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[null,"1.","Record Nr.",null,"UNISALENTO991000019599707536"]
[null,null,"Autore",null,"Galinié, Henri"]
[null,null,"Titolo",null,"Archéologie du cimetière chrétien : actes du 2e colloque A.R.C.H.E.A. (Orléans, 29 septembre-1er octobre 1994) / textes réunis par Henri Galinié et Elisabeth Zadora-Rio"]
[null,null,"Pubbl/distr/stampa",null,"Tours : Féracf, La Simarre, 1996"]
[null,null,"ISBN",null,"2950732070"]
[null,null,"Descrizione fisica",null,"310 p. ; 27 cm"]
[null,null,"Lingua di pubblicazione",null,"Francese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","In testa al front.: Association en Région Centre pour l'Histoire et l'Archéologie, Sociétés et cadres de vie au Moyen-Age : approches archéologiques. - 2. supplément à la Revue Archéologique du Centre de la France"]
[null,"2.","Record Nr.",null,"UNINA9910819774203321"]
[null,null,"Titolo",null,"Professional development schools and social justice : schools and universities partnering to make a difference / / editors, Kristien Zenkov [and three others]"]
[null,null,"Pubbl/distr/stampa",null,"Lanham, Maryland : , : Lexington Books, , 2013"]
[null,null,"ISBN",null,"0-7391-7763-X"]
[null,null,"Descrizione fisica",null,"1 online resource (378 p.)"]
[null,null,"Disciplina",null,"370.71/1"]
[{"$nulls":4},"370.711"]
[null,null,"Soggetti",null,"Laboratory schools - United States"]
[{"$nulls":4},"Social justice - Study and teaching - 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,"PROFESSIONAL DEVELOPMENT SCHOOLS AND SOCIAL JUSTICE; Contents; Foreword; Section I: PDSs, Social Justice, and a Case in Point; 1 Professional Development Schools and Social Justice Education; 2 The Master of Urban Secondary Teaching (Must) Program: A Case Study; Section II: Pre-Service Teacher Education and Social Justice; 3 A PDS Model for Democratic Teaching and Teaching for Social Justice; 4 Social Justice: A Standard Worth Promoting; 5 The Danger of a Single Story: Preparing Pre-Service Teachers to Teach for Social Justice; Section III: Professional Development and Social Justice"]
[{"$nulls":4},"6 Equity, Social Justice, and a Canadian Professional Development School7 Professional Learning Communities and Professional Development Schools: The Metamorphosis of Schools Through an Understanding of Equity and Social Justice; 8 Visual Art as Transformational Activism in a PDS School; 9 Challenging Biases: How the PDS Model Can Support Collaboration and Reflective Practice to Shift Stakeholders' Social Justice Perspectives; Section IV: P-12 Student Learning and Social Justice; 10 Urban PDS Partnership: Preparing Teachers for Social Justice"]
[{"$nulls":4},"11 PDS, Latinos, and Math Achievement: The Results of Noche de la Fiesta de Matematica12 Researching PDS Initiatives to Promote Social Justice across the Educational System; Section V: Research and Social Justice; 13 Promoting Equity and Social Justice in Professional Development School Partnerships Through Action Research and Inquiry Groups; 14 Home Visits Supporting Social Justice at a Title I "]
[{"$nulls":4},"Professional Development School; 15 Gaining Reading Success: The Story of One PDS Project to Help Struggling Readers Find Success"]
[{"$nulls":4},"16 Recognizing Choices: Working for Social Justice with Action ResearchAbout the Contributors; Index"]
[null,null,null,"Sommario/riassunto","This book highlights school/university partnerships, specifically Professional Development Schools' focus on collaborative activities that endeavor to promote social justice in and across P-12 and university classrooms, educational institutions, and communities. The chapters provide concrete examples of instructional and curricular methods used to engage all the stakeholders within a Professional Development School model -university educators, school leaders, teachers, and teacher candidates- with social justice ideals."]