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Transactional Psychology of Education [[electronic resource] ] : Toward a Strong Version of the Social / / by Wolff-Michael Roth
| Transactional Psychology of Education [[electronic resource] ] : Toward a Strong Version of the Social / / by Wolff-Michael Roth |
| Autore | Roth Wolff-Michael |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (363 pages) |
| Disciplina | 370.15 |
| Collana | Cultural Psychology of Education |
| Soggetto topico |
Educational psychology
Education—Psychology Education—Philosophy Educational sociology Education and sociology Educational Psychology Pedagogic Psychology Educational Philosophy Sociology of Education |
| ISBN | 3-030-04242-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910337751603321 |
Roth Wolff-Michael
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Transdisciplinary Higher Education [[electronic resource] ] : A Theoretical Basis Revealed in Practice / / edited by Paul Gibbs
| Transdisciplinary Higher Education [[electronic resource] ] : A Theoretical Basis Revealed in Practice / / edited by Paul Gibbs |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (XXI, 260 p. 17 illus., 10 illus. in color.) |
| Disciplina | 378 |
| Soggetto topico |
Higher education
Professional education Vocational education Education—Philosophy Higher Education Professional & Vocational Education Educational Philosophy |
| ISBN | 3-319-56185-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface: Why We Need to be Transdisciplinary, Paul Gibbs, Professor, Centre for Research and Scholarship Middlesex University -- SECTION 1 Educational Perspectives on Transdisciplinarity -- Chapter 1 Transdisciplinary Pedagogy in Higher Education: Transdisciplinary Learning, Learning Cycles and Habits of Minds, Dr Sue McGregor, Professor Emeritus, Mount St Vincent University, Canada -- Chapter 2 Seeing What is Questionable: Transformative Pedagogies and the Hermeneutic Subject, Dr Jon Nixon, Honorary Professor, Centre for Lifelong Learning Research and Development, The Education University of Hong Kong -- Chapter 3 Transdisciplinarity and the Postgraduate Curriculum, Dr David Scott, Professor UCL/IOE, University of London -- Chapter 4 Transdisciplinary Thinking: Pedagogy for Complexity, Dr Paul Gibbs, Professor, Centre for Research and Scholarship, Middlesex University -- SECTION 2 Contexts for Transdisciplinary Practice -- Chapter 5 A Transdisciplinary Approach to Postgraduate Education: Challenges and Strategies, Barbara Hawkins, Visiting Research Fellow, UWE -- Chapter 6 Transdisciplinary Content Pedagogy in Undergraduate Engineering Education: Being Pulled up Short, Drs H. Greenhalgh-Spencer, K. Frias, A. Ertas, Texas Tech University -- Chapter 7 Integrating Architecture and Crime Science: A Transdisciplinary Challenge, Dr Hervé Borrion, UCL University of London, Dr Daniel Koch, KTH School of Architecture, Stockholm -- Chapter 8 Lessons Learned in Transdisciplinary Graduate Education: Claremont Graduate University’s Decade-long Experiment, Dr Patricia Easton, Professor, Co-Director of the Transdisciplinary Program, Claremont Graduate University, USA -- Chapter 9 A New Kind of Learning: Somatics, Dance Improvisation and Transdisciplinarity, Dr Vida L. Midgelow, Professor of Dance and Choreographic Practices, Middlesex University -- Chapter 10 Working in Corners, Spaces, Bends and Turns: How Transdisciplinary Approaches and Attitudes Might Challenge and Shape the Practices of Educational Developers and Early Career Academics, Dr Carole L. Davis, Head of Educational Development, Queens Mary’s University of London -- SECTION 3 Issues Relating to Transdisciplinarity -- Chapter 11 Technological Singularity, Dr Basarab Nicolescu, Professor -- Chapter 12 Transdisciplinarity as a Global Anthropology of Learning, Dr Kate Maguire, Associate Professor, Institute of Work Based Learning, Middlesex University -- Chapter 13 ArtScience and the Metaphors of Embodied Realism, Dr Brett Wilson, Professor of Graduate Education, Faculty of Science and Engineering, University of Manchester -- Chapter 14 Transdisciplinarity (circa 2016): A Critical Catechism, Dr Ifan Shepherd, Professor, Middlesex University -- SECTION 4 How to Build Bridges: Career Stories that Connect Humanities and Sciences -- Chapter 15 How to Build Bridges: Career Stories that Connect Humanities and Sciences, Dr Kenneth L. Campbell, Professor, University of Massachusetts and Noston College, Kenneth L. Campbell, Arthur Eisenkraft, Margaret Hart, Conevery Bolton Valencius, S. Maria Sonin, Jungah Kim -- References. |
| Record Nr. | UNINA-9910255102003321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Transdisciplinary Professional Learning and Practice [[electronic resource] /] / edited by Paul Gibbs
