Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Cultural-Historical Approaches to Studying Learning and Development [[electronic resource] ] : Societal, Institutional and Personal Perspectives / / edited by Anne Edwards, Marilyn Fleer, Louise Bøttcher
| Cultural-Historical Approaches to Studying Learning and Development [[electronic resource] ] : Societal, Institutional and Personal Perspectives / / edited by Anne Edwards, Marilyn Fleer, Louise Bøttcher |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (XI, 344 p. 22 illus., 7 illus. in color.) |
| Disciplina | 370.15 |
| Collana | Perspectives in Cultural-Historical Research |
| Soggetto topico |
Educational psychology
Education—Psychology Developmental psychology Child development Infant psychology Childhood Adolescence Educational Psychology Developmental Psychology Early Childhood Education Infancy and Early Childhood Development Childhood, Adolescence and Society |
| ISBN | 981-13-6826-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives -- Section 1 Studies of Child Development from a Wholistic Perspective -- 2 Children's perspectives and institutional practices as keys in a wholeness approach to children's social situations of development -- 3 Psychological content of developmental education in cultural-historical approach -- 4 A collective social situation of development for understanding play in families -- 5 The cultural nature of the zone of proximal development: Young people with severe disabilities and their development of independence -- 6 Supporting heritage language development through adults’ participation in activity settings -- 7 Motives and Demands in Parenting Young Children: A Cultural-Historical Account of Productive Entanglement in Early Intervention Services -- Section 2 Life in Schools -- 8 The double move in meaningful teaching revisited -- 9 Vygotsky’s developmental pedagogy recontextualised as Hedegaard’s double move: Science teaching in grades 1 and 2 in a disadvantaged school in South Africa -- 10 Building and using common knowledge a tool for pedagogic action: a dialectical interactive approach for researching teaching -- 11 Am I doing it right? Normative performativity in the emergence of learning as a leading activity -- 12 Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment -- 13 Motive orientation and the exercise of agency: responding to recurrent demands in practices -- 14 The Work of Learning from Silence -- Section 3 Methodological Approaches and Philosophical Considerations -- 15 Social practice theory and the historical production of persons -- 16 Cultural-historical Activity Theory meets Developmental Systems Perspective: Transformative Activist Stance and Naturculture -- 17 Units and Wholes in the Cultural-historical Theory of Child Development -- 18 Studying Children’s friendship activities ethically using the Interaction Based Observation Method -- 19 Reading and writing as a cultural praxis of youth -- 20 Re-covering the idea of a Tertiary Artifact -- 21 Mariane Hedegaard´s contribution to developmental didactics and to pedagogical research in the brazilian context. |
| Record Nr. | UNINA-9910350295603321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Culture in Education and Education in Culture [[electronic resource] ] : Tensioned Dialogues and Creative Constructions / / edited by Pernille Hviid, Mariann Märtsin
| Culture in Education and Education in Culture [[electronic resource] ] : Tensioned Dialogues and Creative Constructions / / edited by Pernille Hviid, Mariann Märtsin |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (xxiii, 260 pages) : illustrations |
| Disciplina | 306.43 |
| Collana | Cultural Psychology of Education |
| Soggetto topico |
Educational psychology
Education—Psychology International education Comparative education Developmental psychology Culture Educational Psychology International and Comparative Education Developmental Psychology Sociology of Culture |
| ISBN | 3-030-28412-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I: Perspectives on the challenge of globalization -- Ch 1. Education, competition and cultural development -- Ch 2. What is disruptive about disruptive behavior? -- Ch 3. Buildung, motivation, and deliberative democracy in primary education -- Ch 4. Commentary To Part 1: Perspectives on the Challenge of Globalization -- Part II: Constructing Culturally Responsive Education -- Ch 5. Cultural Security in Australian Classrooms: Entanglements with Mainstream Education as Aboriginal and Torres Strait Islander Children Transition to School -- Ch 6. A Cultural-Historical Model to Inform Culturally Responsive Pedagogies: Case Studies of Educational Practices in Solomon Islands and Australia -- Ch 7. Nhembo’ea reko regua: trajectories of the Mbya Guarani struggles for a differentiated education -- Ch 8. Education for beauty in the Laje Collection and the emergence of creative work at the outskirts