Emerging Perspectives on Disability Studies [[electronic resource] /] / edited by M. Wappett, K. Arndt |
Edizione | [1st ed. 2013.] |
Pubbl/distr/stampa | New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2013 |
Descrizione fisica | 1 online resource (253 p.) |
Disciplina | 362.4 |
Soggetto topico |
Higher education
Educational sociology Education and sociology Educational sociology Sociology Teaching Higher Education Sociology of Education Sociology, general Gender Studies Teaching and Teacher Education |
ISBN |
1-349-47593-9
1-137-37197-8 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; Half-Title; Title; Copyright; Contents; List of Illustrations; Acknowledgments; Foreword; 1 A Model of Social and Psychosocial Identity Development for Postsecondary Students with Physical Disabilities; 2 The Ontology of Impairment: Rethinking How We Define Disability; 3 Disability, Vietnam, and the Discourse of American Exceptionalism; 4 Past Perspectives: What Can Archaeology Offer Disability Studies?; 5 Disability Studies and Social Geography Make a Good Marriage: Research on Life Trajectories of People with Intellectual Disabilities and Additional Mental Health Problems
6 A Spiritual and Transformative Perspective on Disability7 Equality through Difference: Policy Values, Human Rights, and Social Justice in the Employment Participation of People with Disabilities; 8 Beyond Visions of Repair: Evoking a Parlance of Capacity and Competence in Research on Asperger Syndrome and Schooling; 9 Feminism, Rape Culture, and Intellectual Disability: Incorporating Sexual Self-Advocacy and Sexual Consent Capacity; 10 Potentialities: Toward a Transformative Theory of Disabled Masculinities; List of Contributors; Index |
Record Nr. | UNINA-9910790732303321 |
New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Emerging Perspectives on Disability Studies / / edited by M. Wappett, K. Arndt |
Edizione | [1st ed. 2013.] |
Pubbl/distr/stampa | New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2013 |
Descrizione fisica | 1 online resource (253 p.) |
Disciplina | 362.4 |
Soggetto topico |
Higher education
Educational sociology Education and sociology Educational sociology Sociology Teaching Higher Education Sociology of Education Sociology, general Gender Studies Teaching and Teacher Education |
ISBN |
1-349-47593-9
1-137-37197-8 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; Half-Title; Title; Copyright; Contents; List of Illustrations; Acknowledgments; Foreword; 1 A Model of Social and Psychosocial Identity Development for Postsecondary Students with Physical Disabilities; 2 The Ontology of Impairment: Rethinking How We Define Disability; 3 Disability, Vietnam, and the Discourse of American Exceptionalism; 4 Past Perspectives: What Can Archaeology Offer Disability Studies?; 5 Disability Studies and Social Geography Make a Good Marriage: Research on Life Trajectories of People with Intellectual Disabilities and Additional Mental Health Problems
6 A Spiritual and Transformative Perspective on Disability7 Equality through Difference: Policy Values, Human Rights, and Social Justice in the Employment Participation of People with Disabilities; 8 Beyond Visions of Repair: Evoking a Parlance of Capacity and Competence in Research on Asperger Syndrome and Schooling; 9 Feminism, Rape Culture, and Intellectual Disability: Incorporating Sexual Self-Advocacy and Sexual Consent Capacity; 10 Potentialities: Toward a Transformative Theory of Disabled Masculinities; List of Contributors; Index |
Record Nr. | UNINA-9910821103703321 |
New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Emotion, motivation, and self-regulation [[electronic resource] ] : a handbook for teachers / / edited by Nathan C. Hall, Thomas Goetz |
Pubbl/distr/stampa | Bradford, : Emerald Group Publishing Limited, 2013 |
Descrizione fisica | 1 online resource (206 p.) |
Disciplina | 370.15230000000003 |
Altri autori (Persone) |
GoetzThomas
HallNathan C |
Soggetto topico |
Teaching
Educational psychology |
Soggetto genere / forma | Electronic books. |
ISBN | 1-78190-711-0 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Front Cover; Emotion, Motivation, and Self-Regulation: A Handbook for Teachers; Copyright Page; Contents; List of Contributors; Preface; 1. Emotions; 1.1. Students in Focus; 1.2. Clarifying Terminology; 1.2.1. The Components of Emotions; 1.2.2. Distinguishing between ''State'' and ''Trait'' Emotions; 1.2.3. Distinguishing Emotions from Related Constructs; 1.2.4. Measuring Emotions; 1.2.5. Achievement Emotions; 1.3. Causes of Emotions; 1.3.1. Appraisal Theory; 1.3.2. The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory
1.3.3. Influence of the Social Environment on Achievement Emotions 1.4. Effects of Emotions; 1.4.1. General Psychological Evidence about the Effects of Emotions; 1.4.2. Applying Mood and Emotion Research to Learning and Performance Contexts; 1.5. Development of Emotions over the School Years; 1.6. Opportunities for Influence: How to Design an Emotionally ''Healthy'' Classroom; 1.6.1. Promoting Enjoyment of Learning in the Classroom; 1.6.2. Ways to Influence Control and Value Appraisals; 1.6.3. Supporting Emotion Regulation; 1.6.4. Expressing Performance-Enhancing Emotions 1.7. Teachers in Focus 1.7.1. Burnout and Job-Related Stress; 1.7.2. Teachers' Achievement Emotions: Causes and Effects; 1.7.3. Tips for Teachers: How to Promote Your Own Emotional Well-Being; 2. Motivation; 2.1. Students in Focus; 2.2. Structure and Effects of Motivation in Students; 2.2.1. What is Motivation?; 2.2.2. Effects of Motivation on the Learning Process; 2.2.3. Theoretical Model of Motivation for Learning and Achievement; 2.2.4. Situation-Specific Expectancies and Values; 2.2.5. Motives and Needs; 2.2.6. Goals and Goal Orientations; 2.2.7. Interest; 2.2.8. Self-Concepts 2.2.9. Causal Attributions 2.3. Developmental and Environmental Effects on Motivation; 2.3.1. Development of Achievement Motives, Attributions, Self-Concepts, and Interest; 2.3.2. Environmental Influences on Motivation; 2.4. Fostering Learning and Achievement Motivation in Students; 2.4.1. Promoting Subjective Valuing of the Learning Objectives and Activities; 2.4.2. Principles for Encouraging Student Motivation; 2.4.3. Motivational Intervention Programs; 2.5. Teachers in Focus; 2.5.1. Expectancy and Value Components of Teacher Motivation; 2.5.2. Goal Orientations of Teachers 3. Self-Regulated Learning 3.1. Students in Focus; 3.2. What is Self-Regulated Learning?; 3.2.1. Definition; 3.2.2. Historical Development; 3.2.3. Relevance in a Knowledge-Based Society; 3.2.4. Current Theoretical Models; 3.2.5. Further Theoretical Development; 3.3. The Assessment of Self-Regulated Learning; 3.3.1. Reasons for Evaluating Self-Regulated Learning; 3.3.2. Methodical Aspects; 3.4. Effects of Self-Regulated Learning; 3.4.1. Meta-Analyses; 3.4.2. Empirical Research: An Example; 3.5. Development of Self-Regulated Learning; 3.6. Fostering Self-Regulation in Students 3.6.1. A Meta-Model for Promoting Self-Regulated Learning |
Record Nr. | UNINA-9910452921603321 |
Bradford, : Emerald Group Publishing Limited, 2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Emotion, motivation, and self-regulation [[electronic resource] ] : a handbook for teachers / / edited by Nathan C. Hall, Thomas Goetz |
Pubbl/distr/stampa | Bradford, : Emerald Group Publishing Limited, 2013 |
Descrizione fisica | 1 online resource (206 p.) |
Disciplina | 370.15230000000003 |
Altri autori (Persone) |
GoetzThomas
HallNathan C |
Soggetto topico |
Teaching
Educational psychology |
ISBN | 1-78190-711-0 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Front Cover; Emotion, Motivation, and Self-Regulation: A Handbook for Teachers; Copyright Page; Contents; List of Contributors; Preface; 1. Emotions; 1.1. Students in Focus; 1.2. Clarifying Terminology; 1.2.1. The Components of Emotions; 1.2.2. Distinguishing between ''State'' and ''Trait'' Emotions; 1.2.3. Distinguishing Emotions from Related Constructs; 1.2.4. Measuring Emotions; 1.2.5. Achievement Emotions; 1.3. Causes of Emotions; 1.3.1. Appraisal Theory; 1.3.2. The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory
