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Nomenclatura Unesco > (58) Pedagogía

Mostrando recursos 61 - 80 de 17,102

61. Genealogía de la educación sexual en España: de la pedagogía ilustrada a la crisis del estado del bienestar - Moreno Mengíbar, Andrés; Vázquez García, Francisco

62. La ética foucaultiana y la pedagogía feminista - Gore, Jennifer M

63. La construcción de la pedagogía científica: diferenciación institucional y disciplinar, funciones formativas y práxis educativa de la ciencia universitaria de la educación en Alemania y Francia - Schriewer, Jürgen

64. Una pedagogía crítica de la práctica en el aula - Smyth, John

65. Clases sociales, pedagogías y reforma educativa - Varela Fernández, Julia

66. El carácter general de la educación: reflexiones desde la perspectiva de la pedagogía - Tenorth, Heinz-Elmar

67. Presupuestos estructurales de una pedagogía reformista: análisis sociológicos de la pedagogía moderna - Eberhard Schorr, Karl; Luhmann, Niklas

68. La Ilustración y su sombra: dominación cultural y pedagogía social en la España del Siglo de las Luces - Alvarez-Uría Rico, Fernando

69. El profesor: posición social y pedagogía socialista - Sarup, Madan

70. "La madre concienciada": el desarrollo histórico de una pedagogía para la escuela primaria - Steedman, Carolyn

71. La pedagogía como ciencia tecnológica - Sarramona López, Jaume

72. Los becados de la Junta de Ampliación de Estudios y la pedagogía alemana - Marín Eced, Teresa

73. La importancia de la ética del discurso de Jürgen Habermas para la pedagogía - Groothoff, Hans-Hermann

74. La pedagogía ambiental en el ámbito de las ciencias de la educación - Novo Villaverde, María

75. Catolicismo y pedagogía: publicaciones católicas, infantiles y juveniles en Italia - Pizarroso Quintero, Alejandro

76. VII Congreso Nacional de Pedagogía (Granada, 1980)

77. THE CHANGING ROLES OF TEACHERS: SERVING THE PUBLIC INTEREST? by - Daria Buese; Linda Valli
Teacher roles in a high-stakes accountability climate are examined in this paper. Through interviews with teachers and principals between 2002 and 2005, and case studies of three schools in 2004-2005, we established that teachers ’ roles changed in response to policies aimed at improving student achievement. Teachers ’ roles increased in number as they were asked to do more things, intensified as policy-driven directives increased responsibility for work done in the classroom, and expanded in scope as teachers were held responsible for more collaboration outside of the classroom. Through examining how teachers responded to one pervasive instructional directive, “differentiated instruction,...

78. .1 Critical Spirituality as a Resource for Fostering Critical Pedagogy
Two central assertions are made in this article. The first is that our present historical moment is marked by the ever-increasing cultural, social, demographic and epistemic complexity. The second is that even though a number of pedagogies have been developed in response to this complexity most fall short in terms of the practi-cal implementation of their own theoretical and ethical principles. Unsettling Changes As ever increasing complexities, together with cer-tain contemporary unsettling historical processes (glob-alisation, postmodernism, new information and com-munication technologies, environmental changes, etc.) have gotten rid of some old certainties (progress, devel-opment, absolute truth) an empty space is created...

79. Guest worker programs and - Peter H. Sawchuk; Arlo Kempf
Towards a foundation for understanding the complex pedagogies of transnational labour

80. The ‘Mathematically Able Child ’ in Primary Mathematics Education: A Discursive Approach - Fiona Walls
Grouping according to perceptions of ability is widely used in the teaching of mathematics in many countries. These practices may be viewed as operating within discursive complexes concerned with the mathematically able child. This paper uses Foucault’s theories of discourse to argue that such a child is discursively produced, and that the differentiating pedagogies that characterise mathematics teaching in many New Zealand primary schools are supported within such discourse. It investigates the dispositif surrounding the ‘mathematically able child’, and considers implications of dominant discursive accounts of mathematical ability for young learners. In her evaluation of research about assessment in mathematics...

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