of Salvador, Brazil -- Ch 9.Commentary to Part II: Constructing culturally responsive education -- Part III: Educational cultivation of personal lives -- Ch 10. Identity in education and education in identities. Connecting curriculum and school practice to students’ lives and identities -- Ch 11. Using symbolic resources to overcome institutional barriers: a case study of an Albanian-speaking young woman in Switzerland -- Ch 12. Teacher identity in structural reflective workshops: A view from China -- Ch 13. Children’s development – between personal engagements and curriculum based pre-school practices -- Ch 14. Commentary to Part III: Cultural perspectives on self/identity issues, prejudice and symbolic resources -- Ch 15. Editors’ conclusion: Imagining an education for ’good life’. |
| Record Nr. | UNINA-9910357856003321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Curriculum as Meditative Inquiry [[electronic resource] /] / by A. Kumar
| Curriculum as Meditative Inquiry [[electronic resource] /] / by A. Kumar |
| Autore | Kumar A |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2013 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 375.001 |
| Collana | Curriculum Studies Worldwide |
| Soggetto topico |
Educational psychology
Education—Psychology Education—Philosophy Curriculums (Courses of study) Education—Curricula Philosophy and social sciences Assessment Educational Psychology Educational Philosophy Curriculum Studies Philosophy of Education Assessment, Testing and Evaluation |
| ISBN |
1-349-45770-1
1-137-31581-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Half-Title""; ""Title""; ""Copyright""; ""Dedication""; ""Contents""; ""A Note to the Readers ""; ""Foreword ""; ""Acknowledgments ""; ""Series Editor�s Introduction ""; ""Introduction ""; ""1. Krishnamurti, Macdonald, and Myself ""; ""2. On the Nature of Consciousness ""; ""3. On the Nature of Education ""
""4. On the Nature of Meditative Inquiry """"5. On the Nature of Curriculum as Meditative Inquiry ""; ""Conclusion ""; ""Afterword ""; ""Notes ""; ""References ""; ""Index "" |
| Record Nr. | UNINA-9910791097703321 |
Kumar A
|
||
| New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Curriculum as Meditative Inquiry [[electronic resource] /] / by A. Kumar
| Curriculum as Meditative Inquiry [[electronic resource] /] / by A. Kumar |
| Autore | Kumar A |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2013 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 375.001 |
| Collana | Curriculum Studies Worldwide |
| Soggetto topico |
Educational psychology
Education—Psychology Education—Philosophy Curriculums (Courses of study) Education—Curricula Philosophy and social sciences Assessment Educational Psychology Educational Philosophy Curriculum Studies Philosophy of Education Assessment, Testing and Evaluation |
| ISBN |
1-349-45770-1
1-137-31581-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Half-Title""; ""Title""; ""Copyright""; ""Dedication""; ""Contents""; ""A Note to the Readers ""; ""Foreword ""; ""Acknowledgments ""; ""Series Editor�s Introduction ""; ""Introduction ""; ""1. Krishnamurti, Macdonald, and Myself ""; ""2. On the Nature of Consciousness ""; ""3. On the Nature of Education ""
""4. On the Nature of Meditative Inquiry """"5. On the Nature of Curriculum as Meditative Inquiry ""; ""Conclusion ""; ""Afterword ""; ""Notes ""; ""References ""; ""Index "" |
| Record Nr. | UNINA-9910813515303321 |
|
Kumar A
|
||
| New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Decolonial Pedagogy [[electronic resource] ] : Examining Sites of Resistance, Resurgence, and Renewal / / edited by Njoki Nathani Wane, Kimberly L. Todd
| Decolonial Pedagogy [[electronic resource] ] : Examining Sites of Resistance, Resurgence, and Renewal / / edited by Njoki Nathani Wane, Kimberly L. Todd |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Pivot, , 2018 |
| Descrizione fisica | 1 online resource (148 pages) |
| Disciplina | 370.1 |
| Soggetto topico |
Curriculums (Courses of study)
Education—Curricula Art education Educational psychology Education—Psychology Language and education Educational technology Curriculum Studies Creativity and Arts Education Educational Psychology Language Education Technology and Digital Education |
| ISBN | 3-030-01539-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction: A Meeting of Decolonial Minds, Njoki N. Wane and Kimberly L. Todd -- Chapter 2. The University as a Neoliberal and Colonizing Institute: A Spatial Case Study Analysis of the Invisible Fence between York University and the Jane Finch Neighbourhood in the City of Toronto, Ardavan Eizadirad -- Chapter 3: Decolonizing Knowledge in Hegemonic Psychological Science, Glenn Adams, Tuğçe Kurtiş, Luis Gómez, Ludwin E. Molina, Ignacio Dobles -- Chapter 4. Reviving the Spirit by Making the Case for Decolonial Curricula, Kimberly L. Todd and Valerie Robert -- Chapter 5. Training for "Global Citizenship" but Local Irrelevance: The Case of An Upscale Nigerian Private Secondary School, Chizoba Imoka -- Chapter 6. Using Arts-Based Learning as a Site of Critical Resistance, Marilyn Oladimeji -- Chapter 7. Awakening the Seed of Kenyan Women's Narratives on Food Production: A Glance at African Indigenous Technology, Njoki N. Wane -- Chapter 8. Role of Latent Local Technologies and Innovations to Catapult Development in Kenya, Njiruh Paul Nthakanio and Eucharia Kenya -- Chapter 9. Conclusion: The Way Forward, Njoki N. Wane and Kimberly L. Todd. |
