標(biāo)題: Titlebook: Gender Equality and Stereotyping in Secondary Schools; Case Studies from En Maria Tsouroufli,Dorottya Rédai Book 2021 The Editor(s) (if app [打印本頁] 作者: 貪求 時(shí)間: 2025-3-21 16:28
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書目名稱Gender Equality and Stereotyping in Secondary Schools影響因子(影響力)學(xué)科排名
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書目名稱Gender Equality and Stereotyping in Secondary Schools網(wǎng)絡(luò)公開度學(xué)科排名
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書目名稱Gender Equality and Stereotyping in Secondary Schools被引頻次學(xué)科排名
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書目名稱Gender Equality and Stereotyping in Secondary Schools年度引用學(xué)科排名
書目名稱Gender Equality and Stereotyping in Secondary Schools讀者反饋
書目名稱Gender Equality and Stereotyping in Secondary Schools讀者反饋學(xué)科排名
作者: 旁觀者 時(shí)間: 2025-3-21 20:36
https://doi.org/10.1007/978-1-349-81436-7ntext to gender equality research and gender studies in general in these countries. This chapter discusses the process and challenges NGOs faced in school recruitment, teacher training, and working with experts and schools in the three countries to translate the GECM and adapt it into their socio-cultural and educational contexts.作者: curettage 時(shí)間: 2025-3-22 00:27
A Whole-School Approach to Gender Equality: Rationale and Country Contexts,ach of the three countries, gender and educational policy, previous gender-related projects and development work is described in some detail. This chapter also outlines the structure of the rest of the book.作者: 常到 時(shí)間: 2025-3-22 07:42
,Developing Gender Equality Charter Marks in England, Hungary and Italy—Working with Schools,ntext to gender equality research and gender studies in general in these countries. This chapter discusses the process and challenges NGOs faced in school recruitment, teacher training, and working with experts and schools in the three countries to translate the GECM and adapt it into their socio-cultural and educational contexts.作者: 冥界三河 時(shí)間: 2025-3-22 09:23
Book 2021quality charters. Drawing on extensive research, this book employs an intersectional and cross-country approach: while the authors acknowledge the challenges and opportunities of researching gender equality frameworks across different countries, ultimately these link to the UN Sustainable Development goal of gender equality.??.作者: Invertebrate 時(shí)間: 2025-3-22 16:34
Book 2021nce of addressing student and teacher attitudes if long-term changes in mindset are desired, as well as the underlying stereotypes that persist and linger in these educational contexts. Promoting a whole-school culture change approach, this book explores views of gender stereotypes from teachers and作者: Invertebrate 時(shí)間: 2025-3-22 20:24 作者: lipoatrophy 時(shí)間: 2025-3-22 21:34 作者: 微生物 時(shí)間: 2025-3-23 03:10 作者: 提煉 時(shí)間: 2025-3-23 08:46 作者: Jingoism 時(shí)間: 2025-3-23 10:39
Black Children in Hollywood Cineman superiority, encapsulating notions of female emancipation and freedom as almost inherent to contemporary Italian education and society. Within such school regimes and a wider Islamophobic context there was little room for challenging the racialisation of gender.作者: 平庸的人或物 時(shí)間: 2025-3-23 16:56 作者: Myofibrils 時(shí)間: 2025-3-23 21:24
Black Disciples and White Missionaries,olicies. Non-hierarchical, cross-country research collaboration and collaborative and inclusive work relations between NGOs and Universities could benefit both schools and academics and contribute to the knowledge and practice of gender equality in educational institutions.作者: 防水 時(shí)間: 2025-3-23 22:21 作者: 令人不快 時(shí)間: 2025-3-24 02:22 作者: 商談 時(shí)間: 2025-3-24 07:29 作者: Exonerate 時(shí)間: 2025-3-24 14:08
Gendered and Racialised Regimes in Italian Secondary Schools,n superiority, encapsulating notions of female emancipation and freedom as almost inherent to contemporary Italian education and society. Within such school regimes and a wider Islamophobic context there was little room for challenging the racialisation of gender.作者: mighty 時(shí)間: 2025-3-24 16:49
,Teachers’ and Students’ Views on the Implementation of GECM in England, Hungary and Italy,s a challenging and time-consuming process, it is argued that politics, lack of resources, lack of continuity, engagement of only a small number of teachers, and limited collaboration with gender experts hindered the effective implementation of GECM.作者: 不能和解 時(shí)間: 2025-3-24 19:32
Whole-School Approaches for Promoting Gender Equality in Secondary Schools in England, Hungary and olicies. Non-hierarchical, cross-country research collaboration and collaborative and inclusive work relations between NGOs and Universities could benefit both schools and academics and contribute to the knowledge and practice of gender equality in educational institutions.作者: 異教徒 時(shí)間: 2025-3-25 02:41 作者: 難聽的聲音 時(shí)間: 2025-3-25 06:17
Gender Equality and Stereotyping in Secondary SchoolsCase Studies from En作者: 占卜者 時(shí)間: 2025-3-25 08:02
