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Record Nr. |
UNINA9910780205603321 |
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Titolo |
Children and their curriculum : the perspectives of primary and elementary school children / / edited by Andrew Pollard, Dennis Thiessen, and Ann Filer |
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Pubbl/distr/stampa |
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London ; ; Washington, D.C. : , : Falmer Press, , 1997 |
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ISBN |
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1-135-71555-6 |
1-138-18035-1 |
1-135-71556-4 |
1-280-10991-2 |
0-203-45432-4 |
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Descrizione fisica |
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1 online resource (215 p.) |
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Altri autori (Persone) |
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PollardAndrew <1949-> |
ThiessenDennis |
FilerAnn |
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Disciplina |
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Soggetti |
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Education, Elementary - Curricula - Great Britain |
Education, Primary - Curricula |
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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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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Book Cover; Title; Contents; Acknowledgments; Introduction: New Challenges in Taking Children's Curricular Perspectives Seriously; Pupils, Teachers and the Ownership of Curriculum Knowledge: Editors' Introduction; The Relevance of Creative Teaching: Pupils' Views; The Tale of a Task: Learning Beyond the Map; Pupils' Lives and the Curriculum as Lived Experience: Editors' Introduction; Shared and Negotiated Territories: The Socio-cultural Embeddedness of Children's Acts of Meaning; 'At Least They Were Laughing': Assessment and the Functions of Children's Language in Their 'News' Session |
Withdrawal, Resistance and Adaptation in Shaping the Experienced Curriculum: Editors' IntroductionThe Politics of Primaries: The Micropolitical Perspectives of 7-Year-Olds; Experience through the Eyes of Quiet Bird: Reconnecting Personal Life and School Life; Methodological Challenges: Editors' Introduction; Observing Children on a School Playground: The Pedagogics of Child-watching; In Search |
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of Authenticity: Researching Young Children's Perspectives; Knowing about, Acting on Behalf of, and Working with Primary Pupils' Perspectives: Three Levels of Engagement with Research |
Notes on ContributorsIndex |
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Sommario/riassunto |
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The aim of this text is to encourage educators and researchers in recognizing pupil perspectives. Its central argument is that understanding some of the disparity between ""curriculum as intended"" and ""curriculum as experienced"" will increase the quality of school life and improve learning. |
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2. |
Record Nr. |
UNINA9910894139703321 |
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Titolo |
Annual report ... / First Nations Child & Family Caring Society of Canada |
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Pubbl/distr/stampa |
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Ottawa, ON, : Soc., 2004- |
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Descrizione fisica |
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Classificazione |
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Disciplina |
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Soggetti |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Periodico |
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Note generali |
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3. |
Record Nr. |
UNINA9910510565903321 |
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Autore |
DeJaeghere Joan G |
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Titolo |
Life Skills Education for Youth : Critical Perspectives / / edited by Joan DeJaeghere, Erin Murphy-Graham |
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Pubbl/distr/stampa |
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2021 |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
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ISBN |
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Edizione |
[1st ed. 2022.] |
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Descrizione fisica |
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1 online resource (283 p.) |
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Collana |
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Young People and Learning Processes in School and Everyday Life, , 2522-5650 ; ; 5 |
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Classificazione |
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EDU001000EDU007000EDU031000PSY023000SOC026000STU036000 |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Life skills |
Career education |
Education |
Education - Curricula |
Social structure |
Equality |
Personality |
Difference (Psychology) |
Life Skills |
Career Skills |
Curriculum Studies |
Social Structure |
Personality and Differential Psychology |
Educació |
Habilitats socials |
Joves |
Llibres electrònics |
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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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Description based upon print version of record. |
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Nota di contenuto |
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Section 1: Examining Life Skills Education Scholarship and Programs for |
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Youth -- 1. Life skills for adolescents in developing countries: What are they and why do they matter? -- 2. Linking Life Skills Education and Social-Emotional Learning: From Conceptualization to Practical Application in a Global Context -- 3. Life skills for ‘at risk’ youth: From individual life skills to a relational approach -- 4. A social justice based approach to life skills: Insights from the Prerna School -- Section 2: Empirical Cases of Life Skills Education -- 5. Transfer and re-contextualization of life skills education: Case studies from Uganda -- 6. Employability and Soft Skills Curriculum Development in Context -- 7. Career skills as Education for Sustainable Development (ESD) competencies: Bridging the personal and the political -- 8. Incorporating life skills for developing personal agency to prevent child marriage: A case study from rural areas of Honduras -- 9. Developing girls’ life skills through sport: Are programs measuring up to the task? -- 10. Conclusion. |
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Sommario/riassunto |
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This open access book critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions. |
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