No School Manifesto' is a book that serves as a key reference and inspiration for people working in (creative) education, ranging from teachers and school leaders at informal, secondary and vocational education and academies to museum ...

Author: Valiz

Publisher: Valiz

ISBN: 9492095858

Category: Art

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No School Manifesto' is a book that serves as a key reference and inspiration for people working in (creative) education, ranging from teachers and school leaders at informal, secondary and vocational education and academies to museum educators, artists (in the broadest sense of the word), policy makers, and everyone who supports education and has an interest in developing new perspectives through creativity.00No School is a movement that wants to open up the meaning of learning and fundamentally questions traditional education, through creativity. Curiosity, experimentation, unrestricted thinking, making and developing?by yourself and in collaboration with others?are basic elements of all forms of learning and living together. In the current educational system these values are regularly overshadowed by rules, legislation, bureaucracy, a unitary approach, and little attention to the intrinsic inquisitiveness of both the student and the teacher.00No School is a growing movement that together with the creative field wants to provide space for experiment, flexibility, cooperation, 'wild' thinking, looking ahead; experimenting off the beaten track with different forms of learning, in which creativity is the key concept.

... the Country's school population is the ride the necessity for disencumbering The N.U.T. daily and hourly care of the teaching a great city of those who involuntarily impede its war Manifesto . profession , and there is probably no ...

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ISBN: SRLF:D0002964823

Category: Education

Page: 588

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This is not a school's manifesto, not a manifesto at all but one expression, among others, of move— ments that go beyond any school and that want literature, finally, to make language into a fagade, eroded by the wind and full of holes, ...

Author: Lawrence Graver

Publisher: Psychology Press

ISBN: 9780415159548

Category: Literary Criticism

Page: 392

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Samuel Beckett (1906-1989). Irish dramatist and poet. His use of the stage and dramatic narrative and symbolism has revolutionalized drama in England.

This is not a school's manifesto, not a manifesto at all but one expression, among others, of movements that go beyond any school and that want literature, finally, to make language into a facade, eroded by the wind and full of holes, ...

Author: Jennifer Birkett

Publisher: Routledge

ISBN: 9781317885832

Category: Literary Criticism

Page: 304

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Bringing together seminal writings on Beckett from the 1950s and 1960s with critical readings from the 1980s and 1990s, this collection is inspired by a wide variety of literary-theoretical approaches and covers the whole range of Beckett's creative work. Following an up-to-date review and analysis of Beckett criticism, fifteen extracts of Beckett criticism are introduced and set in context by editors' headnotes. The book aims to make easily accessible to students and scholars stimulating and innovative writing on the work of Samuel Beckett, representing the wide range of new perspectives opened up by contemporary critical theory: philosophical, political and psychoanalytic criticism, feminist and gender studies, semiotics, and reception theory.

1995. School librarians: Guidelines for Competency Requirements. The Hague: IFLA Headquarters. IFLA Professional Reports, No. 41. [Revised edition of Professional Report No. 9]. IFLA. 1994. IFLA/UNESCO Public Library Manifesto.

Author: Barbara A. Schultz-Jones

Publisher: Walter de Gruyter GmbH & Co KG

ISBN: 9783110362664

Category: Language Arts & Disciplines

Page: 247

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This book celebrates the new IFLA School Library Guidelines and shows how the Guidelines can be used in improving school library services. Each chapter describes innovative initiatives for developing, implementing and promoting school library guidelines. The book provides inspiration and guidance for the creation of national school library standards and for the development and use of standards and guidelines to change school library practice, to define the teaching role of school librarians, to guide the initial preparation of school librarians, and to advocate for school library services. Contributors to the book come from around the world: Australia, Canada, Ethiopia, France, Malaysia, Norway, Poland, Portugal, Spain, Sweden and the United States. Their work illustrates the shared commitment of school librarians around the world to "teaching and learning for all", as envisioned in the IFLA/UNESCO School Library Manifesto.

Kenneth Koch has similar reservations: “... there was no school of New York poets, in the sense that the French and other European countries have schools of poetry; that is, there was no manifesto, there were no rules, there were no ...

