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.
Defining the curriculum : histories and ethnographies / / edited by Ivor F. Goodson and Stephen J. Ball
| Defining the curriculum : histories and ethnographies / / edited by Ivor F. Goodson and Stephen J. Ball |
| Pubbl/distr/stampa | Abingdon, Oxon ; ; New York : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (321 p.) |
| Disciplina |
375
375.001 |
| Altri autori (Persone) |
BallStephen J
GoodsonIvor |
| Collana | Routledge library editions: education |
| Soggetto topico |
Curriculum planning - History
Education - Curricula - Social aspects Educational anthropology |
| ISBN |
1-136-71666-1
1-280-68791-6 9786613664853 1-136-71667-X 0-203-81566-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
DEFINING THE CURRICULUM Histories and Ethnographies; Copyright; DEFINING THE CURRICULUM Histories and Ethnographies; Original Copyright; Contents; Acknowledgements; Introduction: Defining the Curriculum; Histories and Ethnographies; Part one: Theory and Method; Making a Vice of Our Virtues: Some Notes on Theory in Ethnography and History; Subjects for Study: Towards a Social History of Curriculum; On Explaining Change in School Subjects; Part two: Histories; Curricular Topics As Institutional Categories: Implications for Theory and Research in the History and Sociology of School Subjects
The Play House and the Sand TrayThe Experience of Schooling for Working-Class Boys and Girls in Nineteenth Century England; Imperialism, Social Control and the Colonial Curriculum in Africa; Ethnographic and Historical Method in the Study of Schooling; Part three: Ethnographies; It's Not a Proper Subject: It's Just Newsom'; Pupil Perceptions of Subject Status; The Amorphous School; Teacher, Self and Curriculum; Seals of Approval: An Analysis of English Examinations; Author Index |
| Record Nr. | UNINA-9910806295903321 |
| Abingdon, Oxon ; ; New York : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing Researcher Independence Through the Hidden Curriculum / / edited by Dely L. Elliot, Søren S. E. Bengtsen, and Kay Guccione
| Developing Researcher Independence Through the Hidden Curriculum / / edited by Dely L. Elliot, Søren S. E. Bengtsen, and Kay Guccione |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2023] |
| Descrizione fisica | 1 online resource (296 pages) |
| Disciplina | 306.43 |
| Soggetto topico | Educational anthropology |
| ISBN | 3-031-42875-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Introduction -- What This Book Aims to Offer -- Doctoral Well-being in the Spotlight -- Researcher Independence and Interdependence: An Oxymoron? -- So, What Might Researcher Independence Look Like in Practice? -- Hidden Curriculum as a Vital Channel of Doctoral Pedagogies -- Why Develop Researcher Independence Through the Hidden Curriculum? -- How Is This Book Designed to Achieve Its Core Aim? -- The Division of the Book -- Part I: Insights from Doctoral Scholars -- Part II: Insights from Doctoral Supervisors -- Part III: Insights from Researcher Developers -- Part IV: Insights from Institutional Leaders -- Part V: Insights on Doctoral Education Beyond Academia -- References -- Part I: Insights from Doctoral Scholars -- Through and Towards an interdisciplinary Research Community: Navigating Academia as a Lone Doctoral Scholar -- Introduction: An Accidental Doctoral Scholar -- Key Incident 1: Organising an International Conference -- Key Incident 2: ECHER -- Transitioning to Being a Postdoctoral Researcher: Who to Say "Yes" or "No" To? -- Conclusion -- References -- Mapping the Learning Opportunities of the Hidden Curriculum for International Doctoral Scholars in Japan -- Introduction -- Learning Experience of Doctoral Scholars in Japan -- Our Reflection: Informal Learning Opportunities for International Doctoral Scholars -- Domain A: Knowledge and Intellectual Abilities -- Domain B: Personal Effectiveness -- Domain C: Research Governance and Organisation -- Domain D: Engagement, Influence, and Impact -- Reflecting on the Insights from Our Dialogues -- References -- Peer Mentoring: A Potential Route to Researcher Independence -- Introduction -- What Is 'Peer Mentoring'? -- Peer Mentoring as a Route to Researcher Independence.