| Transdisciplinary Professional Learning and Practice [[electronic resource] /] / edited by Paul Gibbs |
| Edizione | [1st ed. 2015.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2015 |
| Descrizione fisica | 1 online resource (212 p.) |
| Disciplina |
370.1
374 378 |
| Soggetto topico |
Professional education
Vocational education Education—Philosophy Higher education Lifelong learning Adult education Professional & Vocational Education Educational Philosophy Higher Education Lifelong Learning/Adult Education |
| ISBN | 3-319-11590-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword -- About the Authors -- Introduction, Paul Gibbs, Middlesex University, UK -- SECTION ONE -- Transdisciplinary Knowledge Creation, Sue McGregor, Mount Saint Vincent University, Halifax, Nova Scotia -- Changing and sustaining transdisciplinary practice through research partnerships -- Tamara Cumming and Sandie Wong Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Australia -- Transdisciplinary Problems: the Teams addressing them and their support through Team Coaching, Ron Collins, IBM Global Business Services and Annette Fillery-Travis, Middlesex University -- Transdisciplinarity and Nursing Education: Expanding Nursing’s Professional Identity and Potential, Sarah Wall University of Alberta, Canada -- Interprofessional education and collaborative practice in health and social care: The need for transdisciplinary mindsets, instruments and mechanisms, Andre Vyt, University College Arteveldehogeschool, Ghent University, Belgium -- Transdisciplinarity Learning in Professional Practice , Raymond Yeung Hong Kong -- SECTION TWO -- Integrating Transdisciplinarity and Translational Concepts and Methods into Graduate Education, Linda Neuhauser, University of California, Berkeley, USA and Christian Pohl, Swiss Academies of Arts and Sciences -- Transdisciplinarity and Educational Knowledge in ‘Work Based Learning’ , Carol Costley, Middlesex University, UK -- What's actually new about transdisciplinarity? Or how scholars from applied studies can benefit from cross-disciplinary learning processes on transdisciplinarity, Marianne Penker and Andreas Muhar, University of Natural Resources and Life Sciences, Vienna, Austria -- SECTION THREE -- Transdisciplinarity as epistemology, ontology or principles of practical judgement, Paul Gibbs Middlesex University, UK -- Transdisciplinarity as Translation, Kate Maguire, Middlesex University, UK -- The emergence of the collective mind, Valerie A. Brown and John A. Harris Fenner School of Environment and Society, Australian National University -- Coda locating the book in time and complexity , Paul Gibbs, Middlesex University. |
| Record Nr. | UNINA-9910483927103321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Transformation - A Fundamental Idea of Mathematics Education [[electronic resource] /] / edited by Sebastian Rezat, Mathias Hattermann, Andrea Peter-Koop
| Transformation - A Fundamental Idea of Mathematics Education [[electronic resource] /] / edited by Sebastian Rezat, Mathias Hattermann, Andrea Peter-Koop |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | New York, NY : , : Springer New York : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (417 p.) |
| Disciplina | 510.71 |
| Soggetto topico |
Mathematics—Study and teaching
Education—Philosophy Mathematics Education Educational Philosophy |
| ISBN | 1-4614-3489-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction to Part I -- How 18th Century Mathematics was Transformed into 19th Century School Curricula -- A Framework for Examining the Transformation of Mathematics and Mathematics Learning in the Transition from School to University: An Analysis of German Textbooks from Upper Secondary School and the First Semester -- Knowledge Transformation between Secondary School and University Mathematics -- Student Transition to University Mathematics Education: Transformations of People, Tools and Practices -- Overcoming the Gap between University and School Mathematics: The Impact of an Innovative Programme in Mathematics Teacher Education at the Justus-Liebig-University in Giessen -- Mathematical Moments in a Human Life: Narratives on Transformation -- Transitions in Learning Mathematics as a Challenge for People and Institutions -- Introduction to Part II -- Constructing Knowledge by Transformation: Diagrammatic Reasoning in Practice -- Transforming Images in a DGS: The Semiotic Potential of the Dragging Tool for Introducing the Notion of Conditional Statement -- Dynamic Representations of Complex Numbers: Opportunities to Learn in Teacher Training -- Dynamic and Tangible Representations in Mathematics Education -- The Role of Social Aspects of Teaching and Learning in Transforming Mathematical Activity: Tools, Tasks, Individuals and Learning Communities -- Designing