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Die Erwachsenenbildung beschäftigt sich mit dem Lernen Erwachsener. Ein Lebensereignis, bei dem Lernen besonders wichtig ist, ist eine Existenzgründung, also der Schritt in die berufliche Selbstständigkeit. Die in dieser berufsbiographischen Übergangssituation stattfindenden Lernprozesse reichen vom Erwerb unternehmerischen Wissens bis hin zur Identifizierung mit der neuen Rolle als Unternehmer. Angebote wie Coaching oder Seminare unterstützen Gründer dabei. Die Erwachsenenpädagogik hat sich mit dem Lernen im Rahmen von Gründungen bislang wenig beschäftigt. Auszuloten, wie Erwachsenenbildung z
Adult education -- Research. --- Adult education. --- Adult learning.
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Teachers --- Teaching --- Educational psychology --- Education --- Psychology --- Attitudes --- Research --- Teaching. --- Educational psychology. --- Psychology. --- Attitudes. --- Research. --- Educational Psychology. --- Cognitive Psychology. --- General. --- Teachers - Psychology --- Teachers - Attitudes --- Education - Research
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Education --- Psychology --- Research --- Methodology --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Mental health --- Research&delete& --- Education - Research - Methodology --- Psychology - Research - Methodology
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Wij Zijn Gedrag stelt dat we enerzijds gedrag 'zijn' en anderzijds 'samen gedrag bepalen', en vat dit idee samen in een schoolbreed zorgbeleid: 'Time - In'. De auteur kijkt verder dan enkel het gedrag en de psychologische eigenschappen van de leerling of de ouders. Ook het schoolteam speelt een belangrijke rol in het bepalen van positief gedrag. Door de integratieve kijk op gedrag, waarbij psychologie en pedagogie elkaar kruisen op praktisch, theoretisch en wetenschappelijk niveau en waarbij geprobeerd wordt om zoveel mogelijk mensen en perspectieven te verbinden binnen maar ook buiten de school, is Wij Zijn Gedrag een baanbrekende publicatie voor het onderwijs en de menswetenschappen in het algemeen.Het boek is geschreven voor iedereen met interesse voor wetenschap en schoolpraktijk en dient als protocol bij het opbouwen van een stevig gefundeerd zorgbeleid op school. Na een inleidend gedeelte volgt een eerste luik psychologie over mens en omgeving. Om dit pedagogisch te kunnen begeleiden en te implementeren op school heeft de auteur het over kwaliteitszorg (handelingsgericht werken) en het motiveren van het schoolteam tot 'gedragsverandering'. Hierop volgt een visie over ons 'gedrag' in het huidige onderwijs en wordt de missie Wij Zijn Gedrag vertaald in een concreet zorgbeleid: 'Time - In' op school. Naast het protocol komen praktijkvoorbeelden uit de school zelf aan bod en wordt het daaraan verbonden onderzoeksopzet besproken.
behavioral sciences --- Educational psychology --- gedrag (mensen) --- Social psychology --- Gedragspsychologie --- Gedragsstoornissen ; basisonderwijs --- Emotionele stoornissen ; basisonderwijs --- Zorgverbreding ; basisonderwijs --- Education--Research --- Affirmative action programs in education --- Positive psychology --- Handelingsgericht werken --- Gedragsveranderingen --- Gedragstoornissen ; basisonderwijs --- Zorgverbredering ; basisonderwijs --- 454.23 --- gedrag aanleren-afleren --- zorgbeleid --- Opvoedingsstijlen --- #KVHB:Zorgverbreding --- #KVHB:Gedragsverandering --- 454.22 --- gedragsstoornissen --- gedragsveranderingen --- 467 --- 454.23$ $$$ siso --- Zorgbeleid --- Gedragsstoornissen --- Emotionele problemen --- Kwaliteitszorg --- Didactische principes --- PXL-Education 2016 --- onderwijs --- kwaliteitszorg --- gedragsverandering --- Gedrag --- Zorgbegeleiding --- Onderwijs --- Psychologie --- Pedagogiek --- Gedragsverandering --- Man --- Opvoeding --- Statistische gegevens --- Sport --- Volwassene --- Sociology of education --- Primary education
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This book promotes a radical alternative impact on youth policy in Europe to overcome the situation of vulnerability and discrimination of a growing number of youngsters in their transition from school to work. It follows a Human Development perspective in using the Capability Approach (CA) as analytical and methodological guiding tool to improve the social conditions of the most socially vulnerable young people in European societies. The mission of the interdisciplinary authors is to expand the actual chances of the young to actively shape their lives in a way they have reason to choose and value. This book is based on the research of the EU Collaborative Project “Making Capabilities Work” (WorkAble), funded by the EU within the Seventh Framework Programme. It is the first empirical project to pursue a justice theory perspective on a European level. It also contributes to a fundamental change in the currently mostly insufficient attempts within the human capital approach to use the labour market to ensure desired lifestyle forms and a secure income for vulnerable youth.
Education. --- Professional & Vocational Education. --- Educational Policy and Politics. --- Higher Education. --- Education, Higher. --- Education --- Enseignement supérieur --- School-to-work transition -- Europe. --- Students -- Employment. --- Vocational education -- Research. --- Social Sciences --- Education, Special Topics --- Work --- Moral and ethical aspects --- Industry (Psychology) --- Method of work --- Work, Method of --- Educational policy. --- ducation and state. --- Higher education. --- Human behavior --- Labor --- Occupations --- Work-life balance --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Professional education. --- Vocational education. --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Government policy
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In this volume cultural, social and cognitive influences on the research and teaching of mathematical modelling are explored from a variety of theoretical and practical perspectives. The authors of the current volume are all members of the International Community of Teachers of Mathematical Modelling and Applications, the peak research body in this field. A distinctive feature of this volume is the high number of authors from South American countries. These authors bring quite a different perspective to modelling than has been showcased in previous books in this series, in particular from a cultural point of view. As well as recent international research, there is a strong emphasis on pedagogical issues including those associated with technology and assessment, in the teaching and learning of modelling. Applications at various levels of education are exemplified. The contributions reflect common issues shared globally, and represent emergent or on-going challenges.
Education. --- Mathematics Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Educational Technology. --- Mathematics. --- Education --- Mathématiques --- Education -- Research. --- Mathematical models. --- Social Sciences --- Education, Special Topics --- Research. --- Models, Mathematical --- Educational research --- Educational technology. --- Mathematics --- Teaching. --- Study and teaching. --- Simulation methods --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Math --- Science --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Didactics --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Learning process --- Comprehension --- Aids and devices --- Learning, Psychology of. --- Teachers --- Instructional Psychology. --- Digital Education and Educational Technology. --- Study and teaching . --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Psychological aspects
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