GTA Experience as a Secondary Source of Learning -- Working in Academia as International GTAs -- Peer Support During Lockdown -- Takeaway Messages from Peer Mentoring -- References -- 'Settle Down' or 'Return Overseas'? A Reflexive Narrative of an International Chinese Doctoral Scholar's (Re)adjustment Experiences in China -- Introduction -- Hidden Rules in the Job-Hunting Journey -- Hidden Knowledge to (Re)shape Academic Habitus in the 'Home Field' -- In-betweenness Through Learning Hidden Knowledge -- Discussion and Conclusion -- References -- 'It Is a Nice Way to End the Week': Journal Club as an Authentic and Safe Learning Space -- Research on Journal Clubs -- Reciprocal Determinism as a Lens for Exploring Doctoral Development -- An Autoethnographic Exploration of Our Own Journal Club Participation -- Multiple Dimensions of Learning Through Journal Club -- Personal Aspects Relevant to the Journal Club Experience -- Experiencing the Environment of the Journal Club -- JC as an Authentic and Safe Learning Space -- Taking Forward JCs for Developing Researcher Independence -- Appendix: Guide Questions for the Group Discussion During the Journal Club -- References -- Part II: Insights from Doctoral Supervisors -- Facilitating Researcher Independence Through Supervision as Dialogue -- Enabling, Demystifying, Nurturing Difference: Supervisory Interactions as Successful Dialogues -- Ecology of Interactions: Supervisor and Doctoral Researcher Dialogues -- Structured Supervisor and Doctoral Researcher Dialogues in Supervision -- Working with the Dialogues -- Feedback as Developmental Dialogue (Wisker, Online) -- Fridaying Dialogues -- Conclusion: What Do Supervisors Do to Support Independence? -- References -- Websites -- Creative Supervising/Supervising for Creativity: Exploring the Hidden Dimensions of Creativity in Doctoral Supervision. Demystifying Doctoral Creativity -- The Creative Pedagogue: Creative Supervising -- Creative Pedagogues Are Experts at Play -- Creative Pedagogues Have a Tolerance for Ambiguity and Allow for Constructive Friction -- Creative Pedagogues Have (Research) Integrity -- Creative Pedagogues Are Radical Collaborators -- Unlocking What Is Hidden: Supervising for Creativity -- Supervision for Enabling Scientific Play -- Supervision Amidst Ambiguity that Allows for Constructive Friction -- Supervision that Promotes Research Integrity -- Supervision for Radical Collaboration -- Beyond the Hidden Curriculum-Creativity as a Key Supervisory Concern -- References -- Developing a Disposition for Harnessing the Hidden Curriculum En Route to Becoming Independent Researchers: The Role of Doctoral Supervisors -- Introduction -- A Theoretical Lens -- Metacognition in Action -- A Metacognitive Disposition as a Means of Harnessing the Hidden Curriculum -- En Route to Becoming Independent Researchers -- References -- The Interstitial Doctoral Life of #thesisthinkers: When the Hidden Curriculum Might Be All There Is… -- #thesisthinkers: What Is It? -- What Do We Do Together in #thesisthinkers? -- What Makes #thesisthinkers Sticky? -- The Work of Usefulness Is Shared and Co-created, and It Shifts -- It's Specific to Individuals' Research Projects -- It's Relational -- Outputs Are Not the Focus: Cultivating Good Thinking and Academic Judgement Are -- It's Expansive -- #thesisthinkers: A Curriculum Hiding in Plain Sight? -- References -- Part III: Insights from Researcher Developers -- The Dance of Authenticity and Multiple Ways of Doing: Defining a Pedagogy for Accessing the Hidden Curriculum in Doctoral Education and Developing Researcher Independence -- 'The Only Way to Do It Is to Do It' (Merce Cunningham) -- Framing Improvisation -- A Pedagogy of Multiple Ways of Doing. Example: Introducing Strategies to Identify Thesis Structure -- An Authentic Approach to Training and Development -- Conclusion -- References -- How Humour Can Support Researcher Independence -- Humour and Norms in Supervision -- Examples from Life Science Supervision -- Discussion and Recommendations -- References -- Finding Confidence in Writing: Doctoral Writing Groups -- Introduction -- Models of Writing Groups -- Critiquing Groups -- Productivity Groups -- Independence and the Hidden Curriculum -- References -- Doctoral Intelligence Mechanisms to Illuminate Development Strategies in the Hidden Curriculum -- Introduction -- Doctoral Intelligence Conceptualisation -- Doctoral Intelligence Manifestations Reflect Mechanisms for Dynamic Development -- Doctoral Intelligence Manifestations -- Knowing -- Doing -- Thinking -- Willing -- Doctoral Intelligence Mechanisms -- Learning During the Doctoral Process -- Strategies for Ownership and Independence -- Integrating DI Domains Enhances Development -- Hidden Curriculum Guiding Framework for Research Independence -- Conclusion -- References -- Enabling Part-Time Doctoral Scholars to Develop