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Access to Education in Europe : A Framework and Agenda for System Change / / by Paul Downes
| Access to Education in Europe : A Framework and Agenda for System Change / / by Paul Downes |
| Autore | Downes Paul |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (281 p.) |
| Disciplina | 374.001 |
| Collana | Lifelong Learning Book Series |
| Soggetto topico |
Educational sociology
Continuing education Education - Philosophy Sociology of Education Lifelong Learning Educational Philosophy |
| ISBN |
9789401787956
9401787956 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Acknowledgements.-Foreword by Sue Waddington, President of the European Association for the Education of Adults (2008-2013).-1. Introduction: Developing a Conceptual Framework for Access to Education for Socio-Economically Marginalised Groups - A Systems Focus.-Chapter 1: Summary -- 2. System Blockages for Access to Education in Europe: Paper Commitments and Substantive Gaps -- 2.1 The European Union’s strategic priority on paper of access and lifelong learning as a means of fostering social inclusion: Falling between two stools in the ET2020 targets ? -- 2.2 Access to education for marginalised groups: A neglected focus in university rankings -- Chapter 2: Summary -- 3. Conceptual Framework and Agenda: Beyond Bronfenbrenner (1979;1995) to Interrogation of Blocked Systems via Structural Indicators -- 3.1Conceptual Framework: Interrogating Bronfenbrenner’s (1979; 1995) systems framework in educational, developmental and community psychology for access to education.-3.2 The need for focus on system blockage and displacement in moving from inert to inclusive systems: Key limitations to Bronfenbrenner’s (1979; 1995) understanding of systems -- Chapter 3: Summary -- 4. Structural Indicators for System Level Change for Access to Education for Marginalised Groups -- 4.1 An agenda of structural indicators for system level change for access to education for marginalised groups at international, national and institutional levels -- 4.2 Key interpretative principles underpinning a systemic review of structural indicators for access to education derived by analogy from international rights discourse -- 4.3 Structural indicators: A key strategic gap in the OECD (Organisation for Economic Cooperation and Development) international education indicators.-Chapter 4: Summary -- 5. Access to Higher Education for Socio-Economically Marginalized Groups: Indicators at Macro-Exo levels -- 5.1 A central driving committee at State level for access to higher education andlifelong learning for marginalised groups (Structural Indicator) – including clear funding sources -- 5.2 Clarification of the criteria to ascertain socio-economic exclusion (Structural Indicator) given the observed tendency, especially in Central and Eastern European countries, for targeting to occur for more easily identifiable target groups like those with a disability or from an ethnic minority – in contrast with groups experiencing socio-economic exclusion -- Chapter 5: Summary -- 6. Access to Higher Education for Socio-Economically Marginalized Groups: Indicators at Macro-Exo levels -- 6.1 The need for a formal obligation on institutions from the State to improve access and for incentives for third level institutions such as differentiated funding from the State based on implementation of access goals (Structural Indicator) -- 6.2 State-led incentives to different faculties and departments within third level institutions to increase access: A faculty and department level focus to increase access (Structural Indicator) -- 6.3 An access strategy for the so-called ‘elite’ universities (Structural Indicator) -- 6.4 Representation of target groups, including ethnic minorities in the decision making structures and processes at national level regarding access to education (Structural Indicator) -- 6.5 A system of reserved places or equivalent approach to increase participation of underrepresented groups at third level (Structural Indicator) -- 6.6 A coherent support strategy for access to third level education for orphans and young people in care (Structural Indicator) -- Chapter 6: Summary -- 7.Access to Higher Education for Socio-Economically Marginalized Groups: Indicators at Micro-Meso levels -- 7.1 Education institutional strategies for access for groups experiencing socio-economic exclusion (Structural Indicator) -- 7.2 Development of outreach institutional strategies that go beyond mere information based models (Structural Indicator) -- 7.3 Availability of schooland university institutions free of charge during summertime and evenings for community groups from marginalised areas (Structural Indicator) -- 