LEADER 04262oam 2200793I 450 001 9910790378603321 005 20230801223302.0 010 $a1-280-77691-9 010 $a9786613687302 010 $a1-136-30395-2 010 $a0-203-11750-6 010 $a1-136-30396-0 024 7 $a10.4324/9780203117507 035 $a(CKB)2670000000205695 035 $a(EBL)981790 035 $a(OCoLC)804665887 035 $a(SSID)ssj0000690245 035 $a(PQKBManifestationID)11414128 035 $a(PQKBTitleCode)TC0000690245 035 $a(PQKBWorkID)10623782 035 $a(PQKB)10260284 035 $a(SSID)ssj0000745316 035 $a(PQKBManifestationID)12279269 035 $a(PQKBTitleCode)TC0000745316 035 $a(PQKBWorkID)10852743 035 $a(PQKB)22194296 035 $a(MiAaPQ)EBC981790 035 $a(Au-PeEL)EBL981790 035 $a(CaPaEBR)ebr10572216 035 $a(CaONFJC)MIL368730 035 $a(OCoLC)796796296 035 $a(EXLCZ)992670000000205695 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aImproving pupil motivation together $eteachers and teaching assistants working collaboratively /$fSusan Bentham and Roger Hutchins 210 1$aMilton Park, Abingdon, Oxon :$cRoutledge,$d2012. 215 $a1 online resource (161 p.) 300 $aDescription based upon print version of record. 311 $a0-415-58469-8 311 $a0-415-58467-1 320 $aIncludes bibliographical references and index. 327 $aCover; Title; Copyright; Contents; List of illustrations; Acknowledgements; Introduction; 1 What is education for?; An overview; What is education for?; What does motivation have to do with education?; Differing purposes of education; What does it mean to learn?; Learning equates with thinking; Theories of learning as happening within a social context; Theories of childhood; Summary; 2 Motivation - the theories; An overview; Definitions; The theories of motivation; Summary; 3 Managing to collaborate; An overview; Relationship to motivation; What is collaboration?; A model of collaboration 327 $aWays of moving forwardCritical incident theory; Summary; 4 Motivation issues for students - what pupils say; An overview; What pupils say: the role of the teacher; What have these pupils told us?; Motivation and giftedness; Making sense of what pupils say by looking at what some motivation theorists say; Summary; 5 Motivating students through assessment; An overview; Types of assessment; Principles relating to assessment; What is Assessment for Learning?; Learning goals/learning objectives; Success criteria; Feedback; Summary; 6 Moving forward together; An overview 327 $aCommon pupil responses: 'I won't, but I could'Common pupil responses: 'I can't' - the pupil who could, but thinks she would just die if she failed; Common pupil responses: 'I don't need to' - the pupil who is not ready to change; Common pupil responses: 'I can't, I really can't' - the pupil who does not have the underlying skills; Research in action: working with children who are anxious and angry, in order to remove barriers to learning and develop emotional resilience; Summary; Conclusion; Glossary; Bibliography; Index 330 $aSusan Bentham is a Senior Lecturer in the School of Education at the University of Chichester, UK.Roger Hutchins is an Inclusion Manager at a junior school in Portsmouth. 606 $aMotivation in education 606 $aTeaching teams 606 $aTeachers$xIn-service training 606 $aTeachers' assistants$xIn-service training 606 $aEffective teaching 615 0$aMotivation in education. 615 0$aTeaching teams. 615 0$aTeachers$xIn-service training. 615 0$aTeachers' assistants$xIn-service training. 615 0$aEffective teaching. 676 $a370.15/4 700 $aBentham$b Susan$f1958-,$0886384 701 $aHutchins$b Roger$f1953-$01531741 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790378603321 996 $aImproving pupil motivation together$93777626 997 $aUNINA LEADER 06032nam 2200637I 450 001 9910584582403321 005 20220901105207.0 010 $a9781802621211 010 $a1802621210 010 $a9781802621198 010 $a1802621199 035 $a(CKB)5680000000061150 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/90573 035 $a(MiAaPQ)EBC7045895 035 $a(Au-PeEL)EBL7045895 035 $a(OCoLC)1345590262 035 $a(UtOrBLW)9781802621211 035 $a(oapen)doab90573 035 $a(EXLCZ)995680000000061150 100 $a20220901h20222022 uy 0 101 0 $aeng 135 $aurun||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aOvercoming the challenge of structural change in research organisations $ea reflexive approach to gender equality /$fedited by Angela Wroblewski (Institute for Advanced Studies, Austria) and Rachel Palme?n (Notus, Spain) 210 $aBingley$cEmerald Publishing$d2022 210 1$aBingley :$cEmerald Publishing Limited,$d2022. 210 4$dİ2022. 215 $a1 electronic resource (240 pages) 311 08$a9781802621228 311 08$a1802621229 320 $aIncludes bibliographical references and index. 