| Record Nr. | UNINA-9910299509903321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Pivot, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Designing for Learning in an Open World [[electronic resource] /] / by Gráinne Conole
| Designing for Learning in an Open World [[electronic resource] /] / by Gráinne Conole |
| Autore | Conole Gráinne |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | New York, NY : , : Springer New York : , : Imprint : Springer, , 2013 |
| Descrizione fisica | 1 online resource (332 p.) |
| Disciplina |
371.33
371.3344678 |
| Collana | Explorations in the Learning Sciences, Instructional Systems and Performance Technologies |
| Soggetto topico |
Educational technology
Educational psychology Education—Psychology Learning Instruction Educational Technology Educational Psychology Learning & Instruction |
| ISBN |
9786613934253
1-283-62180-0 1-4419-8517-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Table of Contents 1. Preface: origins of and rationale for the book -- 2. Setting the scene 3. Overview b. 4. The context of modern education c. 5. The nature of educational technology d. 6. Today’s learners e. 7. The need for a new learning design methodology f. 8. Audience and structure of the book g. 9. The process of writing the book -- Ch 2 Design languages a. Introduction b. The challenges of designing for learning c. Design languages d. Design notation in music, architecture and chemistry i. Musical notation ii. Architectural notation iii. Chemical notation e. Learning design i. Defining learning design ii. The origins of learning design iii. A spectrum of learning design languages f. Origins of the Open Learning Design methodology i. The OU Learning Design Initiative ii. Design-Based Research iii. The OULDI learning design methodology g. Conclusion -- Ch 3: Related research fields a. Introduction b. Instructional Design c. Learning Sciences d. Learning objects and Open Educational Practices e. Pedagogical Patterns f. Professional networks and support centres g. Conclusion -- Ch 4: Open, social and participatory media a. Introduction b. The changing digital landscape of education c. A review of new technologies i. The characteristics of new technologies ii. The impact of Web 2.0 technologies iii. The use of Web 2.0 technologies in education iv. The impact on practice d. A review of Web 2.0 tools and practice e. Conclusion -- Theoretical perspectives Ch 5 Theory and methodology in learning design research a. Introduction b. Definitions c. Researchers’ home disciplines d. The nature of theory e. Theoretical perspectives i. Cultural Historical Activity Theory (CHAT) ii. Communities of Practice iii. Actor Network Theory iv. Cybernetics and systems thinking a. Methodological approaches i. Content analysis ii. Ethnography iii. Case studies iv. Action research v. Evaluation vi. Choosing an appropriate methodology b. Influences, beliefs and theoretical perspectives c. Conclusion -- Ch 6 The role of Mediating Artifacts in learning design a. Introduction b. The origins of the concept of Mediating Artifacts c. Capturing and representing practice d. Examples of Mediating Artifacts e. Understanding learning activities through Mediating Artifacts f. Meta-Mediating Artifacts g. An illustrative example of the application of this approach i. Teacher A: The design phase ii. Learner A: Use Scenario 1 - beginner’s route iii. Learner B: Use Scenario 2 - advanced route iv. Teacher B: Use Scenario 3 - repurposing h. Conclusion -- Ch 7 Affordances a. Introduction b. Definitions of the term c. ICT affordances i. Collaboration ii. Reflection iii. Interaction iv. Dialogue v. Creativity vi. Organization vii. Inquiry viii. Authenticity ix. Negative affordances - constraints a. Conclusion -- Design representations and tools Ch 8 Design representations a. Introduction b. Types of representation c. Examples of different types of representations i. Textual ii. Content map iii. The course map view iv. The pedagogy profile v. The task swimlane representation vi. Learning outcomes map vii. The course dimensions view viii. Principles/pedagogy matrix d. Evaluation of the views e. An example of application of the representations i. Course view ii. Pedagogical profile iii. Course dimensions iv. Learning outcomes v. Task swimlane f. Conclusion -- Ch 9 Case study: tools for visualizing designs a. Introduction