7.4 Outreach strategy to communicate with spokespersons, opinion makers and community leaders in socio-economically marginalised or ethnic minority communities (Structural Indicator) -- 7.5 Formal links between universities and Non-Governmental Organisations representing marginalised groups (Structural Indicator) -- 7.6 Outreach strategy to engage young immigrants and young members of a target group: Cohort effect as a positive potential (Structural Indicator) -- 7.7 An access strategy of third level institutions which engages with primary and secondary students experiencing socio-economic marginalisation (Structural Indicator) -- 7.8 Preparatory admission courses (Structural Indicator) -- 7.9 Challenge to institutional staff attitudes -- Chapter 7: Summary -- 8. Non-formal education: Indicators at Macro-Exo levels -- 8.1 Introduction: Non-formal education as a key path to overcoming fear of failure in marginalised groups -- 8.2 The need for a national and regional strategy for non-formal education –to relate but not reduce non-formal education to the formal system (Structural Indicator) -- 8.3 The need for agreed, nonreductionist, accountability processes in the non-formal sector: Due to less accountability provided by non-formal educational institutions in a climate of increasing need for accountability (Structural Indicator) -- 8.4 Funded strategies to develop local community lifelong learning centres (Structural Indicator) -- 8.5 Non-formal education as a key bridge to ethnic minorities, immigrants and those experiencing social exclusion -- Chapter 8: Summary -- 9. Non-formal Education: Indicators at Micro-Meso Levels -- 9.1 A strategy to develop community leaders (Structural Indicator) -- 9.2 National strategies for lifelong learning to include the arts as a key bridge into societal and systemic participationvia non-formal education (Structural Indicator) -- 9.3 Non-formal as a path to formal education (Structural Indicator) -- 9.4 Staff continuity and development in non-formal education (Structural Indicator) -- 9.5 Pathways to overcome process difficulties regarding recognition of prior learning -- Chapter 9: Summary -- 10. Prison Education: Indicators at Macro-Exo Levels -- 10.1 Introduction: Prison education as a domain of lifelong learning -- 10.2 A national strategy of education for prisoners (Structural Indicator) -- 10.3 Opportunities for distance education and web-based learning in prison(Structural Indicator).-10.4 An education strategy for high security prisons (Structural Indicator) -- 10.5 Overcoming ambivalence from prison officers in some countries to prisoner Learning -- Chapter 10: Summary -- 11. Prison education: Indicators at Micro-Meso levels -- 11.1 Establishment and implementation of a principle of normality in prisons (Structural Indicator) -- 11.2 Individual education plans for prisoners (Structural Indicator) -- 11.3 Initial assessment approaches for prisoners (Structural Indicator) -- 11.4 Sufficient space in prison for education (Structural Indicator) -- 11.5 Professional development support and resource materials for teachers in prisons (Structural Indicator) -- 11.6 Prisoner exchange based on educational reasons, including bridges to external education institutions (Structural Indicator) -- 11.7 Overcoming practical problems to allow the prisoner to study in prison and at third level -- 11.8 Peer effects on motivation to learn in prison -- Chapter 11: Summary -- 12. Conclusion -- 12.1 Developing a European Union agenda of structural indicators for access to higher education and lifelong learning for socioeconomically excluded groups -- 12.2 Developing a conceptual framework to move from blocked systems of exclusion towards systems of inclusion for access to higher education and lifelong learning: From diametric to concentric systems of relation -- Chapter12: Summary -- Appendix A: Glossary of key terms -- Appendix B: Illustrative examples of a Structural Indicators Matrix Tool for Access to Education for Socio-Economically Marginalised Groups: Higher education, Non-Formal education, Prison education. |
| Record Nr. | UNINA-9910483644303321 |
Downes Paul
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| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Access, Lifelong Learning and Education for All / / edited by Gareth Parry, Michael Osborne, Peter Scott
| Access, Lifelong Learning and Education for All / / edited by Gareth Parry, Michael Osborne, Peter Scott |
| Autore | Parry Gareth |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 |
| Descrizione fisica | 1 online resource (353 pages) |
| Disciplina | 374 |
| Altri autori (Persone) |
OsborneMichael
ScottPeter |
| Collana | Palgrave Studies in Adult Education and Lifelong Learning |
