Titlebook: Educational Contexts and Borders through a Cultural Lens; Looking Inside, View Giuseppina Marsico,Virgínia Dazzani,Ana Cecilia de Book 2015

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Protected Cropping in Horticultures in these contexts, including the challenges and the contradictions of everyday education in the public system. The final part seeks alternatives to a process that has shown signs of fossilization when facing the challenges of reality.

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P. J. Morris,D. Heuser,D. G. McDowallnterviews at ages 18 (first round) and 21 (second round) years. Analysis followed a mapping of positions and counterpositions, as well as emerging tensions and their resolution over time and in different spheres of life (i.e. work and family life). The idea is to show how negotiations of new identit

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Continuous-Time Control Processes,data from the observations outlined the characteristics of the classrooms, in terms of episodes of student behavior and teacher responses. Regarding the actions of teachers, the overall analysis reveals a predominance of repressive actions compared to guiding and neutral actions. The semi-structured

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Entwicklungsperspektiven des ControllingOur study identified tensions between academic knowledge, linked to ‘planning,’ and practical knowledge, which informants associated with abilities posited as intrinsic to women. It also revealed that there is a tendency to idealize both caregivers and children, which coexists with the need to respo

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Tasks of the Cost and Profit Controllingeive English as a ., as a valuable tool to acquire, or as a school course that they must pass. Teachers can act as catalysts by bridging the two language systems and cultures, or as inhibitor signs by simply teaching the lexical and grammatical units of the language. We will see how social represent

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Introduction,e rethinking the relationship between actors, practices, and borders in the field of educational practices, from the perspective of cultural psychology (Valsiner in Invitation to cultural psychology. Sage, London, 2014). The main idea is to elaborate a reflection from theory to practice and then, co

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