a Simulator in Building Trades to Transform Vocational Education -- Discussion I from an Epistemological Point of View: Representing and Meaning-making: The Transformation of Transformation -- Discussion II from a Technological Point of View: Digital Technologies and Transformation in Mathematics Education -- Introduction to Part III -- From Proof Image to Formal Proof – a Transformation -- Elementary Stochastic Seeing in Primary Mathematics Classrooms – Epistemological Foundation and Empirical Evaluation of a Theoretical Construct -- Understanding Geometric Work through its Development and its Transformations -- Small Steps to Promote “Mathematical Literacy” -- Transformation as a Fundamental Concept in Arithmetical Competence Modelling: An Example of Informatical Educational Science -- Fundamental Ideas of Didactics – Reactions to the Suggested Meta-Theoretical Construct for Reflecting and Connecting Theories -- Epilogue. |
| Record Nr. | UNINA-9910483061403321 |
| New York, NY : , : Springer New York : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Transforming Education [[electronic resource] ] : Design & Governance in Global Contexts / / edited by Leon Benade, Mark Jackson
| Transforming Education [[electronic resource] ] : Design & Governance in Global Contexts / / edited by Leon Benade, Mark Jackson |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (XV, 244 p. 18 illus.) |
| Disciplina | 371.33 |
| Soggetto topico |
Educational technology
Educational policy Education and state Education—Philosophy Curriculums (Courses of study) Education—Curricula Technology and Digital Education Educational Policy and Politics Educational Philosophy Curriculum Studies Educational Technology |
| ISBN | 981-10-5678-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I: Transformation: Education through design -- Chapter 1. Modern learning environments: Embodiment of a disjunctive encounter -- Chapter 2. Spatialised practices in ILES: Pedagogical transformations and learner agency -- Chapter 3. Reimagining and reshaping spaces of learning: Constituting innovative and creative lifelong learners -- Chapter 4. Innovative learning environments as complex adaptive systems: Enabling middle years education -- Chapter 5. Trialling innovation: Studying the philosophical and conceptual rationales of demonstration schools in universities -- Part II: Transformation: The Governmentality of Education -- Chapter 6. Selling new learning spaces – Flexibly anything for the 21st century -- Chapter 7. MLE as non-place -- Chapter 8. From progressivism to instrumentalism: Innovative learning environments according to New zealand’s Ministry of Education -- Chapter 9. An art of orientation: The possibilities of learning spaces -- Chapter 10. Questions concerning innovative learning environments: Intersections in disciplined resistance -- Part III: Transformation: Global perspectives on Education -- Chapter 11. Crossing or erasing territorial borders: Towards openness within the school space -- Chapter 12. Student-centred classroom environments in upper secondary school: Students’ ideas about good spaces for learning vs. actual arrangements -- Chapter 13. Virtual reality: Its transformative potential -- Chapter 14. Coup d'etat in the panopticon: Social networking in Education -- Chapter 15. Transferring pedagogical spaces – Schoolyards as learning environments in the perspective of students and teachers. |
| Record Nr. | UNINA-9910299511103321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Transforming Perspectives in Lifelong Learning and Adult Education [[electronic resource] ] : A Dialogue / / by Laura Formenti, Linden West
| Transforming Perspectives in Lifelong Learning and Adult Education [[electronic resource] ] : A Dialogue / / by Laura Formenti, Linden West |
| Autore | Formenti Laura |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2018 |
| Descrizione fisica | 1 online resource (330 pages) |
| Disciplina | 374 |
| Soggetto topico |
Lifelong learning
Adult education Learning Instruction Philosophy and social sciences Education—Philosophy Lifelong Learning/Adult Education Learning & Instruction Philosophy of Education Educational Philosophy |
| ISBN | 3-319-96388-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Landscapes of transforming perspectives -- Chapter 2. Form and formlessness -- Chapter 3. On perspective -- Chapter 4. Critical thinking -- Chapter 5. A difficult business -- Chapter 6. Soul work -- Chapter 7. Body matters -- Chapter 8. Popular education and democratisation -- Chapter 9. Imagine -- Chapter 10. The spirit of transformation. |
| Record Nr. | UNINA-9910299510103321 |
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Formenti Laura
