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.
Foundations of lifelong education / edited by R. H. Dave, A. J. Cropley
| Foundations of lifelong education / edited by R. H. Dave, A. J. Cropley |
| Pubbl/distr/stampa | Oxford ; New York : Unesco Institute for Education ( : Pergamon Press), 1976 |
| Descrizione fisica | 382 p. ; 20 cm |
| Disciplina | 374 |
| Collana | Studies of lifelong education |
| Soggetto non controllato | Educazione degli adulti |
| ISBN | 0-08-021192-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-990008670750403321 |
| Oxford ; New York : Unesco Institute for Education ( : Pergamon Press), 1976 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors
| From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors |
| Pubbl/distr/stampa | San Francisco : , : Jossey-Bass, , [2013] |
| Descrizione fisica | 1 online resource (114 p.) |
| Disciplina | 374 |
| Altri autori (Persone) |
KnowltonDave S
HagopianKevin Jack |
| Collana | New directions for teaching and learning |
| Soggetto topico |
Active learning
Education, Higher - Aims and objectives Student-centered learning Generation Y - Education (Higher) |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-77003-X
1-118-77008-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Contents; From the Series Editor; About This Publication; About This Volume; Editors' Notes; Purpose of This Volume; Theoretical Frame of This Volume; Overview of the Chapters in This Volume; Theory and Empiricism.; Practice and Application.; Conclusion; 1: Rethinking the Structural Architecture of the College Classroom; Entitlement in the Professorial Psyche; The Foundations of Entitlement in Classrooms; The Psychological Architecture of Conventional Classrooms; Rigid Demarcation.; Regulatory Thinking.; A Checklist for Structuring an Ego-Engaged Classroom
Acknowledge That Entitlement Cuts Two Ways.Be Comfortable with "Why Do We Need to Know This?"; Understand That Classroom Form also Functions as Content.; Rethink Disciplinary Thinking.; Accept Student Discomfort.; Aim for Relevance, Not Intellectual Ease.; Transforming Entitlement into Engagement; 2: Navigating the Paradox of Student Ego; Ego Entitlement as Closed Aloofness; Behavioral and Psychological Definitions.; Causes and Influences of Ego Entitlement.; Ego Engagement as Opened Allowing; State of Being.; Process.; Do Professors Have Ownership in Perpetuating Ego Entitlement? Guidelines for Leveraging Student Ego in the ClassroomPromote Students as the Source of Ego-Engaged Learning.; Broaden Habits of Mind Beyond Comfort Zones.; Focus on the Spiritual.; Conclusion; 3: What Students Say about Their Own Sense of Entitlement; Focus Group Participants and Format; Customer Service and Consumer Mentality; Classroom Environment, Rules, and Courtesy; The Role of the Student; The Role of the Professor; Implications for the Classroom; 4: The Syllabus: A Place to Engage Students' Egos; Tone and Style; Plain and Direct Language.; Friendliness.; Humility.; Conceptual Unity Syllabus Introduction.Course Objectives.; Grading.; Creating Early-Semester Engagement with the Syllabus; Conclusion; 5: Facilitating Class Sessions for Ego-Piercing Engagement; Require and Grade Participation; Learn and Use Students' Names; Invoke the Orienting Reflex; Inject Humor.; Be Provocative.; Correct Common Belief.; Conclusion; 6: Immersion in Political Action: Creating Disciplinary Thinking and Student Commitment; Introduction; Millennial Students, Immersive Activities, and Nursing; The Political Activities Assignment; Assignment Initiation.; Process-Based Planning. Written Documentation and Reflection.Assignment Outcomes.; Implications of Immersion Assignments; 7: Selves, Lives, and Videotape: Leveraging Self-Revelation through Narrative Pedagogy; Digital Stories to Build a Collective Understanding of Culture; Assignment Overview.; Office Meetings and Consultations.; Commenting on Drafts.; Production.; Screening.; Narrative Pedagogy across the Higher Education Curriculum; Conclusion; 8: Activating Ego Engagement through Social Media Integration in the Large Lecture Hall; Ubiquitous Technologies in Perspective; Ubiquitous Media in the College Classroom Media-Driven Lectures. |
