Strategies and models for teachers: teaching content and thinking skills
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIV, 346 S. Ill., graph. Darst. |
| ISBN: | 9780132179331 0132179334 |
Internformat
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| 100 | 1 | |a Eggen, Paul D. |d 1940- |e Verfasser |0 (DE-588)137412045 |4 aut | |
| 245 | 1 | 0 | |a Strategies and models for teachers |b teaching content and thinking skills |c Paul Eggen, Don Kauchak |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XIV, 346 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Apprentissage, Psychologie de l' | |
| 650 | 4 | |a Enseignement | |
| 650 | 4 | |a Enseignement - Méthodes expérimentales | |
| 650 | 4 | |a Pensée - Étude et enseignement | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Teaching | |
| 650 | 4 | |a Education |x Experimental methods | |
| 650 | 4 | |a Thought and thinking |x Study and teaching | |
| 650 | 4 | |a Learning, Psychology of | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFACE XI
CHAPTER 1
MODELS OF TEACHING AND DEVELOPING AS A TEACHER 1 TEACHERS MAKE A
DIFFERENCE 4 THE NEED FOR INSTRUCTIONAL ALTERNATIVES 5 STRATEGIES AND
MODELS FOR TEACHERS 5
COGNITIVE LEARNING GOALS 7
LEARNING AND TEACHING IN TODAY S WORLD 9 STANDARDS AND THE NEED FOR
INSTRUCTIONAL ALTERNATIVES 10 PROFESSIONAL ORGANIZATIONS STANDARDS:
TEACHER KNOWLEDGE AND TEACHER ABILITIES 13 THE COMMON CORE STATE
STANDARDS INITIATIVE 16
EXPLORING DIVERSITY: LEARNER DIVERSITY IN TODAY S SCHOOLS 17 TECHNOLOGY
AND TEACHING: THE INFLUENCE OF TECHNOLOGY ON TEACHING AND LEARNING 20
DECISION MAKING AND REFLECTIVE PRACTICE 23 REFLECTIVE PRACTICE AND
MODELS OF TEACHING 24
CHAPTERL
LEAMING, MOTIVATION, AND MODELS OF TEACHING 28 THE IMPORTANCE OF
CLASSROOM CLIMATE 31 CREATING A POSITIVE CLASSROOM CLIMATE 32 EXPLORING
DIVERSITY: LEARNER DIVERSITY AND CLASSROOM CLIMATE 37
COGNITIVE LEARNING THEORY 38 PRINCIPLES OF COGNITIVE LEARNING THEORY 39
ATTENTION AND PERCEPTION 43 STUDENT MEMORY AND CLASSROOM LEARNING 45
DEVELOPMENTALLY APPROPRIATE PRACTICE: DEVELOPMENTAL DIFFERENCES IN
COGNITIVE LEARNING 47
LEARNER MOTIVATION 48 MOTIVATION AND LEARNING 48 EXTRINSIC AND INTRINSIE
MOTIVATION 48
MOTIVATION TO LEARN 49 PROMOTING MOTIVATION TO LEARN IN YOUR CLASSROOM
50 TECHNOLOGY AND TEACHING: USING TECHNOLOGY TO INCREASE LEARNER
MOTIVATION 55
CHAPTER3
ESSENTIALTEACHING STRATEGIES AND THE TEACHING OF THINKING 61 PLANNING
FOR INSTRUCTION: AN ESSENTIAL TEACHING STRATEGY 63 WHAT IS IMPORTANT FOR
MY STUDENTS TO LEARN? 63
WHAT DO I WANT MY STUDENTS TO KNOW OR BE ABLE TO DO? 64
V
IMAGE 2
VI CONTENTS
HOW WILL I HELP MY STUDENTS REACH MY LEARNING OBJECTIVES? 65 HOW WILL I
KNOW IF MY STUDENTS HAVE REACHED MY LEARNING OBJECTIVES? 65 ARE MY
LEARNING ACTIVITY AND MY ASSESSMENTS LOGICALLY CONNECTED TO MY
OBJECTIVES? 65
LEARNING ACTIVITIES: IMPLEMENTING ESSENTIAL TEACHING STRATEGIES 66
TEACHER BEHAVIORS AND BELIEFS 69 ORGANIZATION 70 COMMUNICATION 70 FOCUS
71
FEEDBACK 71 MONITORING 73 QUESTIONING 74 REVIEW AND CLOSURE 77
EXPLORING DIVERSITY: ESSENTIAL TEACHING STRATEGIES WITH LEARNERS HAVING
DIVERSE BACKGROUNDS 78
ESSENTIAL TEACHING STRATEGIES AND THE TEACHING 01THINKING 79 THE
