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Da Percepção Estética da Natureza à Acção – Uma Pedagogia Ambiental

]. Kahn Jr., P., 2002, Children’s Affiliations with Nature: Structure, Development, and the Problem of Environmental Generational Amnesia. In: Children and Nature. Psychological, Sociocultural and Evolutionary Investigations, Cambridge/Massachusetts, M.I.T, 93–116. Kellert, S., 2002, Experiencing nature: Affective, cognitive, and Evaluative Development. In: Children and Nature. Psychological, Sociocultural and Evolutionary Investigations Cambridge/Massachusetts, M.I.T, 117–151. Kellert, S., 2005, Building for Life: Designing and Understanding the Human

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A Importância da Biodiversidade para o Ecólogo

Referências Alexandratos, N., and J. Bruinsma. “World Agriculture Towards 2030/2050: The 2012 Revision.”, edited by Agricultural Development Economics Division of the Economic and Social Development Department Working Paper No. 12–03.: Food and Agriculture Organization of the United Nations, 2012. Branquinho, C., H.C. Serrano, M.J. Pinto, and M.A. Martins-Loucao. “Revisiting the Plant Hyperaccumulation Criteria to Rare Plants and Earth Abundant Elements.” Environ Pollut 146, no. 2 (Mar 2007): 437–43. CBD, Convention on Biological Diversity

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Permissão Para Degradar: Uma Análise Crítica Dos Biodiversity Offsets Nas Práticas Conservacionistas

.A., and Miller, T.R., 2011, The New Conservation Debate: Ethical foundations, strategic trade-offs, and policy opportunities. Biological Conservation , 144 (3), 945–947. Moreno-Mateos D., Maris V., Bechet A., Curran M., 2015, The true loss caused by biodiversity offsets. Biological Conservation 192, 552–559. Morris, R.K.A., Alonso, I., Jefferson, R.G., and Kirby, K.J., 2006, The creation of compensatory habitat: Can it secure sustainable development? Journal for Nature Conservation , 14 (2), 106–116. Narloch, U., Pascual, U. and Drucker, A.G., 2012

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Re-thinking professional development and accountability: towards a more educational training practice

References [1] Emmett, Y. (2013). How do I create a living theory of leadership development for e-learning as an explanation of educational influence in improving training practice? (Ed.D. thesis, Dublin City University, Ireland). http://doras.dcu.ie/17723/1/Yvonne_Emmett_Dissertation_11_January_2013.pdf (Accessed 1 January 2014) [2] Alverez-Antolinez, C., Brennan, D., McKenna, L., Mullen, M., O’Driscoll, A., O’Reilly, P., Rice, N., Sheridan, M., Smyth, G., Smyth, T. & Usher, N. (2007). Leadership, Structures and Accountability

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The 12 Steps of Addiction Recovery Programs as an influence on leadership development: a personal narrative

References [1] Alcoholics Anonymous World Services, Inc. (2001). Alcoholics Anonymous (4th edition). New York: Alcoholics Anonymous World Services, Inc [2] Alcoholics Anonymous World Services, Inc. (1981). Twelve Steps and Twelve Traditions. New York: Alcoholics Anonymous World Services, Inc [3] Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The leadership quarterly, 16(3), 315-338 [4] Banutu-Gomez, M.B. (2004). Great

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The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research

: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, 14(1), 5-23 [9] Lewis, C. (2002). Does Lesson Study Have a Future in the United States? Nagoya Journal of Education and Human Development, 1 [10] Lewis, C. (1995). Educating Hearts and Minds: Reflections on Japanese Preschool and Elementary Education. New York: Cambridge University Press [11] Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Publications [12] Nonaka, I. & Konno, N. (1998

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Understanding the direct involvement of parents in policy development and school activities in a primary school

Abstract

It is acknowledged that parental engagement with children’s learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents’ involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest impact. However, unless parental involvement in learning is embedded in whole-school processes it is unlikely to as effective as possible. This paper documents an action research study that explores the inclusion of parents and home values in the construction of the teaching and learning environment. This was a small step towards positive parent-teacher collaboration, which allowed an exchange of knowledge, values and cultural background experiences. In acknowledging the ways in which the parents already engaged with their children’s learning, it began to enhance self-efficacy in their ability to directly affect this learning. This work has also provoked reflexive engagement of my influence and understanding of involving parents of children with additional and diverse learning needs. But, it also details the transformative journey that influenced my thinking about how we as a school could begin to develop whole-school processes to directly involve parents in policy development and school activities.

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Anatomia da Linguagem: Podemos Compreender Jogos de Linguagem a Partir de Redes Corticais?

–1253. Brown, R. (1973). A first language: The early stages . Cambridge, MA: Harvard University Press. Brownell, H.H., Potter, H.H., Bihrle, A.M., & Gardner, H. (1986). Inference deficits in right brain-damaged patients. Brain and Language , 29, 310–321. Buswell, G.T. (1922). Fundamental reading habits: A study of their development . Chicago, IL: University of Chicago Press. Bransford, J.D., & Johnson, M.K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior

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Themata in science and in common sense

. European Journal of Social Psychology, 21, 49–74. Galam, S. and Moscovici, S. (1994). Towards a theory of collective phenomena. II: Conformity and power. European Journal of Social Psychology, 24, 481–495. Galam, S. and Moscovici, S. (1995). Towards a theory of collective phenomena: III: Conflicts and forms of power. European Journal of Social Psychology, 25, 217–229. Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women’s Development. Cambridge MA: Harvard University Press. Holton, G. (1973). Introduction to Concepts

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More than Fitness. A Robustness-based Proposal of a Logical Space to Classify Processes Behind Evolutionary Phenomena

References Alberch, P. (1991). From genes to phenotypes: dynamical systems and evolvability. Genetica 84, 5–11. Birch, J. (2014), “Has Grafen formalized Darwin?”, Biol Philos , 29: 175–180. Callebaut, W., Rasskin-Gutman, eds. (2005). Modularity. Understanding the Development and Evolution of Natural Complex Systems. The MIT Press. Carlson, J.M., Doyle, J. (2002). Complexity and Robustness. PNSA , vol. 99, 2538–2545. Charnov, E.L. (1976). Optimal Foraging, the Marginal Value Theorem, Theoretical Population Biology , Vol. 9, No

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