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Books on the topic 'Collaboration between teachers'

Author: Grafiati

Published: 7 September 2021

Last updated: 29 July 2025

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1

ERIC Clearinghouse on Teaching and Teacher Education., ed. Collaboration between general and special education teachers. ERIC Clearinghouse on Teaching and Teacher Education, 1997.

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2

Bland, Lauren Elaine. Factors contributing to successful collaboration between speech-language pathologists and classroom teachers. UMI Dissertation Services, 1996.

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3

Moylan, Christina. Consultation and collaboration between Educational Psychologists and Learning Support Teachers: An investigation. University College Dublin, 1998.

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4

Emerson, Gill. Assessing pupils in using and applying mathematics (AT1): A collaboration between primary and secondary teachers. Berkshire Education Department, 1994.

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5

Emmerson, Gill. Assessing pupils in using and applying mathematics (AT1): A collaboration between primary and secondary teachers. Berkshire Education Department, 1993.

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6

United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Accountability and IDEA: What happens when the bus doesn't come anymore? : hearing before the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session, examining the implementation of the Individuals with Disabilities Education Act, focusing on accountability from the federal government, and a collaboration between institutions of higher education, local schools, and school faculties for teacher preparation programs, June 6, 2002. U.S. G.P.O., 2002.

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7

D, Monzo Lilia, and Educational Resources Information Center (U.S.), eds. Apprenticeship for teaching: Professional development issues surrounding the collaborative relationship between teachers and paraeducators. Center for Research on Education, Diversity & Excellence, 2000.

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8

Calvani, Antonio, ed. Technological innovation and change in the university. Firenze University Press, 2003. http://dx.doi.org/10.36253/8884530849.

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It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing inte

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9

Ohno, Yuko. A collaborative study of the interrelationships between teachers, parents, and students at a Japanese supplementary school in Toronto. National Library of Canada, 1994.

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10

Clive, Carré, and University of Exeter. School of Education., eds. Collaborative teacher education: An exercise in partnership between the School of Education, University of Exeter, and Widey Court Primary School, Plymouth. School of Education, University of Exeter, 1986.

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11

Jaclyn, Fowler-Frey, and Educational Resources Information Center (U.S.), eds. ESL online action research: A collaborative venture between the ESL Program Division of Pennsylvania Association for Adult Continuing Education and Lancaster Lebanan Intermediate Unit 13's Adult Education Program : final report, project year: 1995-96. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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12

Oberthur, Andrew. Are You Ready for School?: Trust, Collaboration and Enquiry Between Parents and Teachers. Amba Press, 2021.

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13

Parent involvement begins at birth: Collaboration between parents and teachers of children in the early years. Allyn and Bacon, 1997.

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14

Mardis, Marcia A., ed. Librarians and Educators Collaborating for Success. ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798400678813.

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The first in the IASL-Libraries Unlimited partnership series, this book features contributions written by authors from around the world about their effective collaboration experiences. Collaboration between teachers and school librarians is a topic that is often discussed in the quest for educational excellence, but the international perspective is something that is rarely explored. This text documents the collaboration endeavors in international school libraries and—drawing upon research and direct experience—demonstrates effective collaboration experiences in a range of countries. It also fe

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15

9780197673157, Annie Fullard, and Dorianne Cotter-Lockard. The Art of Collaboration. Oxford University PressNew York, 2025. https://doi.org/10.1093/oso/9780197673126.001.0001.

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Abstract This book invites all interested in cultivating a higher level of group artistry to gain a deeper understanding of working productively and joyfully within a musical ensemble. The concepts and techniques in this book help artists develop a vocabulary and tools to refine their music making process and learn how to work well as a team. It offers a systematic approach to individual preparation for rehearsal, score study, planning and implementing a constructive and effective rehearsal, and the interpretive process. The authors address tension and conflict within groups, including strateg

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16

Gaunt, Helena. Apprenticeship and empowerment. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0003.

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This chapter considers ways in which pathways to creative performance are supported through one-to-one lessons between a student and a specialist teacher. One-to-one interactions are generally considered central to the development of western classical musicians and traditionally have been conceived in terms of apprenticeship. More recently, however, understanding of the socially constructed nature of learning, including the essential parts played by peer interactions and engagement in communities of practice, has increased. In addition, the importance of collaboration in facilitating and chann

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17

Turlíková, Zuzana, Soňa Otiepková, and Monika Chovanec Hencová. Ako kodifikovať inováciu v procese učenia (sa). SPEKTRUM Publishing, 2025. https://doi.org/10.61544/cmgk7433.