1.3.3. Influence of the Social Environment on Achievement Emotions 1.4. Effects of Emotions; 1.4.1. General Psychological Evidence about the Effects of Emotions; 1.4.2. Applying Mood and Emotion Research to Learning and Performance Contexts; 1.5. Development of Emotions over the School Years; 1.6. Opportunities for Influence: How to Design an Emotionally ''Healthy'' Classroom; 1.6.1. Promoting Enjoyment of Learning in the Classroom; 1.6.2. Ways to Influence Control and Value Appraisals; 1.6.3. Supporting Emotion Regulation; 1.6.4. Expressing Performance-Enhancing Emotions 1.7. Teachers in Focus 1.7.1. Burnout and Job-Related Stress; 1.7.2. Teachers' Achievement Emotions: Causes and Effects; 1.7.3. Tips for Teachers: How to Promote Your Own Emotional Well-Being; 2. Motivation; 2.1. Students in Focus; 2.2. Structure and Effects of Motivation in Students; 2.2.1. What is Motivation?; 2.2.2. Effects of Motivation on the Learning Process; 2.2.3. Theoretical Model of Motivation for Learning and Achievement; 2.2.4. Situation-Specific Expectancies and Values; 2.2.5. Motives and Needs; 2.2.6. Goals and Goal Orientations; 2.2.7. Interest; 2.2.8. Self-Concepts 2.2.9. Causal Attributions 2.3. Developmental and Environmental Effects on Motivation; 2.3.1. Development of Achievement Motives, Attributions, Self-Concepts, and Interest; 2.3.2. Environmental Influences on Motivation; 2.4. Fostering Learning and Achievement Motivation in Students; 2.4.1. Promoting Subjective Valuing of the Learning Objectives and Activities; 2.4.2. Principles for Encouraging Student Motivation; 2.4.3. Motivational Intervention Programs; 2.5. Teachers in Focus; 2.5.1. Expectancy and Value Components of Teacher Motivation; 2.5.2. Goal Orientations of Teachers 3. Self-Regulated Learning 3.1. Students in Focus; 3.2. What is Self-Regulated Learning?; 3.2.1. Definition; 3.2.2. Historical Development; 3.2.3. Relevance in a Knowledge-Based Society; 3.2.4. Current Theoretical Models; 3.2.5. Further Theoretical Development; 3.3. The Assessment of Self-Regulated Learning; 3.3.1. Reasons for Evaluating Self-Regulated Learning; 3.3.2. Methodical Aspects; 3.4. Effects of Self-Regulated Learning; 3.4.1. Meta-Analyses; 3.4.2. Empirical Research: An Example; 3.5. Development of Self-Regulated Learning; 3.6. Fostering Self-Regulation in Students 3.6.1. A Meta-Model for Promoting Self-Regulated Learning |
Record Nr. | UNINA-9910779743703321 |
Bradford, : Emerald Group Publishing Limited, 2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Emotion, motivation, and self-regulation : a handbook for teachers / / edited by Nathan C. Hall, Thomas Goetz |
Edizione | [1st ed.] |
Pubbl/distr/stampa | Bradford, : Emerald Group Publishing Limited, 2013 |
Descrizione fisica | 1 online resource (206 p.) |
Disciplina | 370.15230000000003 |
Altri autori (Persone) |
GoetzThomas
HallNathan C |
Soggetto topico |
Teaching
Educational psychology |
ISBN | 1-78190-711-0 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Front Cover; Emotion, Motivation, and Self-Regulation: A Handbook for Teachers; Copyright Page; Contents; List of Contributors; Preface; 1. Emotions; 1.1. Students in Focus; 1.2. Clarifying Terminology; 1.2.1. The Components of Emotions; 1.2.2. Distinguishing between ''State'' and ''Trait'' Emotions; 1.2.3. Distinguishing Emotions from Related Constructs; 1.2.4. Measuring Emotions; 1.2.5. Achievement Emotions; 1.3. Causes of Emotions; 1.3.1. Appraisal Theory; 1.3.2. The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory
1.3.3. Influence of the Social Environment on Achievement Emotions 1.4. Effects of Emotions; 1.4.1. General Psychological Evidence about the Effects of Emotions; 1.4.2. Applying Mood and Emotion Research to Learning and Performance Contexts; 1.5. Development of Emotions over the School Years; 1.6. Opportunities for Influence: How to Design an Emotionally ''Healthy'' Classroom; 1.6.1. Promoting Enjoyment of Learning in the Classroom; 1.6.2. Ways to Influence Control and Value Appraisals; 1.6.3. Supporting Emotion Regulation; 1.6.4. Expressing Performance-Enhancing Emotions 1.7. Teachers in Focus 1.7.1. Burnout and Job-Related Stress; 1.7.2. Teachers' Achievement Emotions: Causes and Effects; 1.7.3. Tips for Teachers: How to Promote Your Own Emotional Well-Being; 2. Motivation; 2.1. Students in Focus; 2.2. Structure and Effects of Motivation in Students; 2.2.1. What is Motivation?; 2.2.2. Effects of Motivation on the Learning Process; 2.2.3. Theoretical Model of Motivation for Learning and Achievement; 2.2.4. Situation-Specific