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Transforming Teacher Education Through the Epistemic Core of Chemistry [[electronic resource] ] : Empirical Evidence and Practical Strategies / / by Sibel Erduran, Ebru Kaya
| Transforming Teacher Education Through the Epistemic Core of Chemistry [[electronic resource] ] : Empirical Evidence and Practical Strategies / / by Sibel Erduran, Ebru Kaya |
| Autore | Erduran Sibel |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (208 pages) |
| Disciplina | 370.711 |
| Collana | Science: Philosophy, History and Education |
| Soggetto topico |
Science education
Learning Instruction Teaching Curriculums (Courses of study) Education—Curricula Education—Philosophy Science Education Learning & Instruction Teaching and Teacher Education Curriculum Studies Educational Philosophy |
| ISBN | 3-030-15326-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Dedication -- Foreword -- Preface -- Authors’ Introduction -- Chapter 1. Philosophy of Chemistry and Chemistry Education -- 1.1 Introduction -- 1.2 Arguments about chemistry teaching -- 1.3 Chemistry Curriculum Development: A Brief Overview -- 1.4 Philosophy of Chemistry: A New Source of Information for Chemistry Education -- 1.5 Benefits of Learning Epistemic Themes in Chemistry Education -- 1.6 Rationale and Outline of the Book -- 1.7 Conclusions -- Chapter 2. Defining the Epistemic Core of Chemistry -- 2.1 Introduction -- 2.2 Aims and Values in Chemistry -- 2.3 Practices in Chemistry -- 2.4 Methods in Chemistry -- 2.5 Knowledge in Chemistry -- 2.6 Applying the Epistemic Core to Chemistry Concepts -- 2.7 Implications for Chemistry Education -- 2.8 Conclusions -- Chapter 3. Epistemic Beliefs and Teacher Education -- 3.1 Introduction -- 3.2 Epistemology and Teacher Education -- 3.3 Epistemic Beliefs -- 3.4 Teachers’ Knowledge and Learning -- 3.5 Strategies for Supporting Chemistry Teacher’s Epistemic Thinking -- 3.5.1 Argumentation -- 3.5.2 Visualisation -- 3.5.3 Analogies -- 3.6 Development of Pre-Service Teachers’ Epistemic Thinking -- 3.7 Teacher Education in National Context -- 3.7.1 Contrast of Teacher Education Programmes at Oxford and Bogazici -- 3.8 Conclusions -- Chapter 4. Incorporating the Epistemic Core in Teacher Education Practice -- 4.1 Introduction -- 4.2 Teacher Education Context in Turkey -- 4.3 Design of Teacher Education Sessions -- 4.3.1 Session on Introduction to Nature of Science -- 4.3.2 Session on the Family Resemblance Approach -- 4.3.3 Session on Aims and Values of Science -- 4.3.4 Session on Scientific Methods -- 4.3.5 Session on Scientific Practices -- 4.3.6 Session on Scientific Knowledge -- 4.3.7 Session on Generative Images of the Epistemic Core -- 4.4 Lesson Ideas on Chemistry Topics Produced by Pre-Service Teachers -- 4.4.1 Lesson Ideas on Aims and Values -- 4.4.2 Lesson Ideas on Practices -- 4.4.3 Lesson Ideas on Methods -- 4.4.4 Lesson Ideas on Knowledge -- 4.5 Conclusions -- Chapter 5. Pre-Service Chemistry Teachers’ Representations and Perceptions of the Epistemic Core: A Thematic Analysis -- 5.1 Introduction -- 5.2 Tracing Pre-Service Teachers’ Representations and Perceptions -- 5.3 Defining Aims and Values of Science -- 5.4 Types of Scientific Practices -- 5.5 Diversity of Scientific Methods -- 5.6 Coherence among Knowledge Forms and the Growth of Knowledge -- 5.7 Conclusions -- Chapter 6. The Impact of Teacher Education on Understanding the Epistemic Core: Focusing on one Pre-Service Chemistry Teacher -- 6.1 Introduction -- 6.2 Representations and Perceptions of Aims and Values -- 6.3 Representations and Perceptions of Scientific Practices -- 6.4 Representations and Perceptions of Scientific Methods -- 6.5 Representations and Perceptions of Scientific Knowledge -- 6.6 Conclusions -- Chapter 7. Learning and Teaching about Philosophy of Chemistry: Teacher Educators’ Reflections -- 7.1 Introduction -- 7.2 Journey to Teacher Education -- 7.3 Background in History and Philosophy of Science -- 7.4 Experiences in Incorporating Nature of Chemistry in Teacher Education -- 7.5 Transforming Theoretical Frameworks into Empirical Research -- 7.6 Conclusions -- Chapter 8. Towards Development of Epistemic Identity in Chemistry Teacher Education -- 8.1 Introduction -- 8.2 A Framework of Epistemic Identity -- 8.3 Epistemic Identity and Teacher Education -- 8.4 Implications for Future Research -- 8.5 Strengths and Limitations of the Book -- 8.5 Conclusions -- Authors’ Biographies. |
| Record Nr. | UNINA-9910337744003321 |
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Erduran Sibel
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Ubiratan D’Ambrosio and Mathematics Education [[electronic resource] ] : Trajectory, Legacy and Future / / edited by Marcelo C. Borba, Daniel C. Orey
| Ubiratan D’Ambrosio and Mathematics Education [[electronic resource] ] : Trajectory, Legacy and Future / / edited by Marcelo C. Borba, Daniel C. Orey |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (325 pages) |
