標題: Titlebook: Culture in Education and Education in Culture; Tensioned Dialogues Pernille Hviid,Mariann M?rtsin Book 2019 Springer Nature Switzerland AG [打印本頁] 作者: 桌前不可入 時間: 2025-3-21 18:34
書目名稱Culture in Education and Education in Culture影響因子(影響力)
書目名稱Culture in Education and Education in Culture影響因子(影響力)學科排名
書目名稱Culture in Education and Education in Culture網絡公開度
書目名稱Culture in Education and Education in Culture網絡公開度學科排名
書目名稱Culture in Education and Education in Culture被引頻次
書目名稱Culture in Education and Education in Culture被引頻次學科排名
書目名稱Culture in Education and Education in Culture年度引用
書目名稱Culture in Education and Education in Culture年度引用學科排名
書目名稱Culture in Education and Education in Culture讀者反饋
書目名稱Culture in Education and Education in Culture讀者反饋學科排名
作者: 鴿子 時間: 2025-3-21 23:11
978-3-030-28414-5Springer Nature Switzerland AG 2019作者: 招人嫉妒 時間: 2025-3-22 02:14 作者: Infant 時間: 2025-3-22 08:25
Cultural Psychology of Educationhttp://image.papertrans.cn/d/image/241007.jpg作者: 先驅 時間: 2025-3-22 10:13
https://doi.org/10.1007/978-1-349-10165-8 a more complex and deeper way. However, such results cannot be accomplished by “l(fā)earning” in the sense of being able to come to the predetermined right answer. Rather, learning in this sense involves a long-term process in which the student relates the new ideas to his or her own existence in past,作者: 口訣 時間: 2025-3-22 14:55 作者: 口訣 時間: 2025-3-22 17:31
https://doi.org/10.1007/978-1-349-10165-8e it applies to education for deliberative democratic citizenship and the concept of motives as it has been developed in Cultural-Historical Psychology. The central tenet in the present chapter is to argue that education for deliberative democratic citizenship must be connected to, but cannot be red作者: 極大的痛苦 時間: 2025-3-22 22:08 作者: 親密 時間: 2025-3-23 03:49
Work Out Graphic Communication GCSEarch on factors influencing attendance and engagement in early childhood education has focused primarily on Indigenous children, families or community. In comparison, there is a dearth of research on the preparedness of mainstream educational contexts to receive Indigenous children and families, and作者: AGOG 時間: 2025-3-23 07:59 作者: sultry 時間: 2025-3-23 09:41
Western Europe and Southeast Asiaines the right of the indigenous communities to have a differentiated, bilingual indigenous education, one that may contribute to the empowerment of the traditional culture. However, many times the communities’ efforts in this direction are not recognized, not even by the State agents responsible fo作者: Bereavement 時間: 2025-3-23 14:25
The Importance of ASEAN to Western Europe,vador. The author considers the impact of such actions in strengthening social support networks and in creating new symbolic fields in face of urban violence. He analyzes the role of artistic methodologies to cope with psychosocial vulnerability, namely. art education and the appreciation of memory,作者: 向下 時間: 2025-3-23 19:59 作者: 自戀 時間: 2025-3-23 23:33
Coursework and Revision Techniques,nd transformation of learners’ identities. This assertion, which shall become our working hypothesis, assumes three theoretical principles: (1) that human identities are culturally situated and distributed; (2) that there is a constitutive link between learning and identity; and (3) that sense (sign作者: 取之不竭 時間: 2025-3-24 05:34
Work Out Social and Economic History GCSEution. However, such hypotheses fail to account for learning trajectories that would escape from social or cultural determinism. For this, we need to turn to students’ own school experiences, about which little is known. In this chapter, we draw on a sociocultural psychological approach that conside作者: SPECT 時間: 2025-3-24 06:43
https://doi.org/10.1007/978-1-349-10295-2 needs of students’ autonomy development and the limitations of teacher training in contemporary China. These point to the demand to focus on the development of teacher identity. Previous research has been conducted on the identity formation of student–teachers, yet there have been few efforts to st作者: 變色龍 時間: 2025-3-24 12:14
Coursework and Revision Techniques, in particular students’ academic learning. As such, ECEC has become part of the global investment in learning, and the global competition on knowledge. This renewed attention has in effect led ECECs to redirect their practices in an attempt to align with the overall political goals. This is particu作者: Crater 時間: 2025-3-24 16:48
https://doi.org/10.1007/978-1-349-10295-2ractices promote human development along the life course. Here I comment on the clever contribution the chapters in Part III make, on the value of creation and use of cultural elements transformed in personal symbolic resources to overcome social barriers, and on issues relative to self-identificati作者: Oratory 時間: 2025-3-24 20:32 作者: Glucocorticoids 時間: 2025-3-24 23:16
Culture in Education and Education in Culture978-3-030-28412-1Series ISSN 2364-6780 Series E-ISSN 2364-6799 作者: 半身雕像 時間: 2025-3-25 06:26 作者: minion 時間: 2025-3-25 10:39
What Is Disruptive About Disruptive Behavior?ive behavior and disciplinary problems have globally been identified as growing concerns. After describing the shift in educational philosophy and practice toward more outcome-based education, this chapter will follow two tracks. The first track describes how and why disruptive behavior is a major c作者: 一美元 時間: 2025-3-25 15:37 作者: GET 時間: 2025-3-25 16:09 作者: 使乳化 時間: 2025-3-25 22:51
Cultural Security in Australian Classrooms: Entanglements with Mainstream Education as Aboriginal anarch on factors influencing attendance and engagement in early childhood education has focused primarily on Indigenous children, families or community. In comparison, there is a dearth of research on the preparedness of mainstream educational contexts to receive Indigenous children and families, and作者: rheumatology 時間: 2025-3-26 02:05
