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Auswahl der wissenschaftlichen Literatur zum Thema „Student empowerment“
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Zeitschriftenartikel zum Thema "Student empowerment"
Jafar, Afshan. „Student Engagement, Accountability, and Empowerment“. Teaching Sociology 44, Nr. 3 (12.04.2016): 221–32. http://dx.doi.org/10.1177/0092055x16644489.
Der volle Inhalt der QuelleHackmann, Donald, James Kenworthy und Sharon Nibbelink. „Student Empowerment through Student-Led Conferences“. Middle School Journal 30, Nr. 1 (September 1998): 35–39. http://dx.doi.org/10.1080/00940771.1998.11494561.
Der volle Inhalt der QuelleOngroongruang, Savanit, und Srimuang Paluangrit. „Student community empowerment approach“. South-East Asian Journal of Medical Education 4, Nr. 2 (30.12.2010): 38. http://dx.doi.org/10.4038/seajme.v4i2.425.
Der volle Inhalt der QuelleHorn, Brian R. „Eight Voices of Empowerment“. Urban Education 52, Nr. 4 (03.08.2016): 525–52. http://dx.doi.org/10.1177/0042085915574522.
Der volle Inhalt der QuelleSari, Dian C., Sri Kartini, Suwignyo Suwignyo und Lailatul Isnainin. „ISLAMIC STUDENT EMPOWERMENT HEALTHY PROGRAM“. Jurnal Pengabdian Masyarakat Multidisiplin 2, Nr. 1 (01.10.2018): 63–68. http://dx.doi.org/10.36341/jpm.v2i1.670.
Der volle Inhalt der QuelleCakır, S. Gulfem. „Authoritative Approach and Student Empowerment Among University Students“. Procedia - Social and Behavioral Sciences 186 (Mai 2015): 151–54. http://dx.doi.org/10.1016/j.sbspro.2015.04.078.
Der volle Inhalt der QuelleVan Hoven, Bettina, und Esther De Boer. „Student Empowerment through 'Area Analysis'“. Journal of Geography in Higher Education 25, Nr. 1 (März 2001): 83–93. http://dx.doi.org/10.1080/03098260124997.
Der volle Inhalt der QuelleDanns, Dionne. „Black Student Empowerment and Chicago“. Urban Education 37, Nr. 5 (November 2002): 631–55. http://dx.doi.org/10.1177/0042085902238677.
Der volle Inhalt der QuelleWeber, Keith, und Brian R. Patterson. „Student interest, empowerment and motivation“. Communication Research Reports 17, Nr. 1 (Januar 2000): 22–29. http://dx.doi.org/10.1080/08824090009388747.
Der volle Inhalt der QuelleGadbow, Nancy F. „Facilitating empowerment through student guidance“. Assessment Update 5, Nr. 3 (Mai 1993): 8. http://dx.doi.org/10.1002/au.3650050306.
Der volle Inhalt der QuelleDissertationen zum Thema "Student empowerment"
Foster, Sarah E. „Student Empowerment Through Digital Storytelling“. University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405356.
Der volle Inhalt der QuelleKirk, Chris Michael. „Student empowerment and empowering academic settings“. Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5360.
Der volle Inhalt der QuelleThesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
Boaventura, Patricia Silva Monteiro. „Defining student participation and empowerment in higher education“. reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/16049.
Der volle Inhalt der QuelleRejected by Pamela Beltran Tonsa (pamela.tonsa@fgv.br), reason: Boa tarde Patricia, Para que possamos aprovar seu trabalho é necessário alguns ajustes conforme norma ABNT/APA. * Seu titulo esta diferente da ATA, caso realmente exista essa alteração é preciso o professor orientador vir até a secretaria para fazer a alteração no verso da ATA com o titulo atual. Caso contrário não poderei aprovar. (THE CO-CREATION OF VALUE IN HIGHER EDUCATION INSTITUTIONS: LEVERAGING STUDENTS`PARTICIPATION THROUGH EMPOWERMENT) * Deve fazer a postagem em arquivo PDF * No Rodapé SÃO PAULO - 2016 deve estar em letra maiúscula. * ABSTRACT E RESUMO devem estar em letra maiuscula/Centralizado e Negrito. Após os ajustes você deve submete-lo novamente para analise e aprovação. Qualquer duvida estamos a disposição. Att, Pâmela Tonsa on 2016-03-23T18:21:34Z (GMT)
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Customer participation has been studied for decades; however, it gained a postmodern perspective around the year 2000. Customers have become co-creators of personalized experiences, moving from the audience to the stage. In the educational context, students must take responsibility for their learning process and participate in the production of the service. This changing is providing opportunities and challenges for higher education institutions (HEIs) to redefine their relationship with stakeholders, especially with students. This study is based on the service dominant logic (SDL) perspective because students are assumed to take the role of co-creators of knowledge in the educational setting. The research uses adapted frameworks and concepts applied in organizational, knowledge-intensive business services (KIBS) and also medical studies to advance the understanding of value co-creation in the HEI context. The current study addresses a lack of research in the higher education context focusing on defining students’ participation and students’ empowerment in higher education context. An empirical investigation was developed with traditional schools in Brazil. This investigation allowed the description of the constructs in the specific context. The description of student participation in HEIs context reflects the relevance of three dimensions – information sharing, personal interaction and responsible behavior. In the Brazilian context, responsible behavior is the weakest dimension in the construct, because the responsibilities are unbalanced between students and professors. The main reasons identified for this unbalanced relation were cultural issues and local regulation. Student empowerment was described as composed by four dimensions – meaningfulness, competence, impact and choice; however, one of them – choice – was identified as the weakest dimension, facing cultural and bureaucratic barriers for implementation in the Brazilian educational context. Moreover, interviewees spontaneously cited the idea of trust in the faculty as an important antecedent of student participation that must be considered when analyzing student participation and empowerment mechanisms. An additional contribution was the proposal of a theory-based framework for understanding the service dominant logic perspective in the HEI context, in which student participation and student empowerment were explored as mechanisms leading to positive student behavior toward institution.