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The publication focuses on profiling the challenges associated with creative thinking, interdisciplinarity, collaboration, and STEAM teaching principles. It includes methods and tools for gathering and assessing innovation challenges that arise when working with external stakeholders. The data is based on research by a European consortium of universities and reflects data collection from students, teachers, university management and external stakeholders (partners) who have been involved in the collaborations between university and external stakeholders. The publication aims to identify how th

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Turlíková, Zuzana, and Soňa Otiepková. Codifying Innovation in Learning and Teaching. SPEKTRUM Publishing, 2025. https://doi.org/10.61544/smkt3844.

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The publication focuses on profiling the challenges associated with creative thinking, interdisciplinarity, collaboration, and STEAM teaching principles. It includes methods and tools for gathering and assessing innovation challenges that arise when working with external stakeholders. The data is based on research by a European consortium of universities and reflects data collection from students, teachers, university management and external stakeholders (partners) who have been involved in the collaborations between university and external stakeholders. The publication aims to identify how th

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19

Høeg Karlsen, Kristine, ed. Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830989868.

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This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrati

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20

Egitim, Soyhan. Collaborative Leadership Through Leaderful Classroom Practices: Everybody is a Leader. Candlin & Mynard ePublishing, 2022. http://dx.doi.org/10.47908/22.

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Revisiting our leadership identity each time before we walk into a classroom can give us an opportunity to re-examine what leadership tenets we demonstrate in the classroom and to what extent our leadership practices foster or limit our students’ growth. This book attempts to shed light on the impact of language teachers’ leadership identity on their pedagogical and class management choices It proposes a new pedagogical framework, Leaderful classroom practices which emerge through social, relational, and dynamic interactions between the teacher and students. Establishing an open, democratic, a

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21

Pitcher, Sharon M., and Bonnie Mackey. Collaborating for Real Literacy. 2nd ed. ABC-CLIO, LLc, 2013. http://dx.doi.org/10.5040/9798400628139.

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Advances in literacy require collaboration between all of a school's stakeholders. This book harnesses the latest research and takes into consideration CCSS to show how to make that collaboration a reality. Authentic literacy practice is crucial to preparing all students to be successful both in the workplace and college in the 21st century. Insisting that this literacy achievement will only happen when librarians, teachers, literacy coaches, and administrators work together in their schools, Collaborating for Real Literacy addresses the role of each instructional leader individually and exami

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22

Castro, Ricardo, and Helena Gaunt. Insight. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0010.

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Ricardo Castro’s contribution discusses ways in which peer-to-peer collaboration and exchange between teachers and students may support individual development within studio teaching and enable creative trajectories for all concerned. This perspective is combined with commitment to offering a musical education to all children regardless of background, such that they have the opportunity to undertake the creative journey that this can embody.

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23

Harney, Kristin. Integrating Music Across the Elementary Curriculum. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190085582.001.0001.

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This book is designed to support K–5 classroom teachers as they integrate music throughout the elementary curriculum. It contains detailed, practical ideas and examples, including full lesson plans and over a hundred teaching ideas and strategies for integrating music with visual art, language arts, social studies, science, and mathematics. Following an overview of the interdisciplinary approach, the remaining chapters explore connections between music and other areas of the elementary curriculum. Each chapter also includes a section addressing national standards with tables showing the specif

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24

Bridging Between Research and Practice: Supporting Professional Development Through Collaborative Studies of Classroom Teaching with Technology. BRILL, 2014.

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25

Kubátová, Hana. Christian Nationalism, Nation-Building, and the Making of the Holocaust in Slovakia. Oxford University PressOxford, 2025. https://doi.org/10.1093/9780198945123.001.0001.

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Abstract Christian Nationalism, Nation-Building, and the Making of the Holocaust in Slovakia exposes the crucial role of Christian nationalism in cultivating popular complicity and collaboration during the Holocaust. It does this by exploring how communal murder and betrayal intersected with nation-building in the newly independent Slovakia during World War II. The authority of the fascist regime centered in Bratislava hinged on appeasing not only Hitler but also civilian populations of the nation’s heterogenous eastern borderlands, especially local elites, such as priests, doctors, and teache

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26

Mindes, Gayle. Teaching Young Children Social Studies. Praeger, 2006. http://dx.doi.org/10.5040/9798216023340.