A Cultural–Historical Model to Inform Culturally Responsive Pedagogies: Case Studies of Educational d when approaches and assumptions are not shared by all the participants in an education context. This is particularly true in contexts where one set of cultural assumptions and traditions have been forced onto another, such as in the process of colonisation. This chapter provides case studies of tw作者: cortex 時間: 2025-3-26 07:18 作者: 音樂會 時間: 2025-3-26 11:21
Education for Beauty in Acervo da Laje (The Laje Collection) and the Emergence of Creative Work at tvador. The author considers the impact of such actions in strengthening social support networks and in creating new symbolic fields in face of urban violence. He analyzes the role of artistic methodologies to cope with psychosocial vulnerability, namely. art education and the appreciation of memory,作者: Lacunar-Stroke 時間: 2025-3-26 14:33 作者: neoplasm 時間: 2025-3-26 17:16
Identity in Education and Education in Identities: Connecting Curriculum and School Practice to Studnd transformation of learners’ identities. This assertion, which shall become our working hypothesis, assumes three theoretical principles: (1) that human identities are culturally situated and distributed; (2) that there is a constitutive link between learning and identity; and (3) that sense (sign作者: GLIDE 時間: 2025-3-26 22:25 作者: hemoglobin 時間: 2025-3-27 02:55
Teacher Identity in Structural Reflective Workshops: A View from China needs of students’ autonomy development and the limitations of teacher training in contemporary China. These point to the demand to focus on the development of teacher identity. Previous research has been conducted on the identity formation of student–teachers, yet there have been few efforts to st作者: 鑲嵌細工 時間: 2025-3-27 08:13
Children’s Development: Between Personal Engagements and Curriculum-Based Preschool Practices in particular students’ academic learning. As such, ECEC has become part of the global investment in learning, and the global competition on knowledge. This renewed attention has in effect led ECECs to redirect their practices in an attempt to align with the overall political goals. This is particu作者: 吸氣 時間: 2025-3-27 12:34
Commentary to Part III: Cultural Perspectives on Self/Identity Issues, Prejudice, and Symbolic Resouractices promote human development along the life course. Here I comment on the clever contribution the chapters in Part III make, on the value of creation and use of cultural elements transformed in personal symbolic resources to overcome social barriers, and on issues relative to self-identificati作者: 惡名聲 時間: 2025-3-27 15:47
Editors’ Conclusion: Imagining an Education for “Good Life”a resource for individual and collective creativity, and when does it create unconstructive or destructive tensions for the individual and/or for the community. We consider the suggestions developed in each of the chapters and through that build a bricolage of knowledge on cultivated education that 作者: EXPEL 時間: 2025-3-27 21:19 作者: Diskectomy 時間: 2025-3-28 01:27 作者: 治愈 時間: 2025-3-28 06:00 作者: 不持續(xù)就爆 時間: 2025-3-28 08:55 作者: 籠子 時間: 2025-3-28 11:39
https://doi.org/10.1007/978-1-349-10165-8hooling, while retaining its positive value? We could look at non-western systems of education that give less emphasis to formal schooling and pay more attention to the formation of “good” persons. However, in many cases, this is a person that is well adapted to the mores of a more or less stable so作者: 墊子 時間: 2025-3-28 14:36
https://doi.org/10.1007/978-1-349-10165-8hat disruptive behavior is one of the biggest problems in most Western educational systems. The aim of the chapter is rather to stress how the notion of disruptive behavior—from a cultural–historical perspective—is changed with an increasingly outcome-based educational practice and how this practice作者: Cardiac 時間: 2025-3-28 21:08
https://doi.org/10.1007/978-1-349-10165-8in everyday school practice. Empirical material from classrooms is used to show connections and disconnections between the students and teachers in everyday school life vis-à-vis students’ explorations of their own and others’ religious beliefs and practices.作者: Macronutrients 時間: 2025-3-29 02:17
https://doi.org/10.1007/978-1-349-10237-2with Vygotsky’s contribution to an understanding of learning through his concept of the social situation of development. The chapter concludes with the consideration that learning must involve risk and uncertainty if young people are to learn through their engagement with social situations of develo作者: Alienated 時間: 2025-3-29 06:25
Work Out Graphic Communication GCSErning session with an Aboriginal educator and researcher who facilitated an Indigenous-led school transition program. The program attended to the needs of children, families and community via culturally meaningful engagement, curriculum content and pedagogies. The yarning about the school transition作者: 埋葬 時間: 2025-3-29 09:47 作者: 前面 時間: 2025-3-29 12:16
Western Europe and Southeast Asiad to document the . Guarani narratives and knowledge in written form in order to use them as didactic resources in the education of teachers and students. We conclude the text presenting the paths of action taken by the Amerindian Support Network service (Institute of Psychology/University of S?o Pa作者: Largess 時間: 2025-3-29 19:20 作者: folliculitis 時間: 2025-3-29 20:19 作者: BUST 時間: 2025-3-30 01:04
Work Out Social and Economic History GCSEw rather than nurturing a conflictual relationship with the school institution, she could draw on different symbolic resources that favored her involvement at school. We thus argue for the necessity to study school experiences of migrant children as dynamics involving a creative dialogue between hom作者: Acquired 時間: 2025-3-30 04:13 作者: 釋放 時間: 2025-3-30 09:55
Coursework and Revision Techniques,ildren’s development is approached through the concepts of . and . with and in the world. Foundational to this approach is that developmental processes do not occur bypassing the developing person and his/her sociocultural life. Thus, the perspective emphasises the dynamic relation between the perso作者: TEM 時間: 2025-3-30 12:37 作者: MIR 時間: 2025-3-30 20:32 作者: 生命 時間: 2025-3-31 00:25