Expectancies and Values; 2.2.5. Motives and Needs; 2.2.6. Goals and Goal Orientations; 2.2.7. Interest; 2.2.8. Self-Concepts 2.2.9. Causal Attributions 2.3. Developmental and Environmental Effects on Motivation; 2.3.1. Development of Achievement Motives, Attributions, Self-Concepts, and Interest; 2.3.2. Environmental Influences on Motivation; 2.4. Fostering Learning and Achievement Motivation in Students; 2.4.1. Promoting Subjective Valuing of the Learning Objectives and Activities; 2.4.2. Principles for Encouraging Student Motivation; 2.4.3. Motivational Intervention Programs; 2.5. Teachers in Focus; 2.5.1. Expectancy and Value Components of Teacher Motivation; 2.5.2. Goal Orientations of Teachers 3. Self-Regulated Learning 3.1. Students in Focus; 3.2. What is Self-Regulated Learning?; 3.2.1. Definition; 3.2.2. Historical Development; 3.2.3. Relevance in a Knowledge-Based Society; 3.2.4. Current Theoretical Models; 3.2.5. Further Theoretical Development; 3.3. The Assessment of Self-Regulated Learning; 3.3.1. Reasons for Evaluating Self-Regulated Learning; 3.3.2. Methodical Aspects; 3.4. Effects of Self-Regulated Learning; 3.4.1. Meta-Analyses; 3.4.2. Empirical Research: An Example; 3.5. Development of Self-Regulated Learning; 3.6. Fostering Self-Regulation in Students 3.6.1. A Meta-Model for Promoting Self-Regulated Learning |
Record Nr. | UNINA-9910822872403321 |
Bradford, : Emerald Group Publishing Limited, 2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Emotional Labour and Lesson Observation : A Study of England's Further Education / / by Ursula Edgington |
Autore | Edgington Ursula |
Edizione | [1st ed. 2017.] |
Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2017 |
Descrizione fisica | 1 online resource (XVIII, 226 p. 2 illus.) |
Disciplina | 378 |
Soggetto topico |
Higher education
Teaching Educational tests and measurements Higher Education Teaching and Teacher Education Assessment, Testing and Evaluation |
ISBN | 981-10-2991-1 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Part I -- Chapter 1 Introduction -- Chapter 2 Lesson Observation: Policies and Contexts -- Chapter 3 Theoretical Concepts of Lesson Observation -- Chapter 4 Subjectivity and Objectivity in Observations -- Part II -- Chapter 5 Findings from the Research Study: The Observees -- Chapter 6 Findings from the Research Study: The Observers -- Chapter 7 Conclusions and Recommendations -- Part III -- Chapter 8 Final Thoughts and Looking to the Future. |
Record Nr. | UNINA-9910151782603321 |
Edgington Ursula | ||
Singapore : , : Springer Singapore : , : Imprint : Springer, , 2017 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Emotions in Second Language Teaching : Theory, Research and Teacher Education / / edited by Juan de Dios Martínez Agudo |
Edizione | [1st ed. 2018.] |
Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
Descrizione fisica | 1 online resource (xvii, 449 pages) : illustrations |
Disciplina | 152.4 |
Soggetto topico |
Language and education
Teaching Educational psychology Education—Psychology Language Education Teaching and Teacher Education Educational Psychology |
ISBN | 3-319-75438-6 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Acknowledgements -- Foreword, Thomas S. C. Farrell -- Introduction and Overview, Juan de Dios Martínez Agudo -- Part I Emotions in the Applied Linguistics and TESOL Research Agenda: Challenges and Research Methodology -- The Emotional Turn in Applied Linguistics and TESOL: Significance, Challenges and Prospects, Cynthia White -- A Methodological Review of L2 Teacher Emotion Research: Advances, Challenges and Future Directions, Yueting Xu -- Part II Perspectives on Second Language Teachers’ Emotions -- Language Teachers’ Emotions: Emerging from the Shadows, Lourdes Cuéllar and Rebecca L. Oxford -- Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research, Kwok Kuen Tsang and Lianjiang Jiang -- L2 Teacher Emotions: A Sociopolitical and Ideological Perspective, Peter De Costa, Hima Rawal and Wendy Li -- Part III Personal Factors Associated with Second Language Teachers’ Emotions -- Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education, Ana Maria Ferreira Barcelos and Maria Ruohotie-Lithy -- Do ESL/EFL Teachers’ Emotional