| Disciplina | 780 |
| Collana | Advances in Mathematics Education |
| Soggetto topico |
Mathematics—Study and teaching
Education and state Education—Philosophy Mathematics Education Educational Policy and Politics Educational Philosophy Ensenyament de la matemàtica |
| Soggetto genere / forma |
Homenatges
Llibres electrònics |
| ISBN | 3-031-31293-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Past and future: Ubi’s way of seeing education in the present -- Part I. Roots of ethnomathematics -- The presence of professor Ubiratan D’Ambrosio in the project of the graduation -- Ubiratan D’Ambrosio and the formation of researchers in (mathematics) education -- D’Ambrosio’s legacy in teacher ethnopedagogical space for glocalization -- ISGEm, NASGEm: Two elements of the D’Ambrosio intellectual legacy -- Ubiratan D'Ambrosio as historian of mathematics and science -- The APUA – Ubiratan D’Ambrosio personal archive and the research on the production of new knowledge: History of mathematics, ethnomathematics and mathematics education -- Ubiratan D'Ambrosio and his contribution to the history of science and mathematics -- Remembering Ubiratan D’Ambrosio -- Part II. Ethnomathematics in Action -- Ethnomathematics has worked, and VEm Brasil is proof of that -- Influences and contributions of Ubiratan D’Ambrosio in the development of ethnomodelling as a research concept related to ethnomathematics and modelling -- The importance of Ubiratan D'Ambrosio in Latin America -- Ethnomathematics and complexity: A study of the process of elaboration of a Peruvian Andean textile -- Part III. Trends in ethnomathematics -- The political dimension of Ubi D’Ambrosio’s ethnomathematics -- Voyaging beyond the horizon: An ethnomathematics legacy in Hawai‘i and the Pacific -- Ethnomathematics in Nepal: Research and future prospects -- Ubiratan D’Ambrosio: Alchemist of the mathematics universe -- Ethno-biomathematics: A decolonial approach to mathematics at the intersection of human and nonhuman design -- Ubiratan D'Ambrosio, curriculum, and humanistic mathematics: A journey of contrasts from the modernist rails to the postmodernist awareness -- Final summary. |
| Record Nr. | UNINA-9910734843103321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Understanding Education [[electronic resource] ] : History, Politics and Practice / / by Stephen Kemmis, Christine Edwards-Groves
| Understanding Education [[electronic resource] ] : History, Politics and Practice / / by Stephen Kemmis, Christine Edwards-Groves |
| Autore | Kemmis Stephen |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (XIII, 164 p. 12 illus.) |
| Disciplina | 370.9 |
| Collana | Springer Texts in Education |
| Soggetto topico |
Learning
Instruction Teaching Schools Education—Philosophy Education—History Educational sociology Learning & Instruction Teaching and Teacher Education Schools and Schooling Educational Philosophy History of Education Sociology of Education |
| ISBN | 981-10-6433-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface -- 1 Studying Education -- 2 The Double History of Schooling: The History of a Practice and the History of an Institution -- 3 The Politics of Education: Reproduction and Transformation -- 4 Education, Practices, and Practice Architectures. |
| Record Nr. | UNINA-9910299519103321 |
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Kemmis Stephen
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| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Understanding Education Policy [[electronic resource] ] : The ‘Four Education Orientations’ Framework / / by Tiffany Jones
| Understanding Education Policy [[electronic resource] ] : The ‘Four Education Orientations’ Framework / / by Tiffany Jones |
| Autore | Jones Tiffany |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2013 |
| Descrizione fisica | 1 online resource (71 p.) |
| Disciplina | 379 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Educational policy
Education and state Education—Philosophy Philosophy and social sciences Educational Policy and Politics Educational Philosophy Philosophy of Education |
| ISBN | 94-007-6265-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction -- 2. Perceptions of Policy -- 3. Policy Paradigms Frameworks: Gaps Within Research -- 4. The Four Orientations to Education Framework . |
| Record Nr. | UNINA-9910737301103321 |
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Jones Tiffany
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| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Soggetto topico
-
Education—Philosophy
(315)
- Educational Philosophy (312)
- Philosophy of Education (119)
- Philosophy and social sciences (116)
- Sociology of Education (80)