Learning Communities In Practice / (Registro nro. 283563)
[ vista simple ]
| 000 -CABECERA | |
|---|---|
| campo de control de longitud fija | 06252nam a22004095i 4500 |
| 001 - NÚMERO DE CONTROL | |
| campo de control | 283563 |
| 003 - IDENTIFICADOR DEL NÚMERO DE CONTROL | |
| campo de control | MX-SnUAN |
| 005 - FECHA Y HORA DE LA ÚLTIMA TRANSACCIÓN | |
| campo de control | 20170705134208.0 |
| 007 - CAMPO FIJO DE DESCRIPCIÓN FÍSICA--INFORMACIÓN GENERAL | |
| campo de control de longitud fija | cr nn 008mamaa |
| 008 - DATOS DE LONGITUD FIJA--INFORMACIÓN GENERAL | |
| campo de control de longitud fija | 150903s2009 ne | o |||| 0|eng d |
| 020 ## - NÚMERO INTERNACIONAL ESTÁNDAR DEL LIBRO | |
| Número Internacional Estándar del Libro | 9781402087882 |
| -- | 9781402087882 |
| 024 7# - IDENTIFICADOR DE OTROS ESTÁNDARES | |
| Número estándar o código | 10.1007/9781402087882 |
| Fuente del número o código | doi |
| 035 ## - NÚMERO DE CONTROL DEL SISTEMA | |
| Número de control de sistema | vtls000336154 |
| 039 #9 - NIVEL DE CONTROL BIBLIOGRÁFICO Y DETALLES DE CODIFICACIÓN [OBSOLETO] | |
| Nivel de reglas en descripción bibliográfica | 201509030818 |
| Nivel de esfuerzo utilizado para asignar no-encabezamientos de materia en puntos de acceso | VLOAD |
| Nivel de esfuerzo utilizado en la asignación de encabezamientos de materia | 201404300312 |
| Nivel de esfuerzo utilizado para asignar clasificación | VLOAD |
| -- | 201402041342 |
| -- | staff |
| 040 ## - FUENTE DE LA CATALOGACIÓN | |
| Centro catalogador/agencia de origen | MX-SnUAN |
| Lengua de catalogación | spa |
| Centro/agencia transcriptor | MX-SnUAN |
| Normas de descripción | rda |
| 050 #4 - CLASIFICACIÓN DE LA BIBLIOTECA DEL CONGRESO | |
| Número de clasificación | LB1024.2-1050.75 |
| 100 1# - ENTRADA PRINCIPAL--NOMBRE DE PERSONA | |
| Nombre de persona | Samaras, Anastasia P. |
| Término indicativo de función/relación | editor. |
| 9 (RLIN) | 307890 |
| 245 10 - MENCIÓN DE TÍTULO | |
| Título | Learning Communities In Practice / |
| Mención de responsabilidad, etc. | edited by Anastasia P. Samaras, Anne R. Freese, Clare Kosnik, Clive Beck. |
| 264 #1 - PRODUCCIÓN, PUBLICACIÓN, DISTRIBUCIÓN, FABRICACIÓN Y COPYRIGHT | |
| Producción, publicación, distribución, fabricación y copyright | Dordrecht : |
| Nombre del de productor, editor, distribuidor, fabricante | Springer Netherlands, |
| Fecha de producción, publicación, distribución, fabricación o copyright | 2009. |
| 300 ## - DESCRIPCIÓN FÍSICA | |
| Otras características físicas | recurso en línea. |
| 336 ## - TIPO DE CONTENIDO | |
| Término de tipo de contenido | texto |
| Código de tipo de contenido | txt |
| Fuente | rdacontent |
| 337 ## - TIPO DE MEDIO | |
| Nombre/término del tipo de medio | computadora |
| Código del tipo de medio | c |
| Fuente | rdamedia |
| 338 ## - TIPO DE SOPORTE | |
| Nombre/término del tipo de soporte | recurso en línea |
| Código del tipo de soporte | cr |
| Fuente | rdacarrier |
| 347 ## - CARACTERÍSTICAS DEL ARCHIVO DIGITAL | |
| Tipo de archivo | archivo de texto |
| Formato de codificación | |
| Fuente | rda |
| 490 0# - MENCIÓN DE SERIE | |
| Mención de serie | Explorations of Educational Purpose ; |
| Designación de volumen o secuencia | 4 |
| 500 ## - NOTA GENERAL | |
| Nota general | Springer eBooks |
| 505 0# - NOTA DE CONTENIDO CON FORMATO | |
| Nota de contenido con formato | Learning Communities in School Settings -- The Project for Enhancing Effective Learning (PEEL): 22 Years of Praxis -- DICEP: Promoting Collaborative Inquiry in Diverse Educational Settings -- Pre-Service Teachers and Sixth Graders Explore Social Justice as a Community of Inquiry -- Lights, Camera, Action! Using Slowmation as a Common Teaching Approach to Promote a School Learning Community -- Growing Our Own: A Learning Community Partnership between a University and a Public Middle School -- A Whole-School Approach to Urban Educational Renewal: Community, Collaboration, and Leadership -- Learning Communities in University Settings -- Fellow Travelers: New Teachers and Their Graduate School Faculty Take a Journey to the Land of Peer Discussion Groups -- Establishing a Learning Community as a Site to Explore Our Multicultural Selves -- Dissertation Support Groups: Building a Community of Practice Using Noddings' Ethic of Care -- Collective Creativity: A Learning Community of Self-Study Scholars -- Learning Communities in Professional Networks -- A Learning Community for Teacher Induction -- Creating an International Learning Community for Teacher Education Scholars -- Role of Teacher Research Communities and Cross-Culture Collaboration in the Context of Curriculum Reform in China -- Creating Stages for Development: A Learning Community with Many Tasks and No Goal -- Supervisors of Teacher Interns: Building a Learning Community Through Inquiry-Based Practices -- Funny, This Does Not Look Like a Community: Working Collaboratively Across Borders and Institutions. |
| 520 ## - SUMARIO, ETC. | |
| Sumario, etc. | Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice? This book explores such questions as: "Are learning communities essential in education?" "How are they designed and developed?" "What difference do they make in learning?" The book contains contributions of educators who share their research and practice in designing and implementing learning communities in school, university, and professional network settings. It presents their experiences, and the "how to" of these educators who are passionate about building and sustaining learning communities to make a real difference for students, teachers, faculty, and communities. Combining scholarly and practitioner research, the book offers practical information to teachers, school and university administrators, teacher educators, and community educators. "This is an extraordinary collection of theoretically sound and practical ideas for teachers and teacher educators. The authors present fascinating accounts of down-to-earth practices tested in experience. Priceless!" Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University "This book provides a wealth of information on how learning communities function in practice and, more importantly, how they are sustained over time. The chapter authors document a wide array of international programs located in different institutional settings, including cross-institutional and cross-national programs. I recommend this book for both university-based and school or district-based educators who are serious about improving instruction based on locally available data." Renée T. Clift, Professor, University of Illinois at Urbana-Champaign "As the title announces, this wide-ranging collection of chapters shows learning communities actually at work, as their members– in schools, universities, and professional networks – describe what got them started and what keeps them going, despite the wider educational community’s general lack of support. Common to all chapters is a strong awareness of the benefits of learning communities not only for the teachers and researchers who share, critique and improve their own professional activities, but also for the students they teach; indeed, in several cases, the authors’ classrooms also metamorphosed into powerful communities of student coresearchers. Thus, for those who have been involved in a learning community such as those described here, the answer to the question the editors pose, "Are learning communities essential in education?" the answer is an unequivocal "Yes." Hopefully, this book will enable others to see why this is so; it will certainly provide guidance for those who decide to embark on the kinds of journey that are so eloquently and persuasively presented in all the different sections of this book. " Gordon Wells, Professor of Education, University of California, Santa Cruz |
| 590 ## - NOTA LOCAL (RLIN) | |
| Nota local | Para consulta fuera de la UANL se requiere clave de acceso remoto. |
| 700 1# - PUNTO DE ACCESO ADICIONAL--NOMBRE DE PERSONA | |
| Nombre de persona | Freese, Anne R. |
| Término indicativo de función/relación | editor. |
| 9 (RLIN) | 307889 |
| 700 1# - PUNTO DE ACCESO ADICIONAL--NOMBRE DE PERSONA | |
| Nombre de persona | Kosnik, Clare. |
| Término indicativo de función/relación | editor. |
| 9 (RLIN) | 307887 |
| 700 1# - PUNTO DE ACCESO ADICIONAL--NOMBRE DE PERSONA | |
| Nombre de persona | Beck, Clive. |
| Término indicativo de función/relación | editor. |
| 9 (RLIN) | 307888 |
| 710 2# - PUNTO DE ACCESO ADICIONAL--NOMBRE DE ENTIDAD CORPORATIVA | |
| Nombre de entidad corporativa o nombre de jurisdicción como elemento de entrada | SpringerLink (Servicio en línea) |
| 9 (RLIN) | 299170 |
| 776 08 - ENTRADA/ENLACE A UN FORMATO FÍSICO ADICIONAL | |
| Información de relación/Frase instructiva de referencia | Edición impresa: |
| Número Internacional Estándar del Libro | 9781402087875 |
| 856 40 - LOCALIZACIÓN Y ACCESO ELECTRÓNICOS | |
| Identificador Uniforme del Recurso | <a href="http://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-8788-2">http://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-8788-2</a> |
| Nota pública | Conectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL) |
| 942 ## - ELEMENTOS DE PUNTO DE ACCESO ADICIONAL (KOHA) | |
| Tipo de ítem Koha | Recurso en línea |
No hay ítems disponibles.