Intelligence, Teaching Experience, Proficiency and Gender Affect their Classroom Practice? Jean-Marc Dewaele, Christina Gkonou and Sarah Mercer -- Part IV Emotions in the Context of Second Language Teaching -- The Role of Emotions in Reflective Teaching in Second Language Classrooms, Toshinobu Nagamine, Yutaka Fujieda and Atsushi Iida -- Emotional Dilemmas Faced by Teachers in ELT Materials Selection and Adaptation: Implications for Teacher Education, Brian Tomlinson -- The Emotions Involved in the Integration of Information and Communication Technology (ICT) into L2 Teaching: Emotional Challenges Faced by L2 Teachers and Implications for Teacher Education, Gabriele Azzaro and Juan de Dios Martínez Agudo -- Assessment as an Emotional Practice: Emotional Challenges Faced by L2 Teachers towards Assessment and Corrective Feedback, Gavin Brown, Atta Gebril, Michalis Michaelides and Ana Remesal -- Emotional Challenges Faced by L2 Teachers When Teaching and Assessing Students with Learning Disabilities and Difficulties, Michael Dunn and Gisela Ernst-Slavit -- ESL Teachers’ Emotional Experiences, Responses and Challenges in Professional Relationships with the School Community: Implications for Teacher Education, Minh Hue Nguyen -- L2 Teachers’ Professional Burnout and Emotional Stress: Facing Frustration and Demotivation Towards Profession in a Japanese EFL Context, Toshinobu Nagamine -- Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning, Oliver Meyer, Do Coyle, Margarete Imhof and Theresa Connolly -- Part V Emotions in Second Language Teacher Discourse -- Emotionality in L2 Teacher Discourse: Implications for Teacher Education and Future Research Directions, Danuta Gabryś-Barker -- Silence in the Foreign Language Classroom: The Emotional Challenges for L2 Teachers, Lesley Smith and Jim King -- Native and Non-Native Teachers’ Self-perceived Language Competence and their Feelings towards Collaborative Experiences and Relationships, Arthur McNeill -- Part VI Emotionality in Second Language Teacher Education -- Emotions in Learning to Teach EFL in the Practicum Setting: Facing the Emotional Challenges Associated with Professional Practice, Juan de Dios Martínez Agudo and Gabriele Azzaro -- EFL Teachers’ Emotions: The Driving Force of Sustainable Professional Development, Evangelia Karagianni and Sophia Papaefthymiou-Lytra -- Developing Emotional Competence for L2 Teaching in Second Language In-Service Teacher Education: Opportunities and Challenges for Teacher Education in Poland and Turkey, Joanna Madalińska-Michalak and Bunyamin Bavli -- Teachers’ Emotions and Professional Identity Development: Implications for Second Language Teacher Education, Marie-Claire Lemarchand-Chauvin and Claire Tardieu -- Afterword, Jack C. Richards -- About the Contributors. . |
Record Nr. | UNINA-9910299544903321 |
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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Empirische Forschung im Kontext Schule : Einführung in theoretische Aspekte und methodische Zugänge / / herausgegeben von Timo Burger, Nicole Miceli |
Edizione | [1st ed. 2017.] |
Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2017 |
Descrizione fisica | 1 online resource (XIII, 393 S. 4 Abb.) |
Disciplina | 370.711 |
Soggetto topico |
Teaching
Teaching and Teacher Education |
ISBN | 3-658-15437-3 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | ger |
Nota di contenuto | Themenfindung und Fragestellung für empirische Forschungsprojekte -- Schul- und Unterrichtsforschung: Definitionen, Kontexte und Bezugstheorien -- Schulentwicklung im Kontext von Heterogenität -- Schule aus Sicht verschiedener Akteurinnen und Akteure: Definitionen, Kontexte und Bezugstheorien -- Inklusion und Schule -- Soziale Konstruktionen im schulbezogenen Kontext: Definitionen, Kontexte und Bezugstheorien -- Lehrer_innen mit zugeschriebenem Migrationshintergrund -- Länderübergreifende Forschung im schulbezogenen Kontext: Definitionen, Kontexte und Bezugstheorien -- Umgang mit Sprachwechsel und Fehlern im Fremdsprachunterricht -- Ausblick: Bedeutung empirischer Forschung im Kontext der Ausbildung von Lehrer_innen -- Perspektiven der empirischen schulbezogenen Forschung in der Lehrerbildung. |