| Record Nr. | UNINA-9910452532503321 |
| San Francisco : , : Jossey-Bass, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors
| From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors |
| Pubbl/distr/stampa | San Francisco : , : Jossey-Bass, , [2013] |
| Descrizione fisica | 1 online resource (114 p.) |
| Disciplina | 374 |
| Altri autori (Persone) |
KnowltonDave S
HagopianKevin Jack |
| Collana | New directions for teaching and learning |
| Soggetto topico |
Active learning
Education, Higher - Aims and objectives Student-centered learning Generation Y - Education (Higher) |
| ISBN |
1-118-77003-X
1-118-77008-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Contents; From the Series Editor; About This Publication; About This Volume; Editors' Notes; Purpose of This Volume; Theoretical Frame of This Volume; Overview of the Chapters in This Volume; Theory and Empiricism.; Practice and Application.; Conclusion; 1: Rethinking the Structural Architecture of the College Classroom; Entitlement in the Professorial Psyche; The Foundations of Entitlement in Classrooms; The Psychological Architecture of Conventional Classrooms; Rigid Demarcation.; Regulatory Thinking.; A Checklist for Structuring an Ego-Engaged Classroom
Acknowledge That Entitlement Cuts Two Ways.Be Comfortable with "Why Do We Need to Know This?"; Understand That Classroom Form also Functions as Content.; Rethink Disciplinary Thinking.; Accept Student Discomfort.; Aim for Relevance, Not Intellectual Ease.; Transforming Entitlement into Engagement; 2: Navigating the Paradox of Student Ego; Ego Entitlement as Closed Aloofness; Behavioral and Psychological Definitions.; Causes and Influences of Ego Entitlement.; Ego Engagement as Opened Allowing; State of Being.; Process.; Do Professors Have Ownership in Perpetuating Ego Entitlement? Guidelines for Leveraging Student Ego in the ClassroomPromote Students as the Source of Ego-Engaged Learning.; Broaden Habits of Mind Beyond Comfort Zones.; Focus on the Spiritual.; Conclusion; 3: What Students Say about Their Own Sense of Entitlement; Focus Group Participants and Format; Customer Service and Consumer Mentality; Classroom Environment, Rules, and Courtesy; The Role of the Student; The Role of the Professor; Implications for the Classroom; 4: The Syllabus: A Place to Engage Students' Egos; Tone and Style; Plain and Direct Language.; Friendliness.; Humility.; Conceptual Unity Syllabus Introduction.Course Objectives.; Grading.; Creating Early-Semester Engagement with the Syllabus; Conclusion; 5: Facilitating Class Sessions for Ego-Piercing Engagement; Require and Grade Participation; Learn and Use Students' Names; Invoke the Orienting Reflex; Inject Humor.; Be Provocative.; Correct Common Belief.; Conclusion; 6: Immersion in Political Action: Creating Disciplinary Thinking and Student Commitment; Introduction; Millennial Students, Immersive Activities, and Nursing; The Political Activities Assignment; Assignment Initiation.; Process-Based Planning. Written Documentation and Reflection.Assignment Outcomes.; Implications of Immersion Assignments; 7: Selves, Lives, and Videotape: Leveraging Self-Revelation through Narrative Pedagogy; Digital Stories to Build a Collective Understanding of Culture; Assignment Overview.; Office Meetings and Consultations.; Commenting on Drafts.; Production.; Screening.; Narrative Pedagogy across the Higher Education Curriculum; Conclusion; 8: Activating Ego Engagement through Social Media Integration in the Large Lecture Hall; Ubiquitous Technologies in Perspective; Ubiquitous Media in the College Classroom Media-Driven Lectures. |
| Record Nr. | UNINA-9910790547403321 |
| San Francisco : , : Jossey-Bass, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors
| From entitlement to engagement : affirming millennial students' egos in the higher education classroom / / Dave S. Knowlton, Kevin Jack Hagopian, editors |
| Pubbl/distr/stampa | San Francisco : , : Jossey-Bass, , [2013] |
| Descrizione fisica | 1 online resource (114 p.) |
| Disciplina | 374 |
| Altri autori (Persone) |
KnowltonDave S
HagopianKevin Jack |
| Collana | New directions for teaching and learning |
| Soggetto topico |
Active learning
Education, Higher - Aims and objectives Student-centered learning Generation Y - Education (Higher) |
| ISBN |
1-118-77003-X
1-118-77008-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Contents; From the Series Editor; About This Publication; About This Volume; Editors' Notes; Purpose of This Volume; Theoretical Frame of This Volume; Overview of the Chapters in This Volume; Theory and Empiricism.; Practice and Application.; Conclusion; 1: Rethinking the Structural Architecture of the College Classroom; Entitlement in the Professorial Psyche; The Foundations of Entitlement in Classrooms; The Psychological Architecture of Conventional Classrooms; Rigid Demarcation.; Regulatory Thinking.; A Checklist for Structuring an Ego-Engaged Classroom
Acknowledge That Entitlement Cuts Two Ways.Be Comfortable with "Why Do We Need to Know This?"; Understand That Classroom Form also Functions as Content.; Rethink Disciplinary Thinking.; Accept Student Discomfort.; Aim for Relevance, Not Intellectual Ease.; Transforming Entitlement into Engagement; 2: Navigating the Paradox of Student Ego; Ego Entitlement as Closed Aloofness; Behavioral and Psychological Definitions.; Causes and Influences of Ego Entitlement.; Ego Engagement as Opened Allowing; State of Being.; Process.; Do Professors Have Ownership in Perpetuating Ego Entitlement? Guidelines for Leveraging Student Ego in the ClassroomPromote Students as the Source of Ego-Engaged Learning.; Broaden Habits of Mind Beyond Comfort Zones.; Focus on the Spiritual.; Conclusion; 3: What Students Say about Their Own Sense of Entitlement; Focus Group Participants and Format; Customer Service and Consumer Mentality; Classroom Environment, Rules, and Courtesy; The Role of the Student; The Role of the Professor; Implications for the Classroom; 4: The Syllabus: A Place to Engage Students' Egos; Tone and Style; Plain and Direct Language.; Friendliness.; Humility.; Conceptual Unity Syllabus Introduction.Course Objectives.; Grading.; Creating Early-Semester Engagement with the Syllabus; Conclusion; 5: Facilitating Class Sessions for Ego-Piercing Engagement; Require and Grade Participation; Learn and Use Students' Names; Invoke the Orienting Reflex; Inject Humor.; Be Provocative.; Correct Common Belief.; Conclusion; 6: Immersion in Political Action: Creating Disciplinary Thinking and Student Commitment; Introduction; Millennial Students, Immersive Activities, and Nursing; The Political Activities Assignment; Assignment Initiation.; Process-Based Planning. Written Documentation and Reflection.Assignment Outcomes.; Implications of Immersion Assignments; 7: Selves, Lives, and Videotape: Leveraging Self-Revelation through Narrative Pedagogy; Digital Stories to Build a Collective Understanding of Culture; Assignment Overview.; Office Meetings and Consultations.; Commenting on Drafts.; Production.; Screening.; Narrative Pedagogy across the Higher Education Curriculum; Conclusion; 8: Activating Ego Engagement through Social Media Integration in the Large Lecture Hall; Ubiquitous Technologies in Perspective; Ubiquitous Media in the College Classroom Media-Driven Lectures. |
| Record Nr. | UNINA-9910818620403321 |
| San Francisco : , : Jossey-Bass, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From teaching to mentoring : principle and practice, dialogue and life in adult education / / Lee Herman, Alan Mandell
| From teaching to mentoring : principle and practice, dialogue and life in adult education / / Lee Herman, Alan Mandell |
| Autore | Herman Lee <1950-, > |
| Pubbl/distr/stampa | London ; ; New York : , : RoutledgeFalmer, , 2004 |
| Descrizione fisica | 1 online resource (240 p.) |
