標(biāo)題: Titlebook: Wellbeing, Equity and Education; A Critical Analysis Jennifer Spratt Book 2017 The Editor(s) (if applicable) and The Author(s), under excl [打印本頁] 作者: 導(dǎo)彈 時間: 2025-3-21 17:27
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作者: 文件夾 時間: 2025-3-21 23:37
Discourse and Policy,rder to contextualise the analyses that appear later in the book, this chapter introduces and discusses the concept of discourse, relating this to policy formation and its interpretation.The notion of discourse is introduced as the means by which people represent their view of the world. Discourse i作者: CEDE 時間: 2025-3-22 00:53 作者: CHOKE 時間: 2025-3-22 05:28
Conceptualising Wellbeing,is chapter shows how the term wellbeing, as used in the context of schooling, emerges from a range of professional and academic disciplines each with their own historical roots and their own understanding of the meaning. Whilst this multi-disciplinary buy-in allows wellbeing to be the focus of inter作者: Adjourn 時間: 2025-3-22 11:10
Conceptualising Relationships Between Learning and Wellbeing,ive to the discussion of wellbeing. Drawing from Fielding (2007) it describes how the relationships between the functional aspects of schooling (learning) and the personal aspects of childhood can be differently positioned to serve different purposes. Fielding distinguishes between a neo-liberal ‘hi作者: 水汽 時間: 2025-3-22 13:11 作者: Explosive 時間: 2025-3-22 17:54
Interactions Between Wellbeing and Other Purposes of Schooling in Scottish Policy,serts that health and wellbeing is a prerequisite of learning, that it supports the development of ‘positive’ dispositions and that it underpins the character attributes favoured in policy. Moreover, health and wellbeing is seen to include ‘skills for learning, skills for life and skills for work’. 作者: Vaginismus 時間: 2025-3-23 00:33
The Discursive Gap: Interpretation of Policy by Professionals,data echoed written policy by fore-grounding wellbeing as an individualised state of emotional and social literacy, linked to a sense of physical wellbeing, and supported a caring environment. Like the policy, wellbeing was largely construed as a pre-requisite of learning..Some teachers had further 作者: PSA-velocity 時間: 2025-3-23 04:47
Towards a More Comprehensive Understanding of Wellbeing and Equity in Education,herent in an uncritical naturalisation of the dominant discourse wellbeing as operationalised skills of social and emotional literacy which serve to support wider political purposes. Secondly, and more positively, using the Capability Approach as an evaluative space, the multiple and complex relatio作者: hereditary 時間: 2025-3-23 05:43
,Appendix – Research Methods,ussions with details of the research methodology and methods, I have added extra detail here as an appendix, for those who may be interested in the structure of the study and the approaches taken to date collection and analysis.作者: nonsensical 時間: 2025-3-23 11:07 作者: 鐵砧 時間: 2025-3-23 15:21
2512-1499 g and learning.Identifies dangers and opportunities for equaThis book critically examines multiple discourses of wellbeing in relation to the composite aims of schooling. Drawing from a Scottish study, the book disentangles the discursive complexity, to better understand what can happen in the name 作者: 他很靈活 時間: 2025-3-23 19:49 作者: CLAM 時間: 2025-3-24 00:08
Conceptualising Wellbeing,their own historical roots and their own understanding of the meaning. Whilst this multi-disciplinary buy-in allows wellbeing to be the focus of inter-professional effort and discussion it can also lead to misunderstandings and confusion. Five main discursive themes of wellbeing are identified and discussed:作者: motivate 時間: 2025-3-24 06:03 作者: 誘拐 時間: 2025-3-24 07:53 作者: 絕食 時間: 2025-3-24 10:40