CHALLENGE OF CRITICAL THINKING 80 PROMOTING CRITICAL THINKING IN YOUR
CLASSROOM 81 ADVANCED LEVELS OF THINKING 83
TEACHING THINKING: INCREASING LEARNER MOTIVATION 85 A CLIMATE FOR
THINKING 85
THINKING INCLINATIONS 85
CHAPTER4
STUDENT-STUDENT INTERACTION STRATEGIES: GROUPWORK, COOPERATIVE LEARNING
AND DISCUSSIONS 91 FEATURES 01EFFECTIVE GROUPWORK AND COOPERATIVE
LEARNING 93 BENEFITS OF STUDENT-STUDENT INTERACTION 94
GROUPWORK STRATEGIES 94 PLANNING AND IMPLEMENTING EFFECTIVE GROUPWORK 95
TYPES OF GROUPWORK 97
COOPERATIVE LEARNING STRATEGIES 98 JIGSAW 99
STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) 104 ASSESSING LEARNING WHEN
USING GROUPWORK AND COOPERATIVE LEARNING 110 EXPLORING DIVERSITY:
PROMOTING INTERPERSONAL RELATIONSHIPS WITH GROUPWORK AND COOPERATIVE
LEARNING 110
CRITIQUING GROUPWORK AND COOPERATIVE LEARNING 112
DISCUSSION STRATEGIES 112 PLANNING FOR DISCUSSIONS 114 IMPLEMENTING
DISCUSSIONS 116 ASSESSING LEARNING WHEN USING DISCUSSION STRATEGIES 118
COOPERATIVE LEARNING AND DISCUSSIONS IN DIFFERENT LEARNING ENVIRONMENTS
120 TECHNOLOGY AND TEACHING: DEVELOPING SOCIAL SKILLS IN
TECHNOLOGY-MEDIATED COMMUNICATION 120 DEVELOPMENTALLY APPROPRIATE
PRACTICE: COOPERATIVE LEARNING AND DISCUSSIONS WITH STUDENTS OF
DIFFERENT AGES 122
INCREASING MOTIVATION WITH COOPERATIVE LEARNING AND DISCUSSIONS 123
IMAGE 3
CONTENTS
CHAPTER 5
THE GUIDED DISCOVERYMODEL 126
VII
CONTENT TAUGHT WITH THE GUIDED DISCOVERY MODEL 128 CONCEPTS: CATEGORIES
WITH COMMON CHARACTERISTICS 129 GENERALIZATIONS: RELATIONSHIPS AMONG
CONCEPTS 130
PLANNING LESSONS WITH THE GUIDED DISCOVERY MODEL 131 IDENTIFY TOPICS 131
SPECIFYING LEARNING OBJECTIVES 132 PREPARE EXAMPLES AND NONEXAMPLES 132
TECHNOLOGY AND TEACHING: USING TECHNOLOGY TO CREATE HIGH-QUALITY
EXAMPLES 136
IMPLEMENTING LESSONS USING THE GUIDED DISCOVERY MODEL 137 PHASE 1:
INTRODUCTION 137 PHASE 2: THE OPEN-ENDED PHASE 138 PHASE 3: THE
CONVERGENT PHASE 140
PHASE 4: CLOSURE AND APPLICATION 143 IMPLEMENTING LESSONS WITH THE
GUIDED DISCOVER MODEL: EMPHASIS ON THINKING AND UNDERSTANDING 145
IMPLEMENTING LESSONS WITH THE GUIDED DISCOVERY MODEL: INCREASING STUDENT
MOTIVATION 146
ADAPTING THE GUIDED DISCOVERY MODEL IN DIFFERENT LEARNING ENVIRONMENTS
146 DEVELOPMENTALLY APPROPRIATE PRACTICE: THE GUIDED DISCOVERY MODEL
WITH DIFFERENT-AGED LEARNERS 147 EXPLORING DIVERSITY: USING THE GUIDED
DISCOVERY MODEL WITH MEMBERS
OF CULTURAL MINORITIES 148
CREATIVITY IN TEACHING 149 SPONTANEOUS GUIDED DISCOVERY LESSONS 149
LENGTH OF LESSONS 151
ASSESSING STUDENT LEARNING 151 ALIGNING ASSESSMENTS AND OBJECTIVES 151
USING ASSESSMENT TO INCREASE LEARNING 152 CRITIQUING THE GUIDED
DISCOVERY MODEL 153
CHAPTER6
THE CONCEPT ATTAINMENT MODEL 157 LEARNING OBJECTIVES TOR THE CONCEPT
ATTAINMENT MODEL 159 DEVELOPING AND ELABORATING CONCEPTS 159 DEVELOPING
CRITICAL THINKING ABILITIES 160
PLANNING LESSONS WITH THE CONCEPT ATTAINMENT MODEL 160
IDENTIFY TOPICS 160 SPECIFY LEARNING OBJECTIVES 160 SELECT EXAMPLES AND
NONEXAMPLES 161
SEQUENCE EXAMPLES AND NONEXAMPLES 162
IMPLEMENTING LESSONS USING THE CONCEPT ATTAINMENT MODEL 164 PHASE 1:
INTRODUCTION 164 PHASE 2: EXAMPLES AND HYPOTHESIZING 165
PHASE 3: THE ANALYSIS CYCLE 166 PHASE 4: CLOSURE AND APPLICATION 170
