Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "funds-of-knowledge" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-3 z 3
    Tytuł:
    Weaving webs of connection: Empathy, perspective taking, and students’ motivation
    Autorzy:
    Henry, Alastair
    Thorsen, Cecilia
    Powiązania:
    https://bibliotekanauki.pl/articles/780539.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    teacher-student relationships
    culturally responsive teaching
    funds of knowledge
    empathy
    perspective taking
    connected learning
    Opis:
    L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students’ interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students’ in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 31-53
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Strategic Spatial Planning in Lebanon: An International “Recipe”. The Case of The Union of Municipalities
    Autorzy:
    Darwich, Rozana
    Powiązania:
    https://bibliotekanauki.pl/articles/623683.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Strategic Spatial Planning
    planning systems
    unions of municipalities
    circuit of knowledge
    localisation
    International Development Funds
    Lebanon
    Opis:
    In 1977 the municipal law authorised the creation of unions of municipalities in Lebanon. However, only recently have they actually begun to emerge; 13 unions existed in 1990 while 57 were created by 2017. Over the last decade these unions have assumed an important role within the local dynamics, particularly in the field of strategic planning. This article aims to analyse that shift by answering the following questions: first, what is the positioning of the unions, as institutional planning actors, on the planning chessboard? Second, how was strategic planning transferred to the unions of municipalities? And finally, what was the echo of this transfer on other national or local actors?
    Źródło:
    European Spatial Research and Policy; 2018, 25, 2; 23-40
    1231-1952
    1896-1525
    Pojawia się w:
    European Spatial Research and Policy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “Let’s Talk”: Promoting Dialogue and Answerability in Critical Humanities Education with Permeable Curriculum and an Adda-Based Pedagogy
    Autorzy:
    Dutta, Ritam
    Powiązania:
    https://bibliotekanauki.pl/articles/644972.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    critical humanities education
    permeable curriculum
    answerability
    dialogism
    funds-of-knowledge
    Adda-based pedagogy
    Opis:
    Building on Moje et al and Dyson’s work within a Bakhtinian framework of dialogism and ethics of answerability, the paper argues the need for a critical humanities educator to create dialogic learning spaces within classrooms that would be engaging for students and where students would be encouraged to draw from their various ‘funds of knowledge’ in order to connect their ‘school-world’ with their other social worlds. The paper points out the interconnected nature of our knowing-in-the-world and suggests that all teachers, but especially teachers of critical humanities or social sciences adopt an adda-based pedagogy through a permeable curriculum for promoting wholesome, student-cantered learning in colleges and universities that would harness students’ various ‘funds of knowledge’ both in and outside classrooms. The paper argues that even though the use of adda in the classroom, like other similarly negotiated curricula, does generate some challenges for educators, yet the benefits of using an adda-based pedagogy in the classroom far out-weigh its disadvantages in the creation of a democratic, equitable and engaging learning environment in classrooms.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2015, 7, 1; 35-59
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies