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1000 tulosta hakusanalla Maria F. Wade

Dialogic Formations

Dialogic Formations

Marie-Cécile Cervellon; Peter T. F. Raggatt; Miguel M. Gonçalves

Information Age Publishing
2012
nidottu
This volume understands itself as an invitation to follow a fundamental shift in perspective, away from the self-contained ‘I’ of Western conventions, and towards a relational self, where development and change are contingent on otherness. In the framework of ‘Dialogical Self Theory’ (Hermans & Hermans-Konopka, 2010; Hermans & Gieser, 2012), it is precisely the forms of interaction and exchange with others and with the world that determine the course of the self’s development.The volume hence addresses dialogical processes in human interaction from a psychological perspective, bringing together previously separate theoretical traditions about the ‘self’ and about ‘dialogue’ within the innovative framework of Dialogical Self Theory. The book is devoted to developmental questions, and so broaches one of the more difficult and challenging topics for models of a pluralist self: the question of how the dynamics of multiplicity emerge and change over time. This question is explored by addressing ontogenetic questions, directed at the emergence of the dialogical self in early infancy, as well as microgenetic questions, addressed to later developmental dynamics in adulthood. Additionally, development and change in a range of culture-specific settings and practices is also examined, including the practices of mothering, of migration and cross-cultural assimilation, and of ‘doing psychotherapy’.
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Dialogic Formations

Dialogic Formations

Marie-Cécile Cervellon; Peter T. F. Raggatt; Miguel M. Gonçalves

Information Age Publishing
2012
sidottu
This volume understands itself as an invitation to follow a fundamental shift in perspective, away from the self-contained ‘I’ of Western conventions, and towards a relational self, where development and change are contingent on otherness. In the framework of ‘Dialogical Self Theory’ (Hermans & Hermans-Konopka, 2010; Hermans & Gieser, 2012), it is precisely the forms of interaction and exchange with others and with the world that determine the course of the self’s development.The volume hence addresses dialogical processes in human interaction from a psychological perspective, bringing together previously separate theoretical traditions about the ‘self’ and about ‘dialogue’ within the innovative framework of Dialogical Self Theory. The book is devoted to developmental questions, and so broaches one of the more difficult and challenging topics for models of a pluralist self: the question of how the dynamics of multiplicity emerge and change over time. This question is explored by addressing ontogenetic questions, directed at the emergence of the dialogical self in early infancy, as well as microgenetic questions, addressed to later developmental dynamics in adulthood. Additionally, development and change in a range of culture-specific settings and practices is also examined, including the practices of mothering, of migration and cross-cultural assimilation, and of ‘doing psychotherapy’.
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Departments that Work

Departments that Work

Jon F. Wergin; Estela Mara Bensimon

Anker Publishing Co
2007
sidottu
Evaluation in departments is widespread but often fails to spark positive change. Based on his extensive work with academic departments across the country, Wergin explains that successful department evaluation exists only when faculty and departments have a strong influence on the purposes, processes, and methods of evaluation. The central purpose of Departments That Work is how academic programs can make evaluation more useful and critical reflection more likely. Topics include: * How quality has become confused with such concepts as effectiveness, productivity, and marketability and how it might more constructively be conceived as focusing on the engagement of the department with its constituencies * An examination of both intrinsic and extrinsic motivators of faculty work, the concept of organizational motivation, and the factors influencing identification with the institution and motivation to contribute to it * The three critical factors of effective department evaluation * How academic leaders can create a culture of engagement * How to define and negotiate academic values with diverse stakeholders * How to ask the right questions and collect the right idea * How to determine standards and make meaning of evaluation data * An overall summary of specific recommendations for academic leaders and departmental faculty, including an appendix of the constructs presented in each chapter
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From Play to Practice

From Play to Practice

Marcia L. Nell; Walter F. Drew; Deborah E. Bush

National Association for the Education of Young Children
2013
pokkari
How do we help teachers deepen their understanding of the importance of play? How do we strengthen teachers’ ability to skillfully and intentionally guide children’s learning through play? When teachers engage in creative, open-ended play experiences, they learn firsthand the power of play. They also become more knowledgeable about the purposeful use of materials and intentional teaching strategies they can use to help children engage in open-ended play.From Play to Practice describes how and why play is important. The play workshop experiences for educators that are outlined in the book help teachers understand and promote play-based learning as part of developmentally appropriate practice in early childhood programs. Journal reflections of play participants, along with photos from play workshops, illustrate the power of play to change professional and personal lives.
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Decision Making Structures

Decision Making Structures

Mario S. Catalani; Giuseppe F. Clerico

Physica-Verlag GmbH Co
1996
nidottu
This book is the cuhnination of many years' research inspired by the pioneering and seminal works of Sah and Stiglitz. We gratefully acknowledge the influence of these two authors, whose ideas and contributions have brought us together on this collabo­ ration, despite our divergent scientific backgrounds (while Catalani is interested in quantitative methods, Clerico is a non-quantitative economist) . We thank the Editor of the Rivista Internazionale di Scienze Economiche e Commerciali for permission to use slightly modified versions of papers published in that Review (they are the content of Chapters I and III of Part I, and of Chapter I of Part II). We heartily thank Ms. Laura McLean for carefully revising our English. The publication of this book has been made possible by a grant from the Department of Economics, University of Turin, Italy. Torino, July 1995 Mario S. Catalani Giuseppe F. CIeri co CONTENTS Introduction 1 PART I Some models of decision making structures I. How and when unanimity is a superior decision rule 15 II. Majority rules and efficiency of the decision process 31 III. Team cooperation vs. independent assessment 41 IV. Leadership and dependence 59 V. The decision making process of political organizations 75 PART II Pyramid decision structures I. Pyramidal structures: a preliminary note 91 II. Other properties of pyramids 103 III. Pyramids and dependence 117 IV. Organization, loyalty, and efficiency 133 Conclusions 151 References 163 Mario S.
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Impacto da cultura organizacional na gestão escolar

Impacto da cultura organizacional na gestão escolar

Márcia Ferreira Dias Lopes; Rosângela Lopes Borges; Iara C F M Da Silva

Novas Edicoes Academicas
2019
pokkari
A cultura organizacional tem influenciado o comportamento humano, e isso mexe com a efic cia da gest o, pois o comportamento organizacional permite a manuten o e melhoria de gest o de pessoas ao fornecer insumos para o trabalho dos l deres. A presente pesquisa teve como objetivo analisar se o espa o educativo busca novas estrat gias no comportamento dos alunos por meio da cultura organizacional. De que forma, o ambiente escolar proporciona uma reflex o entre comportamento e cultura organizacional e esse ambiente pode proporcionar uma modifica o no comportamento e na cultura dos alunos. Para tanto, foi realizada uma pesquisa qualitativa em dois col gios que oferecem da Educa o Fundamental ao Ensino M dio, sendo que um faz parte da rede P blica e outro da rede Privada. O objetivo era o aprofundamento e a compreens o do comportamento dos alunos. Observada as atitudes dos indiv duos, grupo e organiza o dentro do contexto escolar, provou-se que s estrat gias de Comportamento Organizacional desenvolvidas pelos gestores das escolas est o distantes das reais necessidades comportamentais das institui es.
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