A participação dos clientes tem sido estudada ao longo de décadas; no entanto, ela ganhou uma perspectiva pós-moderna em torno do ano 2000. Os clientes tornaram-se cocriadores de experiências personalizadas, movendo-se da plateia para o palco. No contexto educacional, os alunos devem assumir a responsabilidade por seu processo de aprendizagem e participar da produção do serviço. Esta mudança tem gerado desafios e oportunidades para as instituições de ensino superior (IES) redefinirem suas relações com seus stakeholders, especialmente com os estudantes. Este estudo baseia-se na perspectiva da lógica dominante de serviços (SDL), porque os alunos assumem o papel de cocriadores do conhecimento no ambiente educacional. A pesquisa utiliza frameworks e conceitos adaptados de estudos de organizações de serviços intensivos em conhecimento (KIBS) e também de estudos médicos para avançar na compreensão da cocriação de valor no contexto das IES. O estudo tem objetivo de definir os conceitos de participação do aluno e de “empoderamento” no contexto do ensino superior. Uma investigação empírica foi desenvolvida com escolas tradicionais no Brasil. Esta investigação permitiu a descrição dos construtos no contexto específico. A descrição da participação dos alunos nesse contexto reflete a relevância de três dimensões - compartilhamento de informações, interação pessoal e comportamento responsável. No contexto brasileiro, comportamento responsável é a dimensão mais fraca do construto, porque as responsabilidades estão desequilibradas entre alunos e professores. Os principais motivos identificados para este desequilíbrio foram questões culturais e de regulamentação local. O “empoderamento” do estudante foi descrito como composto por quatro dimensões - significado, competência, impacto e escolha; no entanto, uma delas - escolha - foi identificada como a dimensão mais fraca, enfrentando barreiras culturais e burocráticas para uma adoção mais forte no contexto educacional brasileiro. Adicionalmente, os entrevistados espontaneamente citaram a confiança no corpo docente como importante antecedente da participação do aluno que deve ser considerada quando se analisam os mecanismos de participação e “empoderamento”. Como contribuição adicional foi proposto um framework teórico para a compreensão na perspectiva da lógica dominante serviço no contexto de IES, no qual a participação dos alunos e o “empoderamento” dos alunos foram explorados como mecanismos que podem levar a um comportamento dos alunos mais positivo em relação à instituição.
Bosley, Cheryl L. Markuten. „Organizational Culture and Student Empowerment in Baccalaureate Nursing Programs“. Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1132349909.
Der volle Inhalt der QuelleBanda, Emmanuel. „Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education“. Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.
Der volle Inhalt der QuelleSullivan, Anna M. „Student empowerment in a primary school classroom : a descriptive study“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1068.
Der volle Inhalt der QuelleJackson-Crossland, Barbara A. „The relationships between teacher empowerment, teachers' sense of responsibility for student outcomes, and student achievement /“. free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974618.
Der volle Inhalt der QuelleHoague, Sarah. „Student Voices: New Experiences, Empowerment, & Moral Development in Physical Education“. Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1532537250017522.
Der volle Inhalt der QuelleChristensen, Doran H. „Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-day Saint (LDS) Seminary Students“. DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1166.
Der volle Inhalt der QuelleRichardson, Lisa. „When Urban Education Meets Community Activism: A Case of Student Empowerment in New Orleans“. ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/td/13.
Der volle Inhalt der QuelleBücher zum Thema "Student empowerment"
Protests by pupils: Empowerment, schooling, and the state. London: Falmer Press, 1991.
Den vollen Inhalt der Quelle finden1950-, Claus Jeff, und Ogden Curtis 1969-, Hrsg. Service learning for youth empowerment and social change. New York: P. Lang, 1999.
