9781622737437 - capital, capabilities and culture: a human development approach to student and school transformation (education) von hannon, cliona (7 Ergebnisse)
- Hardcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 74,29
EUR 14,00 VersandVersand von Vereinigtes Königreich nach USAAnzahl: Mehr als 20 verfügbar
Zustand: New. In.
- Hardcover
Anbieter: Revaluation Books, Exeter, Vereinigtes KönigreichRevaluation Books
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 99,67
EUR 14,61 VersandVersand von Vereinigtes Königreich nach USAAnzahl: 2 verfügbar
Hardcover. Zustand: Brand New. 322 pages. 9.33x6.22x0.98 inches. In Stock.
- Hardcover
Anbieter: moluna, Greven, Deutschlandmoluna
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 82,91
EUR 48,99 VersandVersand von Deutschland nach USAAnzahl: Mehr als 20 verfügbar
Gebunden. Zustand: New. Über den AutorrnrnCliona Hannon (BA, MA, MBA, PhD) is responsible for strategic priorities relating to access and diversity at Trinity College, University of Dublin, as Director of the Trinity Access Programmes (TAP). In the late 1990s, Cli.
- Hardcover
Anbieter: Antiquariat Wilder - Preise inkl. MwSt., Salzhemmendorf, DeutschlandAntiquariat Wilder - Preise inkl. MwSt.
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenVerbandsmitglied: GIAQ
Zustand: Gebraucht - Sehr gut
EUR 65,00
EUR 95,00 VersandVersand von Deutschland nach USAAnzahl: 1 verfügbar
Gebunden. Zustand: Sehr gut. 307 S., 24cm x 16cm OPpbd m. ill. OU, dieser mit minimalsten Gebrauchsspuren, ansonsten sehr guter Zustand. Sprache: Englisch Gewicht in Gramm: 650.
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 102,51
EUR 63,18 VersandVersand von Deutschland nach USAAnzahl: 2 verfügbar
Buch. Zustand: Neu. Neuware - This book applies the capability approach as an evaluative lens through which to explore the range of capabilities that emerged over a three-year period, through the Trinity Access 21 College for Every Student (TA21-CFES) higher education access project in four schools. Qualitative analysis is prese…nted from a longitudinal study of four schools over a three-year period, drawing on data from four student focus groups involving 21 student participants and 14 individual student interviews. An additional sixteen school personnel contributed in interviews. There are three main findings: first, specific student capabilities emerge because of their engagement in the TA21-CFES core practices of Leadership, Mentoring and Pathways to College. These are: autonomy, practical reason/college knowledge, identity, social relations and networks and hope. Second, students encounter a range of inhibiting social conversion factors in developing capabilities and persisting with higher education aspirations. These are: the negative pull of peer relations; pressure related to the Junior Certificate; limited subject choice and conflicting family expectations. Third, it is the combination of their own emerging capability set along with a network of trusted relationships with others that enables them to overcome potentially corrosive disadvantage and translate their experiences into fertile functionings. It is proposed that these findings have national and international relevance for widening participation interventions. The research makes a methodological contribution as it is the first use of qualitative longitudinal research (QLR) in Ireland within a 'lived' project aimed at working-class students over a three-year period. It contributes empirically as it provides new knowledge about the impact of interventions aimed at developing students' capability set and how these might help them to develop navigational capital and post-secondary educational aspirations. It also makes a conceptual contribution to how we frame the design and evaluation of impact of widening participation initiatives, as it takes a capability approach to considering how students develop higher education aspirations over time, towards what they consider 'a life of value'. It is useful to researchers, practitioners and policy makers who are interested in taking an evidence-based approach to developing higher education access programmes.
- Hardcover
Anbieter: Buchpark, Trebbin, DeutschlandBuchpark
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Gebraucht - Sehr gut
EUR 74,21
EUR 105,00 VersandVersand von Deutschland nach USAAnzahl: 2 verfügbar
Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 322 | Sprache: Englisch | Produktart: Bücher | This book applies the capability approach as an evaluative lens through which to explore the range of capabilities that emerged over a three-year period, through the Trinity Access 21 - College for Every Student (TA21-CFES) higher educa…tion access project in four schools. Qualitative analysis is presented from a longitudinal study of four schools over a three-year period, drawing on data from four student focus groups involving 21 student participants and 14 individual student interviews. An additional sixteen school personnel contributed in interviews. There are three main findings: first, specific student capabilities emerge because of their engagement in the TA21-CFES core practices of Leadership, Mentoring and Pathways to College. These are: autonomy, practical reason/college knowledge, identity, social relations and networks and hope. Second, students encounter a range of inhibiting social conversion factors in developing capabilities and persisting with higher education aspirations. These are: the negative pull of peer relations; pressure related to the Junior Certificate; limited subject choice and conflicting family expectations. Third, it is the combination of their own emerging capability set along with a network of trusted relationships with others that enables them to overcome potentially corrosive disadvantage and translate their experiences into fertile functionings. It is proposed that these findings have national and international relevance for widening participation interventions. The research makes a methodological contribution as it is the first use of qualitative longitudinal research (QLR) in Ireland within a 'lived' project aimed at working-class students over a three-year period. It contributes empirically as it provides new knowledge about the impact of interventions aimed at developing students' capability set and how these might help them to develop navigational capital and post-secondary educational aspirations. It also makes a conceptual contribution to how we frame the design and evaluation of impact of widening participation initiatives, as it takes a capability approach to considering how students develop higher education aspirations over time, towards what they consider 'a life of value'. It is useful to researchers, practitioners and policy makers who are interested in taking an evidence-based approach to developing higher education access programmes.
- Hardcover
Anbieter: BUCHSERVICE / ANTIQUARIAT Lars Lutzer, Wahlstedt, DeutschlandBUCHSERVICE / ANTIQUARIAT Lars Lutzer
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Gebraucht - Gut
EUR 189,90
EUR 39,95 VersandVersand von Deutschland nach USAAnzahl: 1 verfügbar
Zustand: gut. 2020. Capital, capabilities and culture) : a human development approach to student and school transformation In englischer Sprache. pages.