Author: Mark Silverberg

Publisher: Routledge

ISBN: 9781317022657

Category: Literary Criticism

Page: 296

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New York City was the site of a remarkable cultural and artistic renaissance during the 1950s and '60s. In the first monograph to treat all five major poets of the New York School-John Ashbery, Barbara Guest, Kenneth Koch, Frank O'Hara, and James Schuyler-Mark Silverberg examines this rich period of cross-fertilization between the arts. Silverberg uses the term 'neo-avant-garde' to describe New York School Poetry, Pop Art, Conceptual Art, Happenings, and other movements intended to revive and revise the achievements of the historical avant-garde, while remaining keenly aware of the new problems facing avant-gardists in the age of late capitalism. Silverberg highlights the family resemblances among the New York School poets, identifying the aesthetic concerns and ideological assumptions they shared with one another and with artists from the visual and performing arts. A unique feature of the book is Silverberg's annotated catalogue of collaborative works by the five poets and other artists. To comprehend the coherence of the New York School, Silverberg demonstrates, one must understand their shared commitment to a reconceptualized idea of the avant-garde specific to the United States in the 1950s and '60s, when the adversary culture of the Beats was being appropriated and repackaged as popular culture. Silverberg's detailed analysis of the strategies the New York School poets used to confront the problem of appropriation tells us much about the politics of taste and gender during the period, and suggests new ways of understanding succeeding generations of artists and poets.

But I would have expected the Chief Inspector of schools, first of all, to issue a note disqualifying the earlier book. ... Therefore, I see no reason at all we should not include the KANU Manifesto in the approved list of school books.

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The official records of the proceedings of the Legislative Council of the Colony and Protectorate of Kenya, the House of Representatives of the Government of Kenya and the National Assembly of the Republic of Kenya.

... injustice done to the Old School in the allegation of the Southern New School manifesto , that they were no better than they should be on the subject of slavery , he proceeds to give and to contrast “ the action of both Assemblies .

Author: A. Newton

Publisher:

ISBN: CHI:66535726

Category: Presbyterian Church

Page: 112

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'Kyouiku' no JoushikiHijoushiki ('Education: Thoughtful orthoughtless interpretation of formaland informal education). ... Journal of Curriculum and Supervision 17, no. 2: 16070. ... Deferred butnot deterred: A middle school manifesto.

Author: Mary James

Publisher: Routledge

ISBN: 9781317979364

Category: Education

Page: 182

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The UK Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners in schools and other sectors through high quality research. One outcome of individual projects and across-Programme thematic work was the development of ten ‘evidence-informed’ principles for effective pedagogy. Synopses of these principles have been widely disseminated, particularly to practitioners. However, the evidence and reasoning underpinning them has not yet been fully explained. This book fills this gap by providing a scholarly account of the research evidence that informed the development of these principles, as well as offering some evidence of early take-up and impact. It also includes responses from highly-respected researchers throughout the world in order to locate the work in the broader international literature, to extend it by drawing on similar work elsewhere, to provide critique and to stimulate further development and debate. Principles for Effective Pedagogy contributes to international dialogue on effective teaching and learning, providing a focus for scholarly comment, sharing of expertise and knowledge accumulation. This book was originally published as a special issue of Research Papers in Education.

In F. M. Newmann (Ed.), Authentic achievement: Restructuring schools for intellectual quality (pp. 179-203). San Francisco, CA: Jossey-Bass. Lounsbury, J. H. (2009). Deferred but not deterred: A middle school manifesto.

Author: Steven B. Mertens

Publisher: IAP

ISBN: 9781623961046

Category: Education

Page: 375

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This volume, the ninth volume in the Handbook of Research in Middle Level Education, is a compilation of research studies focusing on the use and implementation of common planning time (CPT) in middle level schools. All of the studies were part of the Middle Level Education Research SIG’s National Middle Grades Research Project (NMGRP) on Common Planning Time, which provides additional evidence about teachers’ understandings, experiences, the benefits and barriers about CPT. Since all researchers participating in the SIG-sponsored project utilized the same data collection protocols and followed the same protocols, the overall data collection was systematic and is highly reliable. Five research questions were generated to guide the development of the data collection protocols. While the authors were encouraged to use their data to address these project-level questions, they were not required to do so. The project consisted of both qualitative and quantitative data collection. Phase I (qualitative) consisted of observations of CPT meetings and structured interviews with teachers. Phase II (quantitative) was comprised of an online teacher survey. Within the chapters of this volume, a variety of relevant and meaningful research questions are examined utilizing both qualitative and quantitative methodologies.