| Disciplina | 374 |
| Altri autori (Persone) | MandellAlan <1950-> |
| Soggetto topico |
Mentoring in education
Adult learning |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-134-50123-4
1-134-50124-2 1-282-56626-1 9786612566264 0-203-46443-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What is mentoring? -- The principles of mentoring and the philosophy of dialogue -- Asking questions -- Waiting as learning -- Curriculum as collaborative planning and learning -- The personal and the academic : dialogue as cognitive love -- The mentor as learner : habits of work -- Authenticity and artifice : mentoring in virtual reality -- Access to and within the academy -- Epilogue : from teaching to mentoring. |
| Record Nr. | UNINA-9910451429003321 |
Herman Lee <1950-, >
|
||
| London ; ; New York : , : RoutledgeFalmer, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From teaching to mentoring : principle and practice, dialogue and life in adult education / / Lee Herman, Alan Mandell
| From teaching to mentoring : principle and practice, dialogue and life in adult education / / Lee Herman, Alan Mandell |
| Autore | Herman Lee <1950-, > |
| Pubbl/distr/stampa | London ; ; New York : , : RoutledgeFalmer, , 2004 |
| Descrizione fisica | 1 online resource (240 p.) |
| Disciplina | 374 |
| Altri autori (Persone) | MandellAlan <1950-> |
| Soggetto topico |
Mentoring in education
Adult learning |
| ISBN |
1-134-50123-4
1-134-50124-2 1-282-56626-1 9786612566264 0-203-46443-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What is mentoring? -- The principles of mentoring and the philosophy of dialogue -- Asking questions -- Waiting as learning -- Curriculum as collaborative planning and learning -- The personal and the academic : dialogue as cognitive love -- The mentor as learner : habits of work -- Authenticity and artifice : mentoring in virtual reality -- Access to and within the academy -- Epilogue : from teaching to mentoring. |
| Record Nr. | UNINA-9910783866903321 |
|
Herman Lee <1950-, >
|
||
| London ; ; New York : , : RoutledgeFalmer, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From teaching to mentoring : principle and practice, dialogue and life in adult education / / Lee Herman, Alan Mandell
| From teaching to mentoring : principle and practice, dialogue and life in adult education / / Lee Herman, Alan Mandell |
| Autore | Herman Lee <1950-, > |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; New York : , : RoutledgeFalmer, , 2004 |
| Descrizione fisica | 1 online resource (240 p.) |
| Disciplina | 374 |
| Altri autori (Persone) | MandellAlan <1950-> |
| Soggetto topico |
Mentoring in education
Adult learning |
| ISBN |
1-134-50123-4
1-134-50124-2 1-282-56626-1 9786612566264 0-203-46443-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What is mentoring? -- The principles of mentoring and the philosophy of dialogue -- Asking questions -- Waiting as learning -- Curriculum as collaborative planning and learning -- The personal and the academic : dialogue as cognitive love -- The mentor as learner : habits of work -- Authenticity and artifice : mentoring in virtual reality -- Access to and within the academy -- Epilogue : from teaching to mentoring. |
| Record Nr. | UNINA-9910807340103321 |
|
Herman Lee <1950-, >
|
||
| London ; ; New York : , : RoutledgeFalmer, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
I fuorilegge della scuola : nascita del Movimento lavoratori studenti / a cura di Danilo Frassetto
| I fuorilegge della scuola : nascita del Movimento lavoratori studenti / a cura di Danilo Frassetto |
| Autore | Frassetto, Danilo |
| Pubbl/distr/stampa | Torino : Provincia, Assessorato istruzione, 1970 |
| Descrizione fisica | 344 p. ; 24 cm. |
| Disciplina | 374 |
| Soggetto topico | Movimento lavoratori studenti |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ita |
| Record Nr. | UNISALENTO-991002848399707536 |
|
Frassetto, Danilo
|
||
| Torino : Provincia, Assessorato istruzione, 1970 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. del Salento | ||