IMAGE 4
VIII
CONCEPT ATTAINMENT LESSONS: CRITICAL THINKING AND THE SCIENTIFIC METHOD
INCREASING LEARNER MOTIVATION WITH CONCEPT ATTAINMENT LESSONS 172
DEVELOPING SELF-REGULATION WITH CONCEPT ATTAINMENT LESSONS 173
ADAPTING THE CONCEPT ATTAINMENT MODEL IN DIFFERENT LEARNING ENVIRONMENTS
173 DEVELOPMENTALLY APPROPRIATE PRACTICE: CONCEPT ATTAINMENT LESSONS
WITH YOUNG CHILDREN 174
EXPLORING DIVERSITY: CONCEPT ATTAINMENT ACTIVITIES WITH MEMBERS OF
CULTURAL MINORITIES 175 CONCEPT ATTAINMENT 11 175 CONCEPT ATTAINMENT 11I
177
TECHNOLOGY AND TEACHING: USING COMPUTER PROGRAMS TO CONDUCT CONCEPT
ATTAINMENT LESSONS 178
ASSESSING STUDENT LEARNING IN CONCEPT ATTAINMENT ACTIVITIES 179
ASSESSING UNDERSTANDING OF CONCEPTS 179 ASSESSING CRITICAL THINKING
ABILITIES 180
CONTENTS
171
CHAPTER 7
THE INTEGRATIVE MODEL 185 LEARNING GOALS FOR THE INTEGRATIVE MODEL 188
ORGANIZED BODIES OF KNOWLEDGE: RELATIONSHIPS AMONG FACTS, CONCEPTS, AND
GENERALIZATIONS 188
DEVELOPING CRITICAL THINKING 189
PLANNING LESSONS WITH THE INTEGRATIVE MODEL 189
IDENTIFY TOPICS 189 SPECIFY LEARNING GOALS 190 PREPARE DATA
REPRESENTATIONS 190 TECHNOLOGY AND TEACHING: UTILIZING DATABASES WITH
THE
INTEGRATIVE MODEL 195 SPECIFY QUESTIONS 195 SCOPE OF LESSONS 198
IMPLEMENTING LESSONS USING THE INTEGRATIVE MODEL 198 PHASE 1: THE
OPEN-ENDED PHASE 198 PHASE 2: THE CAUSAL PHASE 201 PHASE 3: THE
HYPOTHETICAL PHASE 202
PHASE 4: CLOSURE AND APPLICATION 203 SEQUENCING THE PHASES 203 USING THE
INTEGRATIVE MODEL TO INCREASE STUDENT MOTIVATION 204
CRITIQUING JUDY S LESSON 204
ADAPTING THE INTEGRATIVE MODEL IN DIFFERENT LEARNING ENVIRONMENTS 206
EXPLORING DIVERSITY: USING THE INTEGRATIVE MODEL WITH STUDENTS HAVING
DIVERSE BACKGROUNDS 206 USING EXISTING MATERIALS TO INCREASE EFFICIENCY
209
DEVELOPING MATRICES DURING CLASS DISCUSSIONS 214
ASSESSING STUDENT LEARNING WHEN THE INTEGRATIVE MODEL IS USED 216
ASSESSING CONTENT OUTCOMES 216 ASSESSING CRITICAL THINKING 217 USING
ASSESSMENT TO INCREASE LEARNING 219
CRITIQUING THE INTEGRATIVE MODEL 220
IMAGE 5
CONTENTS
CHAPTER8
PROBLEM-BASED LEARNING 223
IX
PLANNING PROBLEM-BASED LEARNING LESSONS 226 IDENTIFY TOPIC 226 SPECIFY
LEARNING OBJECTIVES 227 IDENTIFY PROBLEMS 227 ACCESS MATERIALS 228
IMPLEMENTING PROBLEM-BASED LEARNING LESSONS 228 PHASE 1: REVIEW AND
PRESENT PROBLEM 229 PHASE 2: DEVISE A STRATEGY 230
PHASE 3: IMPLEMENT THE STRATEGY 231 PHASE 4: DISCUSS AND EVALUATE
RESULTS 233 TECHNOLOGY AND TEACHING: USING TECHNOLOGY TO SUPPORT
PROBLEM-BASED LEARNING 236
INQUIRY 237
PLANNING INQUIRY LESSONS 239 IMPLEMENTING INQUIRY LESSONS 240 USING THE
INQUIRY MODEL IN DIFFERENT CONTENT AREAS 247 SPONTANEOUS INQUIRY 250
INQUIRY AND CONCEPT ATTAINMENT 252
ADAPTING PROBLEM-BASED INSTRUCTION IN DIFFERENT LEARNING ENVIRONMENTS
252 DEVELOPMENTALLY APPROPRIATE PRACTICE: USING PROBLEM-BASED LEARNING
WITH DIFFERENT-AGED STUDENTS 252 EXPLORING DIVERSITY: USING
PROBLEM-BASED LEARNING WITH STUDENTS HAVING DIVERSE BACKGROUNDS 253
INCREASING MOTIVATION WITH PROBLEM-BASED LEARNING 254
ASSESSING LEARNING IN PROBLEM-BASED ACTIVITIES 255 ALTERNATIVE
ASSESSMENT AND PROBLEM-BASED LEARNING 255
CHAPTER9
THE DIRECT INSTRUCTIONMODEL 264 PLANNING LESSONS WITH THE DIRECT