| Soggetto topico |
Continuing education
Education, Higher Professional education Vocational education Lifelong Learning Higher Education Professional and Vocational Education |
| ISBN |
9783031123429
9783031123412 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents 1 Introduction -- Part I Access Beyond Elites -- Chapter 2 Access, Equity and Widening Participation -- Chapter 3 Human Capital Theory and Its Discontents -- Chapter 4 Adult and Lifelong Learning Epistemologies in Africa -- Chapter 5 Widening Access to Higher Education: Changing Demographics, Overcoming Old Barriers and the Role of Lifelong Learning -- Part II Alternative Pathways -- Chapter 6 Beyond the Segmentation Between Vocational Training and Higher Education: New Qualification Pathways in Germany -- Chapter 7 Community Colleges in the United States: Navigating Multiple Missions During Uncertain Times -- Chapter 8 The Alternative Route Revisited -- Chapter 9 Higher Level Vocational Qualifications as Pathways to Work and Further Study -- Part III Learning in Community Settings -- Chapter 10 Partial Inclusions: Smart Cities, Labour Market and Educational Opportunities in India -- Chapter 11 Community Learning Centres in the Asia Region: Popular Education and Community Transformation -- Chapter 12 Learning Outside the Academy: Conceptual Debates and Research Challenges -- Chapter 13 Relations in Learning and Research: The Case of the Centre for Research in Lifelong Learning. |
| Record Nr. | UNINA-9910683356803321 |
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Parry Gareth
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Achieving Quality Education for All : Perspectives from the Asia-Pacific Region and Beyond / / edited by Phillip Hughes
| Achieving Quality Education for All : Perspectives from the Asia-Pacific Region and Beyond / / edited by Phillip Hughes |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2013 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 379 |
| Altri autori (Persone) | HughesPhillip |
| Collana | Education in the Asia-Pacific Region: Issues, Concerns and Prospects |
| Soggetto topico |
International education
Comparative education Education and state Continuing education International and Comparative Education Educational Policy and Politics Lifelong Learning |
| ISBN |
9781283849906
1283849909 9789400752948 9400752946 |
| Classificazione |
5,3
DK 1040 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction; Kelli Hughes -- Introduction by the Series Editors; Rupert Maclean -- Foreword: Let a Hundred Flowers Blossom; Phillip Hughes -- SECTION 1: The Public Sector in Education -- SECTION 2: Quality in Teaching -- SECTION 3: Making Equity Work -- SECTION 4: Looking More Widely -- SECTION 5: Concluding Comments -- Index. |
| Record Nr. | UNINA-9910438341803321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Adapting to Online and Blended Learning in Higher Education : Supporting the Retention and Success of the Expanded and Diversified Intake / / edited by David Kember, Robert A. Ellis, Si Fan, Allison Trimble
| Adapting to Online and Blended Learning in Higher Education : Supporting the Retention and Success of the Expanded and Diversified Intake / / edited by David Kember, Robert A. Ellis, Si Fan, Allison Trimble |
| Autore | Kember David |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (460 pages) |
| Disciplina | 378.17344678 |
| Altri autori (Persone) |
EllisRobert A
FanSi TrimbleAllison |
| Soggetto topico |
Education, Higher
Educational technology Teaching Continuing education Higher Education Digital Education and Educational Technology Didactics and Teaching Methodology Lifelong Learning |
| ISBN |
9789819908981
9789819908974 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 Introduction -- Part A: Adopting a contemporary model of admission and course delivery to expand and diversify the student intake -- Chapter 2 Review of schemes for admitting a more diverse student body in higher education -- Chapter 3 Why Tasmania has a particular need to increase educational participation -- Chapter 4 Expanding and diversifying intakes through the adoption of open and online learning -- Chapter 5 Characteristics of the diverse student body and the multiple associated challenges they face -- Chapter 6 Catering for rural, regional and remote students with online learning -- Chapter 7 Coping mechanisms adopted by the diverse student body -- Part B: Supporting the retention and success of online and blended learners -- Chapter 8 Review of support provided by student support services -- Chapter 9 Review of literature on attrition -- Chapter 10 Modelling retention and success in traditional and contemporary universities -- Chapter 11 Comparison of student support services in four universities -- Chapter 12 Perceptions of support services by blended and online learners -- Part C: Implementing a model for the retention and success of online and blended learners -- Chapter 13 International perspectives on the transformation of teaching, learning and support in the new normal -- Chapter 14 Modelling the way teachers can support the retention and success of online students -- Chapter 15 Detailed characterisation of online teaching which optimises student support -- Chapter 16 Supporting blended learners in the new normal -- Chapter 17 Peer student support and the formation of learning communities -- Chapter 18 A teaching quality enhancement initiative which uses evaluation feedback to enable online and blended teaching to provide support to students -- Chapter 19 Practical implications of implementing a model of supporting retention and success for online and blended learners -- Chapter 20 Conclusion. |
| Record Nr. | UNINA-9910726280903321 |
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Kember David
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Adult Education as Empowerment : Re-imagining Lifelong Learning through the Capability Approach, Recognition Theory and Common Goods Perspective / / by Pepka Boyadjieva, Petya Ilieva-Trichkova
| Adult Education as Empowerment : Re-imagining Lifelong Learning through the Capability Approach, Recognition Theory and Common Goods Perspective / / by Pepka Boyadjieva, Petya Ilieva-Trichkova |
| Autore | Boi͡adzhieva Pepka |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021 |
| Descrizione fisica | 1 online resource (xxi, 343 pages) : illustrations |
| Disciplina | 374 |
| Collana | Palgrave Studies in Adult Education and Lifelong Learning |
| Soggetto topico |
Continuing education
Education and state Education - Philosophy Professional education Vocational education Lifelong Learning Educational Policy and Politics Philosophy of Education Educational Philosophy Professional and Vocational Education |
| ISBN |
9783030671365
3030671364 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction: The Feasibility Of Re-Imagining Adult Education As Empowerment -- 2.The Lifelong Learning Hybrid -- 3. The Heuristic Potential Of The Capability Approach In Studying (Adult) Education -- 4. Adult Education As An Agency And Empowerment Process -- 5. The Social Embeddedness Of The Capability To Participate In Adult Education -- 6. Lifelong Striving For Recognition: A Recognition Perspective Towards Adult Education -- 7. Towards A Holistic Understanding Of The Missions And Roles Of Adult Education -- 8. Equity For Whom, To What And Where: The Multi-Dimensional Character Of Social Justice In Adult Education -- 9. Fragile Sociality: Inequalities In Access To Adult Education And Social Trust -- 10. Irreducibly Social: Rethinking Adult Education As A Common Good -- 11. Conclusion: Adult Education As An Instrument For Empowerment Or Social Control? -- 12 Methodological Note: Pros And Cons Of Large-Scale International Surveys. |
| Record Nr. | UNINA-9910483295203321 |
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Boi͡adzhieva Pepka
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Adult Education in Neoliberal Times : Policies, Philosophies and Professionalism / / by Marion Bowl
| Adult Education in Neoliberal Times : Policies, Philosophies and Professionalism / / by Marion Bowl |
| Autore | Bowl Marion |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2017 |
| Descrizione fisica | 1 online resource (XI, 200 p. 2 illus.) |
| Disciplina | 374 |
| Soggetto topico |
Continuing education
Education and state Education - Philosophy Professional education Vocational education Educational sociology Lifelong Learning Educational Policy and Politics Educational Philosophy Professional and Vocational Education Sociology of Education |
| ISBN |
9783319508832
3319508830 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | PART I. Historical and Political Contexts for Adult Education -- Chapter 1. From Adult Education to Lifelong Learning: A Changing Global Landscape -- Chapter 2. England and New Zealand: Two National Contexts for Adult Education -- Chapter 3. Professionalism, Professionalisation and Continuing Professional Development in the Adult Education Arena. PART II. Adult Educators' Working Lives Researched -- Chapter 4. Researching Perspectives on Adult Education Policy and Practice -- Chapter 5. A ‘Non-Career’: Occupational Identities and Career Trajectories -- Adult Educator Philosophies and Values -- Chapter 7. Confronting the Dilemmas: Accommodation and Resistance -- Chapter 8. The Bigger Picture: Strategy and Advocacy -- Chapter 9. Lessons for Neoliberal Times. |
| Record Nr. | UNINA-9910255118403321 |
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Bowl Marion
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Agency at Work : An Agentic Perspective on Professional Learning and Development / / edited by Michael Goller, Susanna Paloniemi
| Agency at Work : An Agentic Perspective on Professional Learning and Development / / edited by Michael Goller, Susanna Paloniemi |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (XVIII, 484 p. 17 illus., 4 illus. in color.) |
| Disciplina | 650.1 |
| Collana | Professional and Practice-based Learning |
| Soggetto topico |
Continuing education
Professional education Vocational education Psychology, Industrial Lifelong Learning Professional and Vocational Education Work and Organizational Psychology |
| ISBN |
9783319609430
3319609432 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Agency at work, learning, and professional development: An introduction (Michael Goller & Susanna Paloniemi) -- Part I. Conceptual and theoretical issues -- Chapter 2. Bounded agency in professional lives (Karen Evans) -- Chapter 3. Intrapreneurship competence as a manifestation of work agency: A systematic literature review (Michaela Wiethe-Körprich, Susanne Weber, Sandra Bley, & Christine Kreuzer) -- Chapter 4. Three aspects of epistemological agency: The socio-personal construction of work-learning (Raymond Smith) -- Chapter 5. Human agency at work: Towards a clarification and operationalisation of the concept (Michael Goller & Christian Harteis) -- Chapter 6. Expanding the notion of agency: Introducing grit as an additional facet of agency (Hye Won Kwon) -- Chapter 7. Agency, learning and knowledge work: Epistemic dilemmas in professional practices (Nick Hopwood) -- Chapter 8. Proactive employees: The relationship between work-related reflection and innovative work behaviour (Gerhard Messmann & Regina H. Mulder) -- Chapter 9. The reciprocal relationship between emotions and agency in the workplace (Päivi Hökkä, Katja Vähäsantanen, Susanna Paloniemi, & Anneli Eteläpelto) -- Chapter 10. Emerging conceptualisations on professional agency and learning (Anneli Eteläpelto) -- Part II. Empirical and methodological issues -- Chapter 11. Individuals’ mediation of learning professional practice: Co-working and learning to prescribe (Stephen Billett & Christy Noble) -- Chapter 12. Working relationally on complex problems: Building capacity for joint agency in new forms of work (Anne Edwards, Carmen Montecinos, Jennifer Cádiz, Paloma Jorratt, Lizette Manriquez, & Carolina Rojas) -- Chapter 13. Professional agency and creativity in information technology work (Kaija Collin, Soila Lemmetty, Sanna Herranen, Susanna Paloniemi, Tommi Auvinen, & Elina Riivari) -- Chapter 14. Learning occupational practice in the absence of expert guidance: The agenticaction of Australian home care workers (Debra Palesy & Stephen Billett) -- Chapter 15. Professional virtues and agency at work: An ethnography of software developers (Mira Ylén) -- Chapter 16. Researching teachers’ agentic orientations to educational change in Finnish schools (Antti Rajala & Kristiina Kumpulainen) -- Chapter 17. Transformative agency and the development of knotworking in building design (Hannele Kerosuo) -- Chapter 18. An agency-promoting learning arena for developing shared work practices (Katja Vähäsantanen, Susanna Paloniemi, Päivi Hökkä, & Anneli Eteläpelto) -- Chapter 19. Measuring intrapreneurship competence as a manifestation of work agency in different educational settings (Christine Kreuzer, Susanne Weber, Sandra Bley, & Michaela Wiethe-Körprich) -- Chapter 20. Self-directedness in work-related learning processes. Theoretical perspectives and development of a measurement instrument (Isabel Raemdonck, Jo Thijssen, & Maurice de Greef).-Chapter 21. Proactive feedback-seeking, teaching performance, and flourishing among teachers in an international primary school (Jade Harwood & Dominik E. Froehlich) -- Chapter 22. Reflections on empirical and methodological accounts of agency at work (Crina I. Damşa, Dominik E. Froehlich, & Andreas Gegenfurtner) -- Part III. Concluding comments -- Chapter 23. The multifaceted nature of agency and professional learning (Susanna Paloniemi & Michael Goller). |
| Record Nr. | UNINA-9910255122903321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Applied Interdisciplinarity in Scholar Practitioner Programs : Narratives of Social Change / / edited by Siomonn Pulla, Bernard Schissel
| Applied Interdisciplinarity in Scholar Practitioner Programs : Narratives of Social Change / / edited by Siomonn Pulla, Bernard Schissel |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2018 |
| Descrizione fisica | 1 online resource (XVII, 209 p. 3 illus., 2 illus. in color.) |
| Disciplina | 374 |
| Soggetto topico |
Continuing education
Education, Higher Educational sociology Lifelong Learning Higher Education Sociology of Education |
| ISBN |
9783319644530
331964453X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction: Doctoral Education in Transition -- 2. Voices of Young Environmentalists: A Generational Perspective on Environmentalism -- 3. Vehicular Negligence: A Socio-Legal Study of Crime, Law and Public Safety -- 4. Schools and Community Organizations: The Challenges of Integrating Education and Wraparound Services for Children -- 5. Inspiring change in heritage interpretation -- 6. A case study of an Upriver Halq’eméylem language program in British Columbia -- 7. “Our Stories; Our Way”: Interdisciplinary Applied Research Exploring the Safe and Meaningful Engagement of Young People in Post-Conflict Truth Telling in Northern Uganda -- 8. Intercultural Leadership: Variations in Chinese Canadian Perspectives of Career Mobility into Senior Leadership Roles -- 9. Where Philanthropy Intersects International Development Aid. . |
| Record Nr. | UNINA-9910299521103321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Authentic Holistic Education, Wellbeing, and the Future of Catholic Schools in a Changing World : Owning the Incarnation / / by Graeme J. Mellor
| Authentic Holistic Education, Wellbeing, and the Future of Catholic Schools in a Changing World : Owning the Incarnation / / by Graeme J. Mellor |
| Autore | Mellor Graeme J |
| Edizione | [1st ed. 2025.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2025 |
| Descrizione fisica | 1 online resource (XI, 82 p. 5 illus., 3 illus. in color.) |
| Disciplina | 200 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Religion
Education Continuing education Adult education Educational sociology Lifelong Learning Adult Education Sociology of Education |
| ISBN | 981-9640-97-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | A reflection on the past an exploration -- Contexts and their effects the contemporary breakdown of inherited meaning -- Emerging new meanings for the catholic school the circle of compassion and concern for wellbeing is completed -- New wine and new wineskins christian humanism and new meanings for the catholic school -- Understanding christian humanism rooted in the scriptures and in church tradition and teaching -- Teaching the journey home to wholeness and wellbeing preparing for the essential challenge of the second half of life -- New contexts and consequent meanings for the future catholic schools -- The five essential skills of holistic education the journey home to the true self -- Teaching The Life Skills Necessary For the Journey home teaching life as the core of the contemporary catholic school. |
| Record Nr. | UNINA-9910999674903321 |
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Mellor Graeme J
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2025 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Autoethnographic Reflections on a Research Journey : Dual Perspectives from a Doctoral Student and a Researcher Development Specialist / / by Juliet Aleta Rivera Villanueva, Douglas Charles Forbes Eacersall
| Autoethnographic Reflections on a Research Journey : Dual Perspectives from a Doctoral Student and a Researcher Development Specialist / / by Juliet Aleta Rivera Villanueva, Douglas Charles Forbes Eacersall |
| Autore | Villanueva Juliet Aleta Rivera |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (112 pages) |
| Disciplina | 370.72 |
| Altri autori (Persone) | EacersallDouglas Charles Forbes |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Education, Higher
Adult education Continuing education Teachers - Training of Higher Education Adult Education Lifelong Learning Teaching and Teacher Education |
| ISBN |
9789819949298
9819949297 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | PART I: Research Journey v.1.0 -- Chapter 1 Battlefield 1.0 Research as a Personal, Selfish Act -- Chapter 2 Battlefield 2.0 Research as Reflective Act The Bitter and the Sweet -- Chapter 3 Barriers Enablers Research as Rite of Passage -- PART II: Research Journey 2.0 Ingress to Egress -- Chapter 4 Navigating Learning Spaces Maximizing Student Support Research as a Collaborative Act -- Chapter 5 Seesaws and Disenchantments -- Cycle of Pain -- Chapter 6 Self-regulation and Co-regulation Mentoring and Self-direction Research as an Empowering Act -- Epilogue When the Research Degree Changes You. . |
| Record Nr. | UNINA-9910799480803321 |
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Villanueva Juliet Aleta Rivera
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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