| ||
Generationen lernen gemeinsam : Theorie und Praxis intergenerationeller Bildung [[electronic resource]] / Eva-Maria Antz, Julia Franz, Norbert Frieters, Annette Scheunpflug, Markus Tolksdorf
| Generationen lernen gemeinsam : Theorie und Praxis intergenerationeller Bildung [[electronic resource]] / Eva-Maria Antz, Julia Franz, Norbert Frieters, Annette Scheunpflug, Markus Tolksdorf |
| Autore | Antz Eva-Maria |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Bielefeld, : wbv Publikation, 2009 |
| Descrizione fisica | 1 online resource (172 p.) |
| Disciplina |
374
374/.973 |
| Collana | EB Buch |
| Soggetto topico |
Erwachsenenbildung
Weiterbildung Lernprozess Bildungsarbeit Nachhaltigkeit Generationen Seniorenbildung Generationendialog Generationensolidarität Bildung Bundesministerium für Bildung und Forschung |
| ISBN | 3-7639-4458-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Nota di contenuto | Vorwort: Lore Wieland, BMBF Vorwort: Markus Tolksdorf, KBE 1 Einleitung: Intergenerationelles Lernen - Ein Thema der Erwachsenenbildung 1.1 Warum intergenerationelles Lernen? 1.2 Erwachsenenbildung - ein idealer Ort für intergenerationelles Lernen? 1.3 Zu diesem Buch 2 Intergenerationelles Lernen verstehen - Intergenerationelles Lernen als Bildungskonzept 2.1 Intergenerationelles Lernen 2.2 Themen intergenerationellen Lernens: Nachhaltigkeit 2.3 Lernformen intergenerationellen Lernens 2.4 Zusammenfassung: Das Feld intergenerationeller Lernarrangements 3 Intergenerationelles Lernen anleiten - Fortbildungen zum intergenerationellen Lernen 3.1 Einführung und Hintergrund 3.2 Generationenverständnis und Grundkonzepte intergenerationellen Lernens 3.3 Didaktische Grundorientierungen 3.4 Kompetenzorientierung zur Anleitung und Begleitung intergenerationeller Lernprozesse 3.5 Verzahnung von Qualifizierung, Praxis und Reflexion 3.6 Einbindung und Professionalisierung der entsendenden Einrichtungen 3.7 Anregungen für Fortbildungen zum intergenerationellen Lernen - Zusammenfassung 4 Intergenerationelles Lernen gestalten - Intergenerationelle Bildungsveranstaltungen in der Praxis 4.1 Formen intergenerationeller Praxis 4.2 Intergenerationelles Lernen von Großeltern und Enkelkindern 4.3 Senioren-Jugendliche-Projekte 4.4 Generationen- und altersgruppenunspezifische Projekte 4.5 Ausgewählte Projekte 4.6 Anregungen für die Gestaltung intergenerationellen Lernens - Zusammenfassung 5 Intergenerationelles Lernen reflektieren - Ein Blick aus der Forschung 5.1 Zum Forschungsprozess: Methodisches Vorgehen 5.2 Die Einschätzungen der Beteiligten 5.3 Implizites Lernen intentional vermitteln? 5.4 Intergenerationelles Lernen am Thema Nachhaltigkeit 5.5 Fazit: Intergenerationelles Lernen lernen und ermöglichen 6 Intergenerationelles Lernen ermöglichen - Förderliche Bedingungen für intergenerationelles Lernen 7 Intergenerationelles Lernen - Ein Ausblick 7.1 Eine Vision: Intergenerationelles Lernen als paradigmatische Anregung für die Erwachsenenbildung 7.2 Eine Vision: Eigene Interessen und Gemeinwesenorientierung 7.3 Eine Vision: Intergenerationelles Lernen und ein sensibler Umgang mit Alter und Tod 7.4 Eine Vision: Intergenerationelles Lernen als Raum für die Sehnsucht nach Gemeinschaft und Anerkennung 8 Literaturverzeichnis 9 Die Autorinnen und Autoren |
| Record Nr. | UNINA-9910139187903321 |
|
Antz Eva-Maria
|
||
| Bielefeld, : wbv Publikation, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Giacomino ossia Figlio adottivo d'un invalido
| Giacomino ossia Figlio adottivo d'un invalido |
| Pubbl/distr/stampa | Napoli : dalla Tipografia all'insegna di Tasso, 1837 |
| Descrizione fisica | 173 p. ; 15 cm |
| Disciplina | 374 |
| Collana | Letture popolari ; 1 |
| Soggetto topico | Biblioteche popolari |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ita |
| Record Nr. | UNISALENTO-991004263238507536 |
| Napoli : dalla Tipografia all'insegna di Tasso, 1837 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. del Salento | ||
| ||