b. Practitioners’ approaches to design c. Repurposing an Open Educational Resource d. The development of Compendium LD e. Evaluation of the use of Compendium LD f. Use by practitioners g. Use by students h. Other visualization tools i. Conclusion -- Ch 10 Pedagogical planners a. Introduction b. The need for pedagogical planners c. Examples of pedagogical planners i. The DialogPlus toolkit ii. Phoebe iii. The London Pedagogical Planner (LPP) iv. The Learning Design Support Environment (LDSE) d. Conclusion -- Openness Ch 11 The nature of openness a. Introduction b. Facets of openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research c. Principles d. Defining openness e. Characteristics of openness f. The OU’s Supported Open Learning (SOL) model g. Applying openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research h. Conclusion -- Ch 12 Open Educational Resources a. Introduction b. The Open Educational Resource movement c. A review of OER initiatives d. Case study 1: Openlearn e. Case study 2: Wikiwijs f. Case study 3: LeMill g. Case study 4: Podcampus h. Conclusion i. Appendix: The broader OER landscape -- Ch 13 Case study: Realising the vision of Open Educational Resources a. Introduction b. The Olnet initiative c. The OPAL initiative i. Strategies and policies ii. Quality assurance models iii. Collaborative and partnership modules iv. Tools and tool practices v. Innovations vi. Skills development and support vii. Business models and sustainability strategies viii. Barriers and enablers d. Enhancing the quality and innovation of OER e. Conclusion -- Social and participatory media Ch 14: Online communities and interactions a. Introduction b. The co-evolution of tools and practice c. Modes of interaction d. The changing nature of online communities e. The pedagogies of e-learning f. Sfard’s metaphors of learning g. Frameworks for supporting online communities h. The Community Indicators Framework i. Conclusion -- Ch 15 Case study: Cloudworks a. Introduction b. Cloudworks c. Theoretical underpinnings d. Evaluation of the OU Learning and Teaching Cloudscape e. Using Cloudworks to support learning -- Conclusion Ch 16 Conclusion, implications and reflections Postscript - reflections on adopting an open approach to the writing of the book. . |
| Record Nr. | UNINA-9910438357703321 |
|
Conole Gráinne
|
||
| New York, NY : , : Springer New York : , : Imprint : Springer, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates [[electronic resource] /] / by Héfer Bembenutty, Marie C. White, Miriam R. Vélez
| Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates [[electronic resource] /] / by Héfer Bembenutty, Marie C. White, Miriam R. Vélez |
| Autore | Bembenutty Héfer |
| Edizione | [1st ed. 2015.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2015 |
| Descrizione fisica | 1 online resource (146 p.) |
| Disciplina | 370.711 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Educational psychology
Education—Psychology Teaching Educational Psychology Teaching and Teacher Education |
| ISBN | 94-017-9950-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | About the Author -- Preface -- Chapter 1. Introduction: The Case Study -- Chapter 2. SELF-regulated Learning and Development in Teacher Preparation Training -- Chapter 3. Objectives and Methods -- Chapter 4. School Observations & Classroom Experience -- Chapter 5. Survey: Motivation and Self-regulation -- Chapter 6. Student Teaching Interview -- Chapter 7. Putting it all together: What really matters? -- Appendixes. |
| Record Nr. | UNINA-9910481959303321 |
|
Bembenutty Héfer
|
||
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing Socio-Emotional Intelligence in Higher Education Scholars [[electronic resource] /] / by Camila Devis-Rozental
| Developing Socio-Emotional Intelligence in Higher Education Scholars [[electronic resource] /] / by Camila Devis-Rozental |
| Autore | Devis-Rozental Camila |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2018 |
| Descrizione fisica | 1 online resource (XXI, 233 p. 4 illus.) |
| Disciplina | 155 |
| Soggetto topico |
Developmental psychology
Personality Social psychology Educational psychology Education—Psychology Educational sociology Education and sociology Higher education Developmental Psychology Personality and Social Psychology Educational Psychology Sociology of Education Higher Education |
| ISBN | 3-319-94036-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword; Stephen Heppell -- 1. Chapter 1 Introduction and rationale -- 2. Chapter 2 Socio-emotional intelligence: Background, meaning and understanding -- 3. Chapter 3 Developing socio-emotional intelligence -- Chapter 4 Developing socio-emotional intelligence by understanding our emotions -- Chapter 5 Humanising higher education by meeting scholars’ needs with socio-emotional intelligence -- 6 Chapter 6 Developing socio-emotional intelligence through self-reflection -- 7 Chapter 7 Developing socio-emotional intelligence in Higher education academics: Benefits beyond the classroom -- 8 Chapter 8 Practicing socio-emotional intelligence. |
