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Titlebook: Narrative Psychology; Identity, Transforma Julia Vassilieva Book 2016 The Editor(s) (if applicable) and The Author(s) 2016 Development.Narr

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樓主: deduce
21#
發(fā)表于 2025-3-25 06:10:07 | 只看該作者
ed in North America, Europe, and Australia and New Zealand. Interrogating the historical and cultural conditions in which this important movement in psychology has emerged, the book presents clear, well-structured comparisons and critique of the key theories of narrative psychology pioneered across
22#
發(fā)表于 2025-3-25 07:33:25 | 只看該作者
http://image.papertrans.cn/n/image/661272.jpg
23#
發(fā)表于 2025-3-25 12:56:17 | 只看該作者
https://doi.org/10.1057/978-1-137-49195-4Development; Narrative methodology; Narrative Ethics; Psychology; Change
24#
發(fā)表于 2025-3-25 17:20:59 | 只看該作者
978-1-349-69673-4The Editor(s) (if applicable) and The Author(s) 2016
25#
發(fā)表于 2025-3-25 23:13:00 | 只看該作者
.A second dimension to the chapter is added by an outline of policies that are in place to enable distributive leadership to occur within and across schools through school planning, professional learning, and the introduction of a standards-referenced framework for teacher professional development..
26#
發(fā)表于 2025-3-26 01:57:43 | 只看該作者
Julia Vassilievaaffect policy, values and vision. In an overview of leadership theories, Richmon and Allison (.) argue that the search for an unambiguous definition of leadership is in vain, as it simply does not exist. Krüger (.) agrees, stating that leadership may be conceived as a process of influence, as a proc
27#
發(fā)表于 2025-3-26 05:56:50 | 只看該作者
Julia Vassilieva particularly those in the latter chapters seek to expand the horizons of scholarship and understanding on the topic of strategy and school leadership. Although this should not be interpreted as a prescriptive call for how further inquiry should be undertaken, it is but one voice in the conversation
28#
發(fā)表于 2025-3-26 09:50:03 | 只看該作者
29#
發(fā)表于 2025-3-26 15:17:57 | 只看該作者
30#
發(fā)表于 2025-3-26 19:52:24 | 只看該作者
Narrative Methodology,evision of what constitutes knowledge that has taken place in the Humanities through poststructural and postmodern critiques, academic psychology has remained committed to some significant assumptions and maxims of modernism. Unlike many other scientific practices that have become consciously aware
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