Record Nr. | UNINA-9910483317603321 |
Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2017 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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Employing Community-Based Experiential Learning in Teacher Education / / by Gary Harfitt, Jessie Mei Ling Chow |
Autore | Harfitt Gary |
Edizione | [1st ed. 2020.] |
Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2020 |
Descrizione fisica | 1 online resource (191 pages) |
Disciplina | 674 |
Collana | Springer Texts in Education |
Soggetto topico |
Teaching
Learning Instruction International education Comparative education Teaching and Teacher Education Learning & Instruction International and Comparative Education |
ISBN | 981-15-6003-X |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Chapter 1: Concepts and Context -- Chapter 2: Transforming Initial Teacher Education through Community-based Experiential Learning: An Overview -- Chapter 3: Getting started: Designing your own Community-based Experiential Learning (CBEL) Initiatives -- Chapter 4: CBEL in Practice: Case Study 1 -- Chapter 5: CBEL in Practice: Case Study 2 -- Chapter 6: CBEL in Practice: Case Study 3 -- Chapter 7: CBEL in Practice: Case Study 4 -- Chapter 8: CBEL in Practice: Case Study 5 -- Chapter 9: Counter-stories: Lessons learned from Community-based experiential learning projects -- Chapter 10: Designing and facilitating ‘reflection-on-action’ and ‘reflection-in-action’ in Community-based EL -- Chapter 11: Some final thoughts. . |
Record Nr. | UNINA-9910416093003321 |
Harfitt Gary | ||
Singapore : , : Springer Singapore : , : Imprint : Springer, , 2020 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Encyclopedia of Sustainability in Higher Education [[electronic resource] /] / edited by Walter Leal Filho |
Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
Disciplina | 338.927 |
Soggetto topico |
Higher education
Environmental policy Sociology Civil law Teaching Higher Education Environmental Policy Sociology, general Civil Law Teaching and Teacher Education |
ISBN | 3-319-63951-X |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Environmental resources and sustainable development -- ESD Pedagogies -- Estate Management and sustainable development -- Innovation in sustainable development -- Knowledge Management and sustainable development -- Leadership and sustainability -- Long-Term Planning and sustainable development -- Networking for sustainable development -- Online classes and sustainability,definiton and relevance -- Professional Development and sustainability -- Programme Evaluation -- Purchasing policy for sustainable development -- Resource Efficiency and sustainability -- Risk assessment and sustainable development -- Risk Management for sustainable development -- Self-management of sustainability processes -- Stakeholder analysis through sustainability issues -- Sustainability Barriers -- Sustainability in Higher Education Declarations -- Sustainability Office -- Sustainability perceptions -- Sustainable transportation methods -- Transition Management techniques for sustainable development -- Waste Management strategies for sustainable development -- Carbon footprint assessments and sustainable development -- Carbon neutrality and sustainable development -- Climate finance and sustainable development -- Common but Differentiated Responsibilities (CBDR) and sustainable development -- Conscious consumption and sustainable development -- Conservation and sustainable development -- Continuous improvement and sustainability -- Cradle-to-Cradle and sustainable development -- Cradle-to-Grave and sustainable development -- Divestment and sustainable development -- Economic equity and sustainable development -- Environmental justice and sustainable development -- Environmental Policy Statement and sustainable development -- Externalities in sustainability processes -- Facilities management and sustainable development -- Grassroots activism and sustainable development -- Green house gases and sustainable development -- Holistic approaches and sustainable development. |
Record Nr. | UNINA-9910410018903321 |
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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