-First Century: Youth Radio --  Summary --  Chapter 5. Language and Technology: Learning to Learn and Metalearning -- The Fifth Dimension and the Computer Clubhouse --  Language in and through the Arts --  Summary --  Chapter 6. In-Formal Learning: Traversing Boundaries --  Amateur Musicians, Young Filmmakers, and Symbolic Creativity --  Tracing Biographies: Life Histories and Pathways --  Summary --  Chapter 7. Conclusion --  Historical and International Perspectives --  Identity, Metalearning, and Embedded Practices --  Implication for Further Study --  Notes --  References."]
[null,null,null,"Sommario/riassunto","Schools do not define education, and they are not the only institutions in which learning takes place. After-school programs, music lessons, Scouts, summer camps, on-the-job training, and home activities all offer out-of-school educational experiences. In \"Learning at Not-School,\" Julian Sefton-Green explores studies and scholarly research on "]
[{"$nulls":4},"out-of-school learning, investigating just what it is that is distinctive about the quality of learning in these \"not-school\" settings. Sefton-Green focuses on those organizations and institutions that have developed parallel to public schooling and have emerged as complements, supplements, or attempts to remediate the alleged failures of schools. He reviews salient principles, landmark studies, and theoretical approaches to learning in not-school environments, reporting on the latest scholarship in the field. He examines studies of creative media production and considers ideas of \"learning-to learn\"--That relate to analyses of language and technology. And he considers other forms of in-formal learning--in the home and in leisure activities--in terms of not-school experiences. Where possible, he compares the findings of US-based studies with those of non-US-based studies, highlighting core conceptual issues and identifying what we often take for granted. Many not-school organizations and institutions set out to be different from schools, embodying different conceptions of community and educational values. Sefton-Green's careful consideration of these learning environments in pedagogical terms offers a crucial way to understand how they work. (Contains 17 notes.)."]