The Emergence of Self in Educational Contexts

Theoretical and Empirical Explorations

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Health & Well Being, Psychology, Developmental Psychology
Cover of the book The Emergence of Self in Educational Contexts by , Springer International Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9783319986029
Publisher: Springer International Publishing Publication: September 27, 2018
Imprint: Springer Language: English
Author:
ISBN: 9783319986029
Publisher: Springer International Publishing
Publication: September 27, 2018
Imprint: Springer
Language: English

This book represents the first extensive introduction to the emerging construct of Educational Self. The new concept describes a specific dimension of the Self, which is elaborated in the course of a person’s school life and is reactivated anytime the person is involved in an educational activity, whether as a student, teacher or parent.
The Educational Self (ES) approach was created by the volume editors and is currently being developed at various universities in Europe and Latin America as a way of understanding and operating in educational contexts. 
The book presents the theoretical framework and the empirical developments of the construct, paving the way for further applications in education. The main locations of the empirical studies are Denmark, Italy, Brazil, Portugal and Colombia, but the research network is steadily expanding to other countries, so that the concept here can be generalized to different cultural contexts.
The book addresses a range of contexts and moments in school life. The editors’ introduction presents the construct of ES, the opportunities for further theoretical and empirical developments of the concept, and its potential applications in educational practices. In the remainder of the volume, ES is explored for different age groups (from children to adolescents to higher education), different actors (peers, teachers, parents and their interactions), different contexts (formal education, special institutions, school-family relationships) and different phenomena (disruptive behavior, special needs, value orientation, school failure, etc.). All the studies share a qualitative idiographic approach, which is characteristic of the perspective of cultural psychology in which the ES construct was elaborated. 

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book represents the first extensive introduction to the emerging construct of Educational Self. The new concept describes a specific dimension of the Self, which is elaborated in the course of a person’s school life and is reactivated anytime the person is involved in an educational activity, whether as a student, teacher or parent.
The Educational Self (ES) approach was created by the volume editors and is currently being developed at various universities in Europe and Latin America as a way of understanding and operating in educational contexts. 
The book presents the theoretical framework and the empirical developments of the construct, paving the way for further applications in education. The main locations of the empirical studies are Denmark, Italy, Brazil, Portugal and Colombia, but the research network is steadily expanding to other countries, so that the concept here can be generalized to different cultural contexts.
The book addresses a range of contexts and moments in school life. The editors’ introduction presents the construct of ES, the opportunities for further theoretical and empirical developments of the concept, and its potential applications in educational practices. In the remainder of the volume, ES is explored for different age groups (from children to adolescents to higher education), different actors (peers, teachers, parents and their interactions), different contexts (formal education, special institutions, school-family relationships) and different phenomena (disruptive behavior, special needs, value orientation, school failure, etc.). All the studies share a qualitative idiographic approach, which is characteristic of the perspective of cultural psychology in which the ES construct was elaborated. 

More books from Springer International Publishing

Cover of the book The Kingship of the Twelve Apostles in Luke-Acts by
Cover of the book Heterogeneous Catalysis and its Industrial Applications by
Cover of the book Eugenics at the Edges of Empire by
Cover of the book Humanitarian Intervention and the AU-ECOWAS Intervention Treaties Under International Law by
Cover of the book Advances in Usability, User Experience and Assistive Technology by
Cover of the book Evidence-Based Periodontal and Peri-Implant Plastic Surgery by
Cover of the book Biotechnology of Natural Products by
Cover of the book Bioremediation and Sustainable Technologies for Cleaner Environment by
Cover of the book Irreversibility and Dissipation in Microscopic Systems by
Cover of the book Psychiatric Diagnosis Revisited by
Cover of the book Atlas of Postmortem Angiography by
Cover of the book Information Theory and Coding - Solved Problems by
Cover of the book Concepts, Methods and Practical Applications in Applied Demography by
Cover of the book Haunting Modernity and the Gothic Presence in British Modernist Literature by
Cover of the book Software Quality: Methods and Tools for Better Software and Systems by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy