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Die absolute Metapher ,lebenslanges Lernen‘ : Eine Argumentationsanalyse / / von Claudia Dellori
| Die absolute Metapher ,lebenslanges Lernen‘ : Eine Argumentationsanalyse / / von Claudia Dellori |
| Autore | Dellori Claudia |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 |
| Descrizione fisica | 1 online resource (233 p.) |
| Disciplina | 370 |
| Collana | Theorie und Empirie Lebenslangen Lernens |
| Soggetto topico |
Lifelong learning
Adult education Educational policy Education and state Lifelong Learning/Adult Education Educational Policy and Politics |
| ISBN | 3-658-10960-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Nota di contenuto | Bildungsbereichsübergreifende Umsetzung lebenslangen Lernens -- Empirische Dimensionalisierung der absoluten Metapher ,lebenslanges Lernen‘ -- Umgang mit der absoluten Metapher ,lebenslanges Lernen‘ -- Verknüpfung wissenssoziologischer Diskursanalyse, Grounded Theory und Argumentationsanalyse. |
| Record Nr. | UNINA-9910483584503321 |
Dellori Claudia
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| Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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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
Lifelong learning Adult education Education—Philosophy Sociology of Education Lifelong Learning/Adult Education Educational Philosophy |
| ISBN | 94-017-8795-6 |
| 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 and lifelong 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 school and 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 participation via 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 -- Chapter 12: 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 |
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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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The Acquisition of Knowledge and Skills for Taskwork and Teamwork to Control Complex Technical Systems : A Cognitive and Macroergonomics Perspective / / by Annette Kluge
| The Acquisition of Knowledge and Skills for Taskwork and Teamwork to Control Complex Technical Systems : A Cognitive and Macroergonomics Perspective / / by Annette Kluge |
| Autore | Kluge Annette |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 658.31245 |
| Soggetto topico |
Industrial psychology
Operations research Management science Lifelong learning Adult education Industrial and Organizational Psychology Operations Research, Management Science Lifelong Learning/Adult Education |
| ISBN | 94-007-5049-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Why this Book has been Written: Purpose and Structure of the Book -- Chapter 2: Controlling Complex Technical Systems: The Control Room Operator’s Tasks in Process Industries -- Chapter 3: Required Knowledge and Skills to Control a Complex Technical System - Job Analysis Related to Training -- Chapter 4: Basic Learning Processes and Supportive Learning Mechanisms for Task Work and Teamwork to Control Complex Systems -- Chapter 5: Training Design for Instance-Based Learning – The "Staged Process Control Readiness Training" (SPCRT). |
| Record Nr. | UNINA-9910298075503321 |
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Kluge Annette
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| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| 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 |
Lifelong learning
Adult education Educational policy Education and state Education—Philosophy Professional education Vocational education Educational sociology Education and sociology Educational sociology Lifelong Learning/Adult Education Educational Policy and Politics Educational Philosophy Professional & Vocational Education Sociology of Education |
| ISBN | 3-319-50883-0 |
| 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 |
Lifelong learning
Adult education Professional education Vocational education Industrial psychology Lifelong Learning/Adult Education Professional & Vocational Education Industrial and Organizational Psychology |
| ISBN | 3-319-60943-2 |
| 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 agentic action 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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Altern in der Erwerbsarbeit : Perspektiven der Laufbahngestaltung / / herausgegeben von Frerich Frerichs
| Altern in der Erwerbsarbeit : Perspektiven der Laufbahngestaltung / / herausgegeben von Frerich Frerichs |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 |
| Descrizione fisica | 1 online resource (364 p.) |
| Disciplina | 300 |
| Collana | Vechtaer Beiträge zur Gerontologie |
| Soggetto topico |
Economic sociology
School management and organization School administration Lifelong learning Adult education Organizational Studies, Economic Sociology Administration, Organization and Leadership Lifelong Learning/Adult Education |
| ISBN | 3-658-12384-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNINA-9910483560703321 |
| Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Anerkennende Beziehung in der Sozialen Arbeit : Ein Beitrag zu sozialer Gerechtigkeit zwischen Anspruch und Wirklichkeit / / von Anna Riegler
| Anerkennende Beziehung in der Sozialen Arbeit : Ein Beitrag zu sozialer Gerechtigkeit zwischen Anspruch und Wirklichkeit / / von Anna Riegler |
| Autore | Riegler Anna |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 |
| Descrizione fisica | 1 online resource (328 p.) |
| Disciplina | 300 |
| Soggetto topico |
Social work
Lifelong learning Adult education Ethics Social Work Lifelong Learning/Adult Education |
| ISBN | 3-658-13227-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Nota di contenuto | Theorien sozialer Gerechtigkeit mit Blick auf Befähigung und anerkennende Verhältnisse -- Subjektwerdung im Spannungsgefüge der Reproduktion gesellschaftlicher Verhältnisse und der Anerkennung im Hilfeprozess -- Empirische Untersuchung zur anerkennenden Beziehungsgestaltung in der Sozialen Arbeit. |
| Record Nr. | UNINA-9910483486903321 |
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Riegler Anna
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| Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 | ||
| 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 |
Lifelong learning
Adult education Higher education Educational sociology Education and sociology Lifelong Learning/Adult Education Higher Education Sociology of Education |
| ISBN | 3-319-64453-X |
| 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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Begleiten, Beraten und Coachen : Der Lehrberuf im Wandel / / von Monika Perkhofer-Czapek, Renate Potzmann
| Begleiten, Beraten und Coachen : Der Lehrberuf im Wandel / / von Monika Perkhofer-Czapek, Renate Potzmann |
| Autore | Perkhofer-Czapek Monika |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 |
| Descrizione fisica | 1 online resource (384 p.) |
| Disciplina | 370 |
| Collana | Springer VS Research |
| Soggetto topico |
Teaching
Learning Instruction Lifelong learning Adult education Teaching and Teacher Education Learning & Instruction Lifelong Learning/Adult Education |
| ISBN | 3-658-12828-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Nota di contenuto | Förderliche und hinderliche Faktoren für eine Erweiterung des LehrerInnen-Rollenspektrums -- Einschätzung zumutbarer Rollenaspekte im pädagogischen Kontext -- Reflexion und Klärung des Rollenverständnisses als berufsbegleitende Entwicklungsaufgabe -- Professionalisierung von LehrerInnen -- Lernbegleitung. |
| Record Nr. | UNINA-9910484952403321 |
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Perkhofer-Czapek Monika
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| Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Being an Adult Learner in Austere Times : Exploring the Contexts of Higher, Further and Community Education / / edited by Ellen Boeren, Nalita James
| Being an Adult Learner in Austere Times : Exploring the Contexts of Higher, Further and Community Education / / edited by Ellen Boeren, Nalita James |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 |
| Descrizione fisica | 1 online resource (218 pages) |
| Disciplina | 338.43378 |
| Soggetto topico |
Lifelong learning
Adult education Educational policy Education and state Higher education Professional education Vocational education Lifelong Learning/Adult Education Educational Policy and Politics Higher Education Professional & Vocational Education |
| ISBN | 3-319-97208-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Adult education in austere times: an introduction; Nalita James and Ellen Boeren -- Chapter 2. Being an adult learner in Europe and the UK: persisting inequalities and the role of the welfare state; Ellen Boeren -- Chapter 3. The message or the bottle? Community, associationism and adult learning as "part of the process of social change"; Sharon Clancy -- Chapter 4. Keeping going in austere times: the declining spaces for adult widening participation in HE in England; Lindsey Fraser and Kerry Harman -- Chapter 5. Mature Students and Social Isolation: being excluded or choosing to be alone?; Charlotte Sutton -- Chapter 6. Subjects in formation: women's experiences of Access to Higher Education courses and entering Higher Education; Sherene Meir -- Chapter 7. Further educations: transformative teaching and learning for adults in times of austerity; Vicky Duckworth and Rob Smith -- Chapter 8. Adult education in community organisations supporting homeless adults: exploring the impact of austerity politics; Katy Jones -- Chapter 9. Conclusions and recommendations; Ellen Boeren and Nalita James. |
| Record Nr. | UNINA-9910337752703321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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