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Sprawltown : looking for the city on its edges.
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ISBN: 1568985665 9781568985664 Year: 2006 Publisher: New York Princeton architectural press

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In Sprawltown, Ingersoll makes the surprising claim that sprawl is an inevitable reality of modern life that should be addressed more thoughtfully and recognized as its own new form of urbanism rather than simply being criticized and condemned. In five thought-provoking chapters, covering topics such as tourism, film, and the automobile, Ingersoll takes the position that any solution to the problems of sprawl — including pressing issues like resource use and energy waste — must take into consideration its undeniable success as a social milieu. No screed against the suburb, this book offers a more sophisticated and nuanced view of the way we think about its rapid development and growth.


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Italy : the "Possesso", the Via Papale, and the Stigma of pope Joan

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World architecture : a cross-cultural history
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ISBN: 9780190646455 9780190646479 Year: 2019 Publisher: New York, N.Y. Oxford University Press

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Sprawltown : cercando la citttà in periferia
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ISBN: 8883532929 Year: 2004 Publisher: Roma : Meltemi,

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Munio Gitai Weinraub : Bauhaus architect in Eretz Israel
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ISBN: 8843548565 Year: 1994 Publisher: Milano : Electa,

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Who controls teachers' work? Power and accountability in America's schools
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ISBN: 0674009223 Year: 2003 Publisher: Cambridge (Mass.): Harvard university press

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Who controls teachers' work? : power and accountability in America's schools
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ISBN: 9780674019904 0674019903 Year: 2003 Publisher: Cambridge, Mass.: Harvard university press,

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Ticino modernism : the university of Italian Switzerland
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ISBN: 1931536287 Year: 2004 Publisher: New York, NY : Edizioni Press,

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World architecture : a cross-cultural history.
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ISBN: 9780195139570 Year: 2013 Publisher: New York Oxford university press

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Architecture --- History


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Who controls teachers' work? : power and accountability in America's schools
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ISBN: 0674264657 0674038959 Year: 2003 Publisher: Cambridge, MA : Harvard University Press,

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Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work? And what difference does it make? Drawing on large national surveys as well as wide-ranging interviews with high school teachers and administrators, Richard Ingersoll reveals the shortcomings in the two opposing viewpoints that dominate thought on this subject: that schools are too decentralized and lack adequate control and accountability; and that schools are too centralized, giving teachers too little autonomy. Both views, he shows, overlook one of the most important parts of teachers' work: schools are not simply organizations engineered to deliver academic instruction to students, as measured by test scores; schools and teachers also play a large part in the social and behavioral development of our children. As a result, both views overlook the power of implicit social controls in schools that are virtually invisible to outsiders but keenly felt by insiders. Given these blind spots, this book demonstrates that reforms from either camp begin with inaccurate premises about how schools work and so are bound not only to fail, but to exacerbate the problems they propose to solve.

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