Equity, Schooling and Wellbeing,cations for equity..Amartya Sen’s Capability Approach is used to introduce the notion of social justice as the freedom to lead a life you have reason to value. In this view, the value of education in supporting individuals to become economically active is not forgotten, but this is seen to be a mean作者: Accrue 時間: 2025-3-24 18:48
Conceptualising Relationships Between Learning and Wellbeing,aracteristics of human capital favoured in the job market. Conversely, learning can be seen to be the bedrock of human flourishing. This distinction provides an analytical basis of the Critical Discourse Analysis of Scottish policy that follows in later chapters.作者: 注意力集中 時間: 2025-3-24 21:18
Discourses of Wellbeing in Scottish Policy,emerging discourse that will no doubt become more prominent. Although the discourse of flourishing through leading a valuable life is very quiet in these papers, there is a glimmer of hope that there is space in ‘Curriculum for Excellence’ for this interpretation..In these documents childhood wellbe作者: adhesive 時間: 2025-3-25 00:30
Interactions Between Wellbeing and Other Purposes of Schooling in Scottish Policy,nal discourse of learning for flourishing, the policy works the other themes together to provide a consistent message of childhood wellbeing serving other objectives, and inviting an interpretation of a deliberate appropriation of young personhood into the human capital project. Yet, there is a diss作者: Suggestions 時間: 2025-3-25 06:19
The Discursive Gap: Interpretation of Policy by Professionals,r behaviour was sometimes portrayed?as an indication of a poor sense of wellbeing, which could be remedied by offering appropriate individualised support in developing the emotional ‘skills’ of anger-management, resilience and so on. In these instances, ‘within child’ solutions were sought to proble作者: FLEET 時間: 2025-3-25 10:48
Towards a More Comprehensive Understanding of Wellbeing and Equity in Education,at account for affective aspects of learning so that all children can engage with the learning. At the same time education is valued for its eudaimonic effects: it is through education that children develop the skills and knowledge to understand what for them is a valuable life, it is through educat作者: comely 時間: 2025-3-25 12:19 作者: 前面 時間: 2025-3-25 17:08 作者: Euthyroid 時間: 2025-3-25 21:08 作者: 有其法作用 時間: 2025-3-26 03:46
ber dieselbe Frage auch in der zweiten Zone stattzufinden. Die Abstimmung in der südlichen Zone wurde am 10. Oktober 1920 durchgeführt; sie fiel zugunsten t?sterreichs aus und unterblieb daher eine Abstimmung in der n?rdlichen Zone. Das Abstimmungsgebiet wurde darauf in der Zeit bis 18. November 192作者: phytochemicals 時間: 2025-3-26 06:06 作者: Canary 時間: 2025-3-26 12:28 作者: 延期 時間: 2025-3-26 12:59
egenüber Jugoslawien (damals: ?SHS.-Staat“) wurde hiebei die definitive Grenzziehung von der vorherigen Durchführung einer Volksabstimmung abh?ngig gemacht. Das ?Gebiet von Klagenfurt“ wurde n?mlich durch Art. 50 des Staatsvertrages in zwei Zonen geteilt, deren erste im Süden, die zweite im Norden e作者: 強行引入 時間: 2025-3-26 19:12
978-3-319-84309-4The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: Volatile-Oils 時間: 2025-3-27 00:09 作者: comely 時間: 2025-3-27 02:24
Inclusive Learning and Educational Equityhttp://image.papertrans.cn/w/image/1026920.jpg作者: 宴會 時間: 2025-3-27 08:05
https://doi.org/10.1007/978-3-319-50066-9critical discourse analysis and wellbeing; wellbeing, social justice and schools; discourses of wellbe作者: Ischemic-Stroke 時間: 2025-3-27 09:38 作者: 發(fā)現(xiàn) 時間: 2025-3-27 15:43 作者: ABHOR 時間: 2025-3-27 18:58
8樓作者: Prologue 時間: 2025-3-27 22:56
8樓作者: 過份好問 時間: 2025-3-28 04:10
8樓作者: Bombast 時間: 2025-3-28 08:42
8樓作者: Gyrate 時間: 2025-3-28 13:48
9樓作者: 銼屑 時間: 2025-3-28 15:16
9樓作者: 結(jié)果 時間: 2025-3-28 22:39
9樓作者: placebo 時間: 2025-3-29 01:18
9樓作者: 序曲 時間: 2025-3-29 05:36
10樓作者: SPASM 時間: 2025-3-29 10:41
10樓作者: Custodian 時間: 2025-3-29 13:59
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