Effective Support Villages -- Introduction -- What Is Different for Part-Time Doctoral Scholars? -- Demystifying the Belief of the Lone Scholar -- A Local Village for Local People -- Institutional Scaffolding -- Accessibility -- What's in It for Them? -- Enabling Peer Connections -- Developing Connections Beyond the Institution -- Social Media -- Postgraduate Subject Networks -- The Home-Village Connection -- Conclusion -- References -- Part IV: Insights from Institutional Leaders -- Echo-locating a Personalised Route to Independence -- Why Does Doctorate Need to Be Navigated? -- Transformation Through Conversation -- Designing Discourse into the Doctorate -- References. Decolonising Doctoral Education: Sociology of Emergences? -- Introduction -- Sociology of Emergences and the Hidden Curriculum -- 'Ruin Seeds' Supporting the Hidden Doctoral Curriculum: Cultural Resources, Elders, and Communities -- Extending the Hidden Doctoral Curriculum to Include Spiritual Knowledge -- Ruins Seeds and Counterhegemonic Appropriations: First Nations and Transcultural Knowledge Systems -- Conclusion: Liberated Zones for Decolonised Doctoral Education-Ideas for Doctoral Institutional Leaders -- References -- Midwifing the New: Institutional Leadership for Doctoral Education -- An Intriguing Triangle for Thought -- Institutional Leadership Is Compromised -- Cascading Layers of Leadership -- Fruitful Possibilities in Local Leadership -- Doctoral Leadership as Midwifing the New -- References -- Nested Leadership in Research Education -- Introduction -- Theoretical Anchoring -- Structural Change from Within: The Case of Beth -- Informal Community Building: The Case of Anna -- Nested Leadership in Doctoral Education -- References -- Part V: Insights on Doctoral Education Beyond Academia -- Putting the 'Extra' in Extracurricular: Why Going Off-Script is Important for Life After the Doctorate -- The Case for Extracurricular Learning in Doctoral Education -- What Are 'Extracurricular Development Opportunities,' and What Is There to Choose From? -- Empowering Doctoral Scholars to Reap the Benefits of Extracurricular Learning -- Staff-Doctoral Scholar Partnerships -- Be Driven by the Needs of Postgraduate Researchers -- Have a Diverse Menu of Accessible Opportunities -- Staying 'Off-Script' -- References -- The Hidden Meanings of 'Independent Research(er)' -- References -- Preparing for the World Outside Academia: Avoiding Organisational Culture Shock -- Preparing for the World Outside Academia: Avoiding Organisational Culture Shock. Integrating Non-academic Workplaces: Organisational Culture Shock. |
| Record Nr. | UNINA-9910766895303321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The educated mind [[electronic resource] ] : how cognitive tools shape our understanding / / Kieran Egan
| The educated mind [[electronic resource] ] : how cognitive tools shape our understanding / / Kieran Egan |
| Autore | Egan Kieran |
| Pubbl/distr/stampa | Chicago, : University of Chicago Press, c1997 |
| Descrizione fisica | 1 online resource (312 p.) |
| Disciplina | 370/.1 |
| Soggetto topico |
Education - Philosophy
Cognition and culture Civilization, Western - History Educational anthropology Educational sociology Learning, Psychology of Teaching Psycholinguistics |
| Soggetto genere / forma | Electronic books. |
| ISBN |
9786612189210
1-282-18921-2 0-226-19040-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front matter -- Contents -- Acknowledgments -- Introduction -- Part One -- Part Two -- Afterword -- Bibliography -- Index |
| Record Nr. | UNINA-9910455312403321 |
Egan Kieran
|
||
| Chicago, : University of Chicago Press, c1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The educated mind [[electronic resource] ] : how cognitive tools shape our understanding / / Kieran Egan
| The educated mind [[electronic resource] ] : how cognitive tools shape our understanding / / Kieran Egan |
| Autore | Egan Kieran |
| Pubbl/distr/stampa | Chicago, : University of Chicago Press, c1997 |
| Descrizione fisica | 1 online resource (312 p.) |
| Disciplina | 370/.1 |
| Soggetto topico |
Education - Philosophy
Cognition and culture Civilization, Western - History Educational anthropology Educational sociology Learning, Psychology of Teaching Psycholinguistics |
| Soggetto non controllato | education, language, literacy, learning, pedagogy, curriculum, understanding, cognition, anthropology, sociology, psycholinguistics, psychology, nonfiction, teaching methods, citizenship, knowledge, fulfillment, potential, individual growth, cognitive development, early childhood, elementary, secondary, imagination, science, math, grammar |
| ISBN |
9786612189210
1-282-18921-2 0-226-19040-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front matter -- Contents -- Acknowledgments -- Introduction -- Part One -- Part Two -- Afterword -- Bibliography -- Index |