327 $aIntroduction / Angela Wroblewski and Rachel Palme?n Theoretical and Conceptual Framework -- Chapter 1. A reflexive approach to structural change / Angela Wroblewski and Rachel Palme?n -- Chapter 2. Relevance of monitoring for a reflexive gender equality policy / Angela Wroblewski and Andrea Leitner -- Chapter 3. Relevance of a cop for a reflexive gender equality policy: A structural change approach / Rachel Palme?n and Maria Caprile Substantive Issues of a Reflexive Gender Equality Policy -- Chapter 4. EU policy and gender mainstreaming in research and higher education: How well does it travel from north to south? / Dia Anagnostou -- Chapter 5. Community of practice for gender equality in the network of mediterranean engineering schools / Anastasia Zabaniotou, Aigli Tsirogianni, Monica Cardarilli, and Massimo Guarascio -- Chapter 6. Institutional mechanisms for combatting sexual harassment in higher education institutions: The case of the university of belgrade / Milica Mirazic and Das?a Duhacek -- Chapter 7. Promoting gender studies in Romania - working in a difficult context / Alina Tariceanu -- Chapter 8. Incorporating the gender perspective in engineering curricula: The case of E?cole centrale marseille / Olivier Boiron, Carole Deumie, Lena Raviol, and Margalith Benech-Kopelianskis Experiences With Implementation of The Target Approach In Rpos And Rfos -- Chapter 9. Structural change towards gender equality: Learning from bottom-up and top-down experiences of gep implementation in universities / Maria Caprile, Mina Bettachy, Das?a Duhacek, Milica Mirazic, Rachel Palme?n, and Angelina Kussy -- Chapter 10. Promoting structural change in small organisations: Strenghts, resistance and the quest for excellence / Barbara de Micheli and Giovanna Vingelli Conclusion / Rachel Palme?n and Angela Wroblewski. 330 $aThe ebook edition of this title is Open Access and freely available to read online. The under-representation of women in research and innovation has been documented as a global phenomenon and is particularly heightened on decision-making boards and in leadership positions. Presenting a reflexive approach to gender equality for research organisations developed within the TARGET project, funded by the European Commission, the authors describe the experiences of the project's implementation in seven Gender Equality Innovating Institutions in the Mediterranean basin - including research performing organisations, research funding organisations and a network of universities. The TARGET approach goes beyond the formal adoption of a gender equality policy by emphasising an iterative and reflexive process towards equality at the institutional level as well as the establishment of a community of practice for gender equality within the institution. The approach is based on the assumption that actual change is the result of increased institutional willingness and capacity to identify, reflect on and address gender bias in a sustained way. Starting point and anchor of the process is a tailored gender equality plan for each institution. A specific characteristic of TARGET is the fact that implementing institutions are located in countries which have been characterised as relatively 'inactive' in developing gender equality policies in science and research. Therefore, internal and external communication about the relevance of gender equality in science and research forms an important element of a reflexive gender equality policy in contexts which are characterised by resistances, anti-genderism and traditional gender roles. This book will therefore be essential reading for higher education leaders and managers, and staff at all levels committed to achieving gender equity in higher education. This project has received funding from the European Union's Horizon 2020 research and innovation programme. 606 $aWomen in higher education$xSocial aspects 606 $aWomen in science$xSocial aspects 606 $aEquality 606 $aDiscrimination in employment 606 $aSocial Science$xGender Studies$2bisacsh 606 $aGender studies, gender groups$2bicssc 615 0$aWomen in higher education$xSocial aspects. 615 0$aWomen in science$xSocial aspects. 615 0$aEquality. 615 0$aDiscrimination in employment. 615 7$aSocial Science$xGender Studies. 615 7$aGender studies, gender groups. 676 $a301 702 $aWroblewski$b Angela 702 $aPalmen$b Rachel 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910584582403321 996 $aOvercoming the Challenge of Structural Change in Research Organisations$93059504 997 $aUNINA