標(biāo)題: Titlebook: A Girl‘s Education; Schooling and the Fo Judith Gill,Katharine Esson,Rosalina Yuen Book 2016 The Editor(s) (if applicable) and The Author(s [打印本頁(yè)] 作者: 與生 時(shí)間: 2025-3-21 16:20
書目名稱A Girl‘s Education影響因子(影響力)
作者: semiskilled 時(shí)間: 2025-3-21 22:25
Palgrave Studies in Gender and Educationhttp://image.papertrans.cn/a/image/140884.jpg作者: curettage 時(shí)間: 2025-3-22 03:08 作者: Comprise 時(shí)間: 2025-3-22 07:10 作者: CYN 時(shí)間: 2025-3-22 11:18
William R. Miller,Ricardo F. Mu?ozaily living. In the studies described in later chapters, we set out to look at the ways in which girls learn the scripts of being girl, why they adhere to these roles as much as they do, how they feel about the positions of girl and woman, and what they see as the advantages and disadvantages associ作者: Radiculopathy 時(shí)間: 2025-3-22 14:11
William R. Miller,Ricardo F. Mu?ozre put in place to reduce these differences and thus provide a more equitable schooling experience for girls and boys. The history of the girls in education movement began slowly in the latter half of the twentieth century with the dawning recognition of the different sorts of educational experience作者: Palate 時(shí)間: 2025-3-22 19:35
William R. Miller,Ricardo F. Mu?ozAt one level girls, especially middle-class girls, are primed to be individual achievers while at the same time they face and are shaped by a continual array of messages about acceptable femininity. Following significant changes in the way in which schools educate girls we have noted that more girls作者: COUCH 時(shí)間: 2025-3-22 21:24
Alcohol, Age, Generation and the Life Courseorld. Hence, we focus on the making of learner identities, a process as described by Reay as one where ‘pupils construct themselves and are constructed by others as particular types of learners in relation to both other pupils and their teachers’ (Reay 2010, 279). We argue that the school is central作者: 弄皺 時(shí)間: 2025-3-23 04:54 作者: 同位素 時(shí)間: 2025-3-23 06:57 作者: AVERT 時(shí)間: 2025-3-23 12:02 作者: Supplement 時(shí)間: 2025-3-23 14:50 作者: Fortify 時(shí)間: 2025-3-23 21:08 作者: 音樂(lè)學(xué)者 時(shí)間: 2025-3-23 23:14 作者: 監(jiān)禁 時(shí)間: 2025-3-24 06:20
,Post-school Pathways and Girls’ Imagined Futures,978-0-387-72899-5作者: Spinous-Process 時(shí)間: 2025-3-24 07:29
How We Know What We Know: Knowledge and Evidence,municipalities, and their services to residents include water purification and reticulation, wastewater treatment and storm-water discharge. This chapter explains the political context of green and ecological infrastructures, coupled with water security, in the eThekwini Metropolitan Municipality.作者: 東西 時(shí)間: 2025-3-24 13:27
,See How Far We’ve Come! Girls’ Education in Recent History. And Where Does This Leave Girls Now?,inings. Dem dort dargestellten Studiendesign entsprechend wurde auch das Multiplikatorenkonzept sowohl formativ als auch summativ evaluiert und damit sowohl die Bewertung durch die Teilnehmerinnen und Teilnehmer als auch die Wirksamkeit der Ma?nahme in die Betrachtung einbezogen. Eine ausführliche D作者: FLORA 時(shí)間: 2025-3-24 17:30
The Balancing Act,tellung in Deutschland und international. Inihrer über 5-j?hrigen Wanderung besuchte die Ausstellung 73 Orte in 8 L?ndern auf allen 5 Kontinenten. Etwa 500.000 Besucher haben die Ausstellung gesehen..Neben Beitr?gen über die Entstehung und Hintergründe der Ausstellung sowie themenbezogenen Artikeln 作者: inscribe 時(shí)間: 2025-3-24 20:04 作者: Gentry 時(shí)間: 2025-3-24 23:33
,See How Far We’ve Come! Girls’ Education in Recent History. And Where Does This Leave Girls Now?,tiv evaluiert und damit sowohl die Bewertung durch die Teilnehmerinnen und Teilnehmer als auch die Wirksamkeit der Ma?nahme in die Betrachtung einbezogen. Als entscheidender Faktor für die Wirksamkeit haben?sich die starke Fokussierung der Multiplikatoren auf einzelne Trainingsaspekte und die direkt作者: 小木槌 時(shí)間: 2025-3-25 04:38 作者: 清洗 時(shí)間: 2025-3-25 10:47 作者: 血統(tǒng) 時(shí)間: 2025-3-25 15:34 作者: conspicuous 時(shí)間: 2025-3-25 16:39
Alcohol, Age, Generation and the Life Coursely involved in this process and we demonstrate particular features of current schooling practices which contribute to the girls becoming participative active learners and other potentially limiting ones which work in the opposite direction.作者: Fissure 時(shí)間: 2025-3-25 20:20 作者: assail 時(shí)間: 2025-3-26 02:35 作者: 優(yōu)雅 時(shí)間: 2025-3-26 07:13
William R. Miller,Ricardo F. Mu?ozn for fulfilling their potential to become active participants in society. The claim was based on comparisons with boys’ experience of schooling and included attention to time in school, subjects studied, roles undertaken, and appropriate preparation for a post-school career or further study.作者: GLIDE 時(shí)間: 2025-3-26 10:43
William R. Miller,Ricardo F. Mu?oze interpersonal relationships highly and spend much time on them (Hey 1997; Renold and Allan 2007). In this chapter, we describe the ways in which girls seek to balance the conflicting messages they receive.作者: Galactogogue 時(shí)間: 2025-3-26 14:55
2524-6445 ndividualized positions in imagining themselves into the future. Ultimately the work offers insight and understanding leading to a less divisive educational pathway for girls.978-1-137-52487-4Series ISSN 2524-6445 Series E-ISSN 2524-6453 作者: 變量 時(shí)間: 2025-3-26 19:26
Alcohol, Age, Generation and the Life Course performativities she confronts in the different zones into which she travels. And her energy and effort in trying to accommodate to these rules and to recognize cultural patterns and achieve some sort of sense of herself as belonging are also recognizably at play in the world of girls today.作者: 孤僻 時(shí)間: 2025-3-26 23:01
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