| Record Nr. | UNINA-9910778714303321 |
|
Egan Kieran
|
||
| Chicago, : University of Chicago Press, c1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The educated mind [[electronic resource] ] : how cognitive tools shape our understanding / / Kieran Egan
| The educated mind [[electronic resource] ] : how cognitive tools shape our understanding / / Kieran Egan |
| Autore | Egan Kieran |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Chicago, : University of Chicago Press, c1997 |
| Descrizione fisica | 1 online resource (312 p.) |
| Disciplina | 370/.1 |
| Soggetto topico |
Education - Philosophy
Cognition and culture Civilization, Western - History Educational anthropology Educational sociology Learning, Psychology of Teaching Psycholinguistics |
| Soggetto non controllato | education, language, literacy, learning, pedagogy, curriculum, understanding, cognition, anthropology, sociology, psycholinguistics, psychology, nonfiction, teaching methods, citizenship, knowledge, fulfillment, potential, individual growth, cognitive development, early childhood, elementary, secondary, imagination, science, math, grammar |
| ISBN |
9786612189210
1-282-18921-2 0-226-19040-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front matter -- Contents -- Acknowledgments -- Introduction -- Part One -- Part Two -- Afterword -- Bibliography -- Index |
| Record Nr. | UNINA-9910817030103321 |
|
Egan Kieran
|
||
| Chicago, : University of Chicago Press, c1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education for tragedy : essays in disenchanted hope for modern man / / Kenneth D. Benne
| Education for tragedy : essays in disenchanted hope for modern man / / Kenneth D. Benne |
| Autore | Benne Kenneth Dean <1908-> |
| Pubbl/distr/stampa | Lexington, [Kentucky] : , : University of Kentucky Press, , 1967 |
| Descrizione fisica | 1 online resource (216 p.) |
| Disciplina | 370.19/3 |
| Soggetto topico | Educational anthropology |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-8131-6208-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Title; Copyright; Contents; Introduction; Education for Tragedy; Education in the Quest for Identity; Education in the Quest for Community; The Uses of Fraternity; Man and Moloch; The Re-education of Persons in Their Human Relationships; From Polarization to Paradox; The Arts of Democratic Citizenship; Notes; Acknowledgments |
| Record Nr. | UNINA-9910460695803321 |
|
Benne Kenneth Dean <1908->
|
||
| Lexington, [Kentucky] : , : University of Kentucky Press, , 1967 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education for tragedy : essays in disenchanted hope for modern man / / Kenneth D. Benne
| Education for tragedy : essays in disenchanted hope for modern man / / Kenneth D. Benne |
| Autore | Benne Kenneth Dean <1908-> |
| Pubbl/distr/stampa | Lexington, [Kentucky] : , : University of Kentucky Press, , 1967 |
| Descrizione fisica | 1 online resource (216 p.) |
| Disciplina | 370.19/3 |
| Soggetto topico | Educational anthropology |
| ISBN | 0-8131-6208-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Title; Copyright; Contents; Introduction; Education for Tragedy; Education in the Quest for Identity; Education in the Quest for Community; The Uses of Fraternity; Man and Moloch; The Re-education of Persons in Their Human Relationships; From Polarization to Paradox; The Arts of Democratic Citizenship; Notes; Acknowledgments |
| Record Nr. | UNINA-9910787483303321 |
|
Benne Kenneth Dean <1908->
|
||
| Lexington, [Kentucky] : , : University of Kentucky Press, , 1967 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education for tragedy : essays in disenchanted hope for modern man / / Kenneth D. Benne
| Education for tragedy : essays in disenchanted hope for modern man / / Kenneth D. Benne |
| Autore | Benne Kenneth Dean <1908-> |
| Pubbl/distr/stampa | Lexington, [Kentucky] : , : University of Kentucky Press, , 1967 |
| Descrizione fisica | 1 online resource (216 p.) |
| Disciplina | 370.19/3 |
| Soggetto topico | Educational anthropology |
| ISBN | 0-8131-6208-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Title; Copyright; Contents; Introduction; Education for Tragedy; Education in the Quest for Identity; Education in the Quest for Community; The Uses of Fraternity; Man and Moloch; The Re-education of Persons in Their Human Relationships; From Polarization to Paradox; The Arts of Democratic Citizenship; Notes; Acknowledgments |
| Record Nr. | UNINA-9910808024503321 |
|
Benne Kenneth Dean <1908->
|
||
| Lexington, [Kentucky] : , : University of Kentucky Press, , 1967 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emotion management and feelings in teaching and educational leadership / / edited by Izhar Oplatka, and Khalid Arar
| Emotion management and feelings in teaching and educational leadership / / edited by Izhar Oplatka, and Khalid Arar |