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By linking theory to practice with an emphasis on national and state standards, Head Start Performance Standards, No Child Left Behind, and IDEA, the authors coherently combine principles of child development and social studies content to create a solid program for preschool through grade three. The authors maintain the overriding idea throughout theTeaching Young Childrenseries—that strategies derived from knowledge of child development are used to teach content knowledge. It is this concern that makes this volume an excellent resource for teachers and parents. In addition to specific discuss

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27

Silva, André Costa Aciole da. Facetas da história: Reflexões sobre práticas e representações na antiguidade e medievo. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-243-8.

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The reflections on teacher training must be articulated with themes that go through the process of building teacher researchers. In our degree in History in IFG campus Goiânia, we have endeavored to constitute practices that are capable of collaborating with the construction of the teaching identity linked to research. In this sense, the research presented here demonstrates the importance of the articulation between academic research and the professional field for the construction of teachers. We propose, in this work, to present an accentuated scope of reflections from the researchers who com

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28

Witte, Shelbie, Melissa Gross, and Don Latham, eds. From Text to Epitext. Libraries Unlimited, 2021. http://dx.doi.org/10.5040/9798400654763.

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This volume explains how analyzing textual elements that aren't part of the text but connected to it can be used with K—16 students to improve comprehension, engagement, critical thinking, and media literacy. Beginning with an introduction that briefly explains Genette's theory of paratext and discusses the functions of epitext theory, this book comprises theory-to-practice chapters that showcase ways in which teachers and librarians can use elements independent of a text to discuss texts and media with students. Chapters include a practitioner's section specifying practical approaches and exp

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29

Gobbo, Francesca. Growing Up in Walltown, Italy. The Rowman & Littlefield Publishing Group, 2021. https://doi.org/10.5040/9781666998160.

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Growing up in Walltown, Italy presents an ethnographic account of the culture of early childhood education, as it is constructed in two municipal schools (a nursery and a childhood school) of an Italian town, explored through extensive participant observation and interviews of educators, teachers, school coordinators, mothers, and cooks and school staff. After providing background information on Italian early childhood education, the author describes and interprets the process of children's insertion into the world of the school as a "passage" whose ritual steps—initially accompanied by a pare

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30

Bell, Mary Ann, Holly Weimar, and James Van Roekel. School Librarians and the Technology Department. ABC-CLIO, LLC, 2013. http://dx.doi.org/10.5040/9798216011194.

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This handbook provides librarians and technology specialists with the tools to understand the issues and challenges related to their counterparts’ jobs, and find ways to work together for the betterment of all concerned. School Librarians and the Technology Department: A Practical Guide to Successful Collaboration was inspired by the authors’ collective realization that far too often librarians and technology specialists fail to collaborate successfully, and sometimes even find their groups at odds with one another. This book is the antidote: it is a powerful call to establish and improve rela

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31

FitzGerald, Lee. Guided Inquiry Goes Global. ABC-CLIO, LLC, 2018. http://dx.doi.org/10.5040/9798400660597.

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This book places guided inquiry in the context of curricular and technological change and provides guidelines for building the long-term culture and capacity for effective inquiry learning in schools. Across the world's education systems, many schools are moving to inquiry learning. However, making inquiry learning work requires effective collaboration in schools and resolving the conflict between teaching 21st-century skills while also adhering to content-heavy syllabuses and meeting accountability standards. In Guided Inquiry Goes Global: Evidence-Based Practice In Action, author Lee FitzGer

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32

Lapidus, Benjamin. New York and the International Sound of Latin Music, 1940-1990. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496831286.001.0001.

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New York City has long been a generative nexus for the transnational Latin music scene. Currently, there is no other place in the Americas where such large numbers of people from throughout the Caribbean come together to make music. This book seeks to recognize all of those musicians under one mighty musical sound, especially those who have historically gone unnoticed. Based on archival research, oral histories, interviews, and musicological analysis, the book examines how interethnic collaboration among musicians, composers, dancers, instrument builders, and music teachers in New York City se

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33

Dombo, Eileen A., and Christine Anlauf Sabatino. Creating Trauma-Informed Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190873806.001.0001.

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Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has bee

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34

Oosterhoff, Richard. Inventing the Printed Textbook. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823520.003.0004.

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Beatus Rhenanus encountered the printed textbook at the leading edge of experiment with the printed form. This chapter considers how these books were assembled and how the change from manuscript to print affected the content. It argues that students had a remarkably active role in making Lefèvre’s books, bringing their teachers’ manuscripts to print, and introducing their own interventions, commentary, and various paratexts. In particular, this chapter highlights the affinities between Renaissance attitudes to mathematical genres and these forms of collaborative authorship. Such interventions

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35

Lara Palma, Ana María, and Rafael Brotóns Cano. International education narratives. Transdisciplinary educative innovation experiences based on bilingual teaching. Universidad de Burgos, 2022. http://dx.doi.org/10.36443/9788418465345.