| Record Nr. | UNINA-9910298360503321 |
|
Devis-Rozental Camila
|
||
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Dialogical Self Theory in Education [[electronic resource] ] : A Multicultural Perspective / / edited by Frans Meijers, Hubert Hermans
| The Dialogical Self Theory in Education [[electronic resource] ] : A Multicultural Perspective / / edited by Frans Meijers, Hubert Hermans |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (XII, 214 p. 15 illus., 4 illus. in color.) |
| Disciplina | 370.15 |
| Collana | Cultural Psychology of Education |
| Soggetto topico |
Educational psychology
Education—Psychology Learning Instruction Self Identity (Psychology) Educational Psychology Learning & Instruction Self and Identity |
| ISBN | 3-319-62861-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface. Giuseppina Marsico -- Foreword. Frans Meijers & Hubert Hermans -- Frans Meijers & Hubert Hermans – Dialogical Self Theory in Education: An introduction -- Jennifer Clifton & Bob Fecho - Being, Doing, and Becoming: Fostering Possibilities for Agentive Dialogue -- Trevor Thomas Stewart - Dialogue, Inquiry, Changing Roles, and the Dialogical Self -- Chiel van der Veen, Marjolein Dobber and Bert van Oers - Engaging children in dialogic classroom talk: Does it contribute to a dialogical self? -- Barbara Schellhammer - The experience of the other and the premise of the care for self. Intercultural Education as Umwendung -- Reinekke Lengelle, Charity Jardine & Charlene Bonnar - Writing the self initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">initial; background-position: initial; background-size: initial; background-repeat: initial; background-atfor reconciliation and global citizenship: The inner dialogue and creative voices for cultural healing -- Äli Leijen, Katrin Kullasepp & Aivi Toompalu - Dialogue for bridging student teachers’ personal and professional identity -- Rudy Vandamme - Teacher identity as a dialogical construction -- Charl Alberts - Afrikaner and Coloured school-going adolescents negotiating ethnic identities in a post-colonial South African educational context: A Dialogical Self interpretation -- David Blackbeard - Dialogical selves and intersectional masculinities: Image-and-interview research with South African adolescents -- Dawan Coombs - Dialogical Self & Struggling Reader Identity -- Michael Healy, Peter McIlveen & Sarah Hammer - Use of My Career Chapter in to Engage Students in Reflexive Dialogue -- Susanna Annese &; Marta Traetta -- A dialogical approach for learning communities between positioning and reformulation. |
| Record Nr. | UNINA-9910299549403321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Disciplinary Intuitions and the Design of Learning Environments [[electronic resource] /] / edited by Kenneth Y. T. Lim
| Disciplinary Intuitions and the Design of Learning Environments [[electronic resource] /] / edited by Kenneth Y. T. Lim |
| Edizione | [1st ed. 2015.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2015 |
| Descrizione fisica | 1 online resource (214 p.) |
| Disciplina |
370
370.15 371.3 375 |
| Soggetto topico |
Curriculums (Courses of study)
Education—Curricula Learning Instruction Educational psychology Education—Psychology Curriculum Studies Learning & Instruction Educational Psychology |
| ISBN | 981-287-182-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | PART ONE Theoretical and historical foundations -- Chapter 1 Intuitions all around us -- Chapter 2 On the nature of Disciplinary Intuitions -- Chapter 3 Learning through intuition in early China -- Chapter 4 Applying Disciplinary Intuitions to classroom contexts: a constructivist perspective -- PART TWO Delving into Disciplines -- Chapter 5 Developing Disciplinary Intuitions in the Natural Sciences -- Chapter 6 The nature of Intuition in Design -- Chapter 7 From seasons to cisterns - the nature of Geographical Intuition -- Chapter 8 Second Language Intuition: native language and linguistic universals -- Chapter 9 Manifestations of intuitions in the English Language -- Chapter 10 Disciplinary Intuitions in the English Language classroom: implications for practice -- Chapter 11 Surfacing Intuitions through visual novels -- Chapter 12 Mathematical Intuition and storytelling for meaningful learning -- PART THREE Coda -- Chapter 13 Disciplinary Intuitions as Praxis: the role of Intuition in Social Education -- Chapter 14 Misconceptions, Intuitions and Elementary Physics: harnessing everyday understanding in learning environment design. |
| Record Nr. | UNINA-9910483566303321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Soggetto topico
- Educational psychology (304)
-
Education—Psychology
(304)
- Educational Psychology (302)
- Child and School Psychology (64)
- Child psychology (64)