INSTRUCTION MODEL 267 IDENTIFY TOPICS 267 SPECIFY LEARNING OBJECTIVES
268
PREPARE EXAMPLES AND PROBLEMS 268
IMPLEMENTING LESSONS USING THE DIRECT INSTRUCTION MODEL 269 PHASE 1:
INTRODUCTION AND REVIEW 270 PHASE 2: PRESENTATION 274 PHASE 3: GUIDED
PRACTICE 277 PHASE 4: INDEPENDENT PRACTICE 279 IMPLEMENTING LESSONS WITH
THE DIRECT INSTRUCTION MODEL: EMPHASIS ON THINKING AND UNDERSTANDING 280
IMPLEMENTING LESSONS WITH THE DIRECT INSTRUCTION MODEL: INCREASING
STUDENT MOTIVATION 280
ADAPTING THE DIRECT INSTRUCTION MODEL IN DIFFERENT LEARNING ENVIRONMENTS
281 DEVELOPMENTALLY APPROPRIATE PRACTICE: USING THE DIRECT INSTRUCTION
MODEL WITH DIFFERENT-AGED LEARNERS 281
IMAGE 6
X CONREN~
EXPLORING DIVERSITY: USING DIRECT INSTRUCTION WITH LEARNERS WHO ARE
CULTURALLY AND IINGUISTICALLY DIVERSE 286
TECHNOLOGY AND TEACHING: CAPITALIZING ON TECHNOLOGY WITH DIRECT
INSTRUCTION 286
ASSESSING STUDENT UNDERSTANDING WHEN USING THE DIRECT INSTRUCTION MODEL
288
CHAPTER 10
THE LECTURE-DISCUSSION MODEL 292 LECTURES AND LECTURE-DISCUSSIONS 294
PLANNING LESSONS USING THE LECTURE-DISCUSSION MODEL 295 IDENTIFY TOPICS
295
SPECIFY LEARNING OBJECTIVES 296 STRUCTURE CONTENT 297
PREPARE LESSON INTRODUCTIONS 298
IMPLEMENTING LECTURE-DISCUSSION MODEL 301 PHASE 1: REVIEW AND
INTRODUCTION 301 PHASE 2: PRESENTATION 302 PHASE 3: COMPREHENSION
MONITORING 303
EXPLORING DIVERSITY: COMPREHENSION MONITORING WITH STUDENTS WHO ARE
CULTURALLY AND IINGUISTICALLY DIVERSE 304 PHASE 4: INTEGRATION 304 PHASE
5: CLOSURE 306
ADAPTING THE LECTURE-DISCUSSION MODEL IN DIFFERENT LEARNING CONTEXTS
USING THE LECTURE-DISCUSSION MODEL TO TEACH CONCEPTS AND GENERALIZATIONS
DEVELOPMENTALLY APPROPRIATE PRACTICE: USING LECTURE DISCUSSIONS WITH
DIFFERENT-AGED LEARNERS 310
PROMOTING STUDENTS MOTIVATION WHEN USING THE LECTURE-DISCUSSION MODEL
TECHNOLOGY AND TEACHING: CAPITALIZING ON TECHNOLOGY WITH LECTURE
DISCUSSIONS 312
ASSESSING LEARNING WHEN USING THE LECTURE-DISCUSSION MODEL 312
EXERCISE FEEDBACK 318 GLOSSARY 332 REFERENCES 335 INDEX 343
307 307
311
|
| any_adam_object | 1 |
| author | Eggen, Paul D. 1940- Kauchak, Donald P. 1946- |
| author_GND | (DE-588)137412045 (DE-588)137411979 |
| author_facet | Eggen, Paul D. 1940- Kauchak, Donald P. 1946- |
| author_role | aut aut |
| author_sort | Eggen, Paul D. 1940- |
| author_variant | p d e pd pde d p k dp dpk |
| building | Verbundindex |
| bvnumber | BV037466691 |
| callnumber-first | L - Education |
| callnumber-label | LB1027 |
| callnumber-raw | LB1027.3 |
| callnumber-search | LB1027.3 |
| callnumber-sort | LB 41027.3 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CP 5000 DP 1700 |
| ctrlnum | (OCoLC)734072526 (DE-599)BVBBV037466691 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 6. ed. |
| format | Book |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV037466691 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T23:24:47Z |
| institution | BVB |
| isbn | 9780132179331 0132179334 |
| language | English |
| lccn | 2010038991 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-022618532 |
| oclc_num | 734072526 |
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| owner_facet | DE-29 DE-19 DE-BY-UBM DE-355 DE-BY-UBR |