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Internationalization in the academic world allows transferring knowledge, thus enriching the cognitive abilities and transversal skills of students. This source of knowledge allows teachers to share experiences, increase work agreements between faculties and participate in other visions and learning models. This book encapsulates several international academic experiences between faculties, companies and institutions from 6 countries (Germany, France, Japan, Portugal, Spain and USA) and 15 organizations. In total, 21 participants (academics, students and experts) from various disciplines. The

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36

Bardel, Camilla, Christina Hedman, Katarina Rejman, and Elisabeth Zetterholm, eds. Exploring Language Education: Global and Local Perspectives. Stockholm University Press, 2022. http://dx.doi.org/10.16993/bbz.

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The overarching aim of this book is to offer researchers and students insight into some currently discussed issues at the Swedish as well as the international research frontline of Language Education in a selection of up-to-date work. Another aim is to provide teachers, teacher educators and policy-makers with input from research within the interconnected disciplines of Applied Linguistics, Language Education and Second Language Acquisition. The volume includes five examples of topical research on language education and the authors are internationally renowned scholars. The chapters are based

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37

Eklund, Hillary, and Wendy Beth Hyman, eds. Teaching Social Justice Through Shakespeare. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474455589.001.0001.

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Shakespeare scholars regularly encounter social justice issues in the material that we study and teach. Most often in the classroom our engagement with such issues takes the form of thematic identification and critical parsing. Yet we struggle to form more direct, material connections between coursework and social justice work. This book is for professors of early modern literature who want to heighten the intellectual impact of their courses by thoughtfully using their classrooms as laboratories for social formation and action. Much as Paolo Freire sought to reformat the relationship between

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38

Oosterhoff, Richard. Making Mathematical Culture. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823520.001.0001.

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In 1503, for the first time, a student at Paris could spend his entire university career studying only the printed textbooks of his teacher, in the works of the humanist and university reformer Jacques Lefèvre d’lÉtaples (c. 1455–1536). In this hinge moment in the cultural history of Europe, as printed books became central to the intellectual habits of following generations, Lefèvre turned especially to mathematics as a way to renovate the medieval university. This book relies on the student manuscripts and annotated books of Beatus Rhenanus, the sole surviving archive of its kind, to consider

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39

Kennedy, Eileen, and Diana Laurillard. Online Learning Futures. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350324268.

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The rapid shift online during the Covid-19 pandemic has put online learning firmly on the agenda of universities everywhere. To realise fully the transformative potential of online learning this book argues the need for an evidence-based design approach. The evidence comes from the experiences of online learners who are professionals: educators, engineers and researchers. Design-based research, survey responses and interviews with these learners will demonstrate that open, online, collaborative learning experiences are not only feasible but effective for building professional community knowled

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40

Colman, Scott. Ludwig Hilberseimer. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350068056.

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The German-American architect, art critic, and urban planner Ludwig Hilberseimer was central to avant-garde art and architecture in the Weimar Republic, an important Bauhaus teacher, and long-standing collaborator of leading modern architect Ludwig Mies van der Rohe. Despite being internationally-known for his work on Lafayette Park in Detroit, Hilberseimer’s legacy as a whole has been obscured in the history of modern architecture. Whether this is due to the intense shadow cast by Mies, or by his oeuvre being split between the differing languages and contexts of interwar Germany and postwar N

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41

Levin Rojo, Danna A., and Cynthia Radding, eds. The [Oxford] Handbook of Borderlands of the Iberian World. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780199341771.001.0001.

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This collaborative Oxford Handbook of Borderlands in the Iberian World integrates interdisciplinary approaches to illustrate the historical processes that produced borderlands in the Americas and connected them to global circuits of exchange and migration in the early modern world, extending from the fifteenth to the nineteenth-centuries. It brings together specialists in the Spanish and Portuguese imperial spheres, their geographic and cultural borderlands in both South and North America, and their maritime networks across the Caribbean, Atlantic and Pacific oceans. Its objectives emphasize (

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42

Baron, Naomi S. How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.001.0001.

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The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now offers a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policy makers need to select classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital

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43

Oliveira, Eduardo Gasperoni de, Fernanda Pereira da Silva, Monica Roberta Devai Dias, et al. Cultura digital no contexto educacional: Um olhar entre tendências e desafios para o século XXI. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-399-2.

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Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The firs

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