Results 161 to 170 of about 16,410 (257)

Civilising pedagogies: An ethnography of instructional and regulative discourses in government schools in Delhi, India

open access: yesBritish Educational Research Journal, EarlyView.
Abstract Over the years, surveys and data on learning outcomes have consistently shown inadequate levels of learning in schools in India, witnessing a further decline in recent years. Studies within the sociology of education have consistently highlighted the overarching role of class and caste on learning outcomes in schools. Neoliberal policy reforms
Akshita Rawat
wiley   +1 more source

STUDY OF PSYCHOLOGICAL DETERMINANTS OF DOCTOR’S PROFESSIONAL SELF-REALIZATION

open access: yesScientific notes of Taurida National V.I. Vernadsky University, series Psychology
O. O. Lazurenko, N. A. Tertychna
openaire   +1 more source

MOTIVATIONAL SPHERE OF PROFESSIONAL SELF-REALIZATION OF HIGHER EDUCATION TEACHERS

open access: yes
The article deals with the essence and content of the concept of «professional self-realization»; the relationship between professional activity and motivation is indicated. The main features, components and functions of the motivational sphere are outlined.
openaire   +1 more source

The impact of trauma‐informed teacher education

open access: yesBritish Educational Research Journal, EarlyView.
Abstract In this study, two cohorts of university students in an employment‐based teacher education course undertook trauma‐informed education training embedded within their coursework to enhance their preparedness to work with diverse learners and their self‐efficacy for trauma‐informed teaching. With increased calls for teacher preparation programmes
Michael Witter   +2 more
wiley   +1 more source

What works in internal alternative provision? A salutogenic analysis

open access: yesBritish Educational Research Journal, EarlyView.
Abstract Schools across England are setting up ‘internal alternative provision’ to meet the social, emotional and mental health needs of increasing numbers of pupils at risk of suspension, exclusion and absence. However, there is little guidance about what good practice looks like.
Emma Simpson
wiley   +1 more source

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