| physical | XIV, 346 S. Ill., graph. Darst. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spelling | Eggen, Paul D. 1940- Verfasser (DE-588)137412045 aut Strategies and models for teachers teaching content and thinking skills Paul Eggen, Don Kauchak 6. ed. Boston ; Munich [u.a.] Pearson 2012 XIV, 346 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Apprentissage, Psychologie de l' Enseignement Enseignement - Méthodes expérimentales Pensée - Étude et enseignement Erziehung Teaching Education Experimental methods Thought and thinking Study and teaching Learning, Psychology of Curriculumreform (DE-588)4148411-3 gnd rswk-swf Unterrichtsforschung (DE-588)4135175-7 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Lernpsychologie (DE-588)4074166-7 s Curriculumreform (DE-588)4148411-3 s Unterrichtsforschung (DE-588)4135175-7 s DE-604 Kauchak, Donald P. 1946- Verfasser (DE-588)137411979 aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022618532&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Eggen, Paul D. 1940- Kauchak, Donald P. 1946- Strategies and models for teachers teaching content and thinking skills Apprentissage, Psychologie de l' Enseignement Enseignement - Méthodes expérimentales Pensée - Étude et enseignement Erziehung Teaching Education Experimental methods Thought and thinking Study and teaching Learning, Psychology of Curriculumreform (DE-588)4148411-3 gnd Unterrichtsforschung (DE-588)4135175-7 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4148411-3 (DE-588)4135175-7 (DE-588)4074166-7 (DE-588)4143413-4 |
| title | Strategies and models for teachers teaching content and thinking skills |
| title_auth | Strategies and models for teachers teaching content and thinking skills |
| title_exact_search | Strategies and models for teachers teaching content and thinking skills |
| title_full | Strategies and models for teachers teaching content and thinking skills Paul Eggen, Don Kauchak |
| title_fullStr | Strategies and models for teachers teaching content and thinking skills Paul Eggen, Don Kauchak |
| title_full_unstemmed | Strategies and models for teachers teaching content and thinking skills Paul Eggen, Don Kauchak |
| title_short | Strategies and models for teachers |
| title_sort | strategies and models for teachers teaching content and thinking skills |
| title_sub | teaching content and thinking skills |
| topic | Apprentissage, Psychologie de l' Enseignement Enseignement - Méthodes expérimentales Pensée - Étude et enseignement Erziehung Teaching Education Experimental methods Thought and thinking Study and teaching Learning, Psychology of Curriculumreform (DE-588)4148411-3 gnd Unterrichtsforschung (DE-588)4135175-7 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Apprentissage, Psychologie de l' Enseignement Enseignement - Méthodes expérimentales Pensée - Étude et enseignement Erziehung Teaching Education Experimental methods Thought and thinking Study and teaching Learning, Psychology of Curriculumreform Unterrichtsforschung Lernpsychologie Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022618532&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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