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1. |
Record Nr. |
UNINA9910511748303321 |
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Titolo |
Education and gender / / edited by Debotri Dhar |
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Pubbl/distr/stampa |
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London : , : Bloomsbury Academic, , 2015 |
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ISBN |
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1-4725-0595-6 |
1-4725-0908-0 |
1-4725-9335-9 |
1-4725-0953-6 |
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Descrizione fisica |
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1 online resource (193 p.) |
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Collana |
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Education as a humanitarian response |
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Disciplina |
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Soggetti |
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Educational equalization |
Gender identity in education |
Sex differences in education |
Women - Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di contenuto |
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1. Promoting girls' education in Kenya: insights from an NGO Initiative -- Katie Orlemanski and Dorothy Hodgson -- Gender, schooling and achievement in the Caribbean -- Mike Younger and Patricia George -- Gender and graduate education in the United States: women's advancement in STEM fields -- Ann Mari May and Yana Rodgers -- Nineteenth century social reform, gender politics, and the contemporary Indian education system -- Rumina Sethi -- The gender and education agenda in the United Kingdom, 1988-2013: the ever-turning wheel -- Mike Younger -- Unlearning gender and sexuality: the pedagogical work of LGBT organizations in Mexico City -- Anahi Russo Garrido -- Teaching for the future: feminist pedagogy and humanitarian education -- Debotri Dhar. |
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Sommario/riassunto |
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Education and Gender draws on international research from the USA, the UK, India, Mexico, Sub-Saharan Africa and the Caribbean, to provide a comprehensive global overview of the relationship between gender and education. Rooting constructions of gender and sexuality in specific geographical contexts, the contributors consider a range of issues. Themes discussed include the gender gap in educational |
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attainment; pedagogical strategies; stereotyping in curricula; and education policy. Drawing on best practices worldwide, the contributors identify the current gaps and propose solutions to promote gender-just, equitable and pluralistic societies. Each chapter includes key questions to encourage active engagement with the subject and a list of further reading to support taking the exploration further |
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2. |
Record Nr. |
UNINA9910141045003321 |
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Titolo |
2010 IEEE International Symposium on the Applications of Ferroelectrics |
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Pubbl/distr/stampa |
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[Place of publication not identified], : IEEE, 2010 |
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ISBN |
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Descrizione fisica |
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1 online resource (221 pages) |
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Disciplina |
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Soggetti |
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Ferroelectric devices |
Dielectric devices |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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3. |
Record Nr. |
UNINA9910751382803321 |
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Autore |
Hulbig Philip R |
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Titolo |
The Pedagogy of Self-Authorship : The Neurocognitive Impact of Science and Metacognition / / by Philip R. Hulbig |
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Pubbl/distr/stampa |
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Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023 |
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ISBN |
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Edizione |
[1st ed. 2023.] |
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Descrizione fisica |
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1 online resource (196 pages) |
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Disciplina |
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Soggetti |
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Inclusive education |
Critical thinking |
Neuropsychology |
Inclusive Education |
Critical Thinking |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Purpose -- Psychobiology -- Information Processing -- Pedagogy -- Investigation -- Analysis -- General Theory of Metacognitive Instruction. |
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Sommario/riassunto |
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This book is a deep dive into the developmental and neurocognitive impact of metacognition and its role in self-transformation. It connects the latest science on learning, neuroplasticity, and self-development with the rich history of metacognitive educational practices, creating an educational vision capable to address difficult issues faced by modern education. This vision highlights self-regulation, self-authorship, and self-transformation as the key learning goals of a free and equitable education system. This model of education is grounded in science, problem solving and is capable of addressing the needs of a neurologically diverse humanity. Interviews from experts at Program for the Advancement of Learning (PAL) are integrated with the author autobiographical account of their transformative learning experience, to provide evidence on the effectiveness of utilizing a metacognitive pedagogy in promoting transformative learning. The book concludes with a general pedagogy of metacognitive instruction that integrates |
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the scientific method with the development of an individual's theory of mind to induce expansive personal development and achievement. This book would be of interest to educators and scholars, as well as practitioners supporting neurodivergent students and employees, neurodiversity advocates, and critical disability studies researchers. . |
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