| Pubbl/distr/stampa | Bingley, England : , : Emerald Publishing, , [2019] |
| Descrizione fisica | 1 online resource (315 pages) |
| Disciplina | 371.2 |
| Collana | Studies in educational administration |
| Soggetto topico |
Educational leadership
Emotions - Social aspects Educational anthropology Education - Counseling / Career Development Teaching skills & techniques |
| ISBN |
1-78756-012-0
1-78756-010-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Prelims -- Introduction -- Section I: Culture and context in the study of emotion in education -- Chapter 1: A call to study educator emotion as a contextualised phenomenon -- Chapter 2: Organising in schools: it's all about emotion -- Section II: Educational management and emotion in different cultural arenas -- Chapter 3: Exploring emotion management strategies of junior high school teachers in Shanghai, China -- Chapter 4: A female school leader and emotional management: coping in 'special measures' in a secondary school in England -- Chapter 5: A restorative approach to valuing emotion management in educational leadership: the case of Liberians and Palestinian Arabs in Israel -- Chapter 6: Emotion expression among Arab deputy-principals in Israel: the key role of the local culture -- Chapter 7: Muslim women mobilising emotionality -- Chapter 8: Factors affecting emotional management in highly complex schools: the case of two Spanish schools -- Section III: Cross-cultural understandings of educators' feelings and emotions -- Chapter 9: New principals' emotions: interactions with 'inherited' school cultures -- Chapter 10 There is always light at the end of the tunnel: emotions of a Turkish school leader in a temporary education center for Syrian children -- Chapter 11 The effects of shame in school leadership: the case of Turkish principals -- Chapter 12 Building teachers' trust in principals and colleagues: a study of critical incidents in Chilean schools -- Chapter 13 Understanding willpower and its role in leadership: a study on how educational leaders from different multicultural backgrounds perceive willpower -- Index. |
| Record Nr. | UNINA-9910793516103321 |
| Bingley, England : , : Emerald Publishing, , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emotion management and feelings in teaching and educational leadership / / edited by Izhar Oplatka, and Khalid Arar
| Emotion management and feelings in teaching and educational leadership / / edited by Izhar Oplatka, and Khalid Arar |
| Pubbl/distr/stampa | Bingley, England : , : Emerald Publishing, , [2019] |
| Descrizione fisica | 1 online resource (315 pages) |
| Disciplina | 371.2 |
| Collana | Studies in educational administration |
| Soggetto topico |
Educational leadership
Emotions - Social aspects Educational anthropology Education - Counseling / Career Development Teaching skills & techniques |
| ISBN |
1-78756-012-0
1-78756-010-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Prelims -- Introduction -- Section I: Culture and context in the study of emotion in education -- Chapter 1: A call to study educator emotion as a contextualised phenomenon -- Chapter 2: Organising in schools: it's all about emotion -- Section II: Educational management and emotion in different cultural arenas -- Chapter 3: Exploring emotion management strategies of junior high school teachers in Shanghai, China -- Chapter 4: A female school leader and emotional management: coping in 'special measures' in a secondary school in England -- Chapter 5: A restorative approach to valuing emotion management in educational leadership: the case of Liberians and Palestinian Arabs in Israel -- Chapter 6: Emotion expression among Arab deputy-principals in Israel: the key role of the local culture -- Chapter 7: Muslim women mobilising emotionality -- Chapter 8: Factors affecting emotional management in highly complex schools: the case of two Spanish schools -- Section III: Cross-cultural understandings of educators' feelings and emotions -- Chapter 9: New principals' emotions: interactions with 'inherited' school cultures -- Chapter 10 There is always light at the end of the tunnel: emotions of a Turkish school leader in a temporary education center for Syrian children -- Chapter 11 The effects of shame in school leadership: the case of Turkish principals -- Chapter 12 Building teachers' trust in principals and colleagues: a study of critical incidents in Chilean schools -- Chapter 13 Understanding willpower and its role in leadership: a study on how educational leaders from different multicultural backgrounds perceive willpower -- Index. |
| Record Nr. | UNINA-9910819342203321 |
| Bingley, England : , : Emerald Publishing, , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Soggetto topico
-
Educational anthropology
(98)
- Education - Philosophy (13)
- Education (12)
- Learning, Psychology of (8)
- Social Sciences (8)