Literatures in West African Languages, a whole-school approach. Differences in the socio-cultural and political contexts for the three countries (Hungary, Italy and the UK) that the project was based in are briefly described, as well as the different uses of gender terminology. After an overview of the different educational systems in e作者: Locale 時(shí)間: 2025-3-25 15:10 作者: Hypopnea 時(shí)間: 2025-3-25 17:41 作者: 疏遠(yuǎn)天際 時(shí)間: 2025-3-25 21:15 作者: abstemious 時(shí)間: 2025-3-26 01:39
Contemporary Black British Poetry, GECM, it is examined how the gender regime operates in the three schools that participated in the project. Within each thematic category, beyond comparisons among the schools, teachers’ and students’ mixed attitudes towards gender equality are also highlighted. The analysis reflects on how a mixtur作者: 泥沼 時(shí)間: 2025-3-26 07:33 作者: 艱苦地移動(dòng) 時(shí)間: 2025-3-26 11:39
https://doi.org/10.1007/978-3-031-46506-2essing gendered attitudes and practices in schools. The researchers also offer their own reflections on the process of the implementation of GECM. Overall, the responses across the three national contexts were positive, and it appears that the project provided schools with a platform to raise gender作者: Diluge 時(shí)間: 2025-3-26 15:57
Black Disciples and White Missionaries,are discussed. Whole-school approaches can be effective in changing attitudes and the whole-school environment. However, their design and implementation should be informed by the contingency of gender relations and the intersectionality of gender with other axes of social inequality within specific 作者: bisphosphonate 時(shí)間: 2025-3-26 19:18
Maria Tsouroufli,Dorottya RédaiExamines gender stereotypes and gender inequalities in a range of global contexts.Explores views from both students and teachers.Advocates for a whole school approach using intersectional and cross-co作者: AMEND 時(shí)間: 2025-3-26 23:56 作者: Crepitus 時(shí)間: 2025-3-27 04:38 作者: offense 時(shí)間: 2025-3-27 06:58
https://doi.org/10.1007/978-3-030-64126-9Gender based violence; Violence in schools; Gender equality in schools; Gender stereotyping in schools; 作者: fibroblast 時(shí)間: 2025-3-27 11:33 作者: 寬宏大量 時(shí)間: 2025-3-27 17:23
,Developing Gender Equality Charter Marks in England, Hungary and Italy—Working with Schools,velopment and piloting in collaboration with experts across the three countries. NGOs in the three countries reached a high number of teachers and schools through their emailing lists and national and regional groups. However, recruitment in Hungary and Italy was more difficult due to the hostile co作者: 恩惠 時(shí)間: 2025-3-27 18:37
Research Methodology,GECM as a tool and a process for promoting change and gender equality across different educational, political and socio-cultural contexts. The purpose, challenges and limitations of the research conducted in secondary schools in the UK, Hungary and Italy are discussed, and information is provided ab作者: 征服 時(shí)間: 2025-3-27 23:36
Gendered Ideas and Practices in Secondary Schools in England,ategories of the GECM: gender stereotyping, leadership, curriculum, physical environment, school-related gender-based violence, community and inclusive education. Within each thematic category, comparisons are made across the three schools that participated in the project. There were some difference作者: CAMP 時(shí)間: 2025-3-28 02:08
Post-Socialist Gender Regimes and Controversial Ideas About Gender Equality in Hungarian Schools, GECM, it is examined how the gender regime operates in the three schools that participated in the project. Within each thematic category, beyond comparisons among the schools, teachers’ and students’ mixed attitudes towards gender equality are also highlighted. The analysis reflects on how a mixtur作者: 滔滔不絕的人 時(shí)間: 2025-3-28 08:01
Gendered and Racialised Regimes in Italian Secondary Schools,ourse of inclusive schools and commitment to educating for gender respect, in line with formal educational policy, and a heavily gendered ideology permeating all aspects of school life and sustaining the gender regimes. No substantial differences were observed across the gender regimes of the three 作者: 健忘癥 時(shí)間: 2025-3-28 11:17
,Teachers’ and Students’ Views on the Implementation of GECM in England, Hungary and Italy,essing gendered attitudes and practices in schools. The researchers also offer their own reflections on the process of the implementation of GECM. Overall, the responses across the three national contexts were positive, and it appears that the project provided schools with a platform to raise gender作者: 圣歌 時(shí)間: 2025-3-28 18:36
Whole-School Approaches for Promoting Gender Equality in Secondary Schools in England, Hungary and are discussed. Whole-school approaches can be effective in changing attitudes and the whole-school environment. However, their design and implementation should be informed by the contingency of gender relations and the intersectionality of gender with other axes of social inequality within specific 作者: immunity 時(shí)間: 2025-3-28 19:29