Den vollen Inhalt der Quelle findenElizabeth, Bondy, und Kyle Diane Wells, Hrsg. Reflective teaching for student empowerment: Elementary curriculum and methods. New York: Macmillan, 1993.
Den vollen Inhalt der Quelle findenTransforming power: Domination, empowerment, and education. Albany: State University of New York Press, 1992.
Den vollen Inhalt der Quelle findenAlvin, Evans, Hrsg. Bridging the diversity divide: Globalization and reciprocal empowerment in higher education. San Francisco, Calif: Jossey-Bass, 2009.
Den vollen Inhalt der Quelle findenThe ethnography of empowerment: The transformative power of classroom interaction. Washington, D.C: Falmer Press, 1994.
Den vollen Inhalt der Quelle finden1951-, Cox Jeff, Shomo Kathy Harper und Byham William C, Hrsg. Zapp! in education: How empowerment can improve the quality of instruction, and student, and teacher satisfaction. New York: Fawcett Columbine, 1992.
Den vollen Inhalt der Quelle findenBeachboard, Cathleen, und Marynn Dause. 10 Keys to Student Empowerment. Taylor & Francis Group, 2019.
Den vollen Inhalt der Quelle findenBeachboard, Cathleen, und Marynn Dause. 10 Keys to Student Empowerment. Routledge, 2019. http://dx.doi.org/10.4324/9780429199219.
Der volle Inhalt der QuelleBeachboard, Cathleen, und Marynn Dause. 10 Keys to Student Empowerment. Taylor & Francis Group, 2019.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Student empowerment"
Murray, Jaylene. „Student Empowerment and Sustainability“. In Encyclopedia of Sustainability in Higher Education, 1546–52. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_365.
Der volle Inhalt der QuelleMurray, Jaylene. „Student Empowerment and Sustainability“. In Encyclopedia of Sustainability in Higher Education, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_365-1.
Der volle Inhalt der QuelleCheng, Ming. „Student Empowerment and Transformative Quality“. In Quality in Higher Education, 11–23. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-666-8_2.
Der volle Inhalt der QuelleAshmore, Tracey. „Empowerment Versus Power: The Learning and Performativity Conflict“. In Student Support Services, 1–20. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_9-1.
Der volle Inhalt der QuelleLinville, Heather A. „Advocacy for Student and Teacher Empowerment“. In Contemporary Foundations for Teaching English as an Additional Language, 249–74. First edition. | New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429398612-39.
Der volle Inhalt der QuelleCleary, Timothy J. „Core Components and Empirical Foundation of the Self-Regulation Empowerment Program (SREP) in School-Based Contexts“. In Student Engagement, 281–92. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37285-9_15.
Der volle Inhalt der QuelleStack, Garrett. „21. Student empowerment through dystopic case studies“. In Envisioning futures for environmental and sustainability education, 293–301. The Netherlands: Wageningen Academic Publishers, 2017. http://dx.doi.org/10.3920/978-90-8686-846-9_21.
Der volle Inhalt der QuelleMcCain, Gerry, und Megan Farnsworth. „Moving Beyond Behavior Management to Student Empowerment“. In Determining Difference from Disability, 90–121. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351266192-6.
Der volle Inhalt der QuelleFlynn, Paula. „Marginalised Youth Speak Back Through Research: Empowerment and Transformation of Educational Experience“. In Radical Collegiality through Student Voice, 71–85. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1858-0_5.
Der volle Inhalt der QuelleChaplin, Mae S. „Social Justice and Student Empowerment: Developing Social Justice Awareness and Empowerment Through Novel Studies“. In Social Justice Instruction, 281–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12349-3_25.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Student empowerment"
Hideg, L. M. „Student empowerment by course structure“. In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.635966.
Der volle Inhalt der QuelleGoelman, Don. „Student empowerment in a survey course“. In the 8th annual conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/961511.961635.
Der volle Inhalt der QuelleIndrianti, Yasinta, Mr Sasmoko, Emny Yossy, Adi Suprapto und Hendry Hartono. „Analysis of Student Empowerment Role in forming Student Wellbeing“. In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.109.
Der volle Inhalt der QuelleSmith, Benjamin J. „Composing Composers: Design Instruction for Student Empowerment“. In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.5.
Der volle Inhalt der QuelleOkugiri, Megumi. „A Case Study of Leadership at a Women’s College: Teamwork, Diversity, and Confidence Building“. In 12th Women's Leadership and Empowerment Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/wlec.2021.001.
Der volle Inhalt der QuelleJoshi, Avinash, Varrun Ramani, Hrishikesh Murali, Radhesh Krishnan, Zubin Mithra und Vipin Pavithran. „Student centric design for cyber security knowledge empowerment“. In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208658.
Der volle Inhalt der QuelleWooley, Andrea, Randeep Basara und Abigail R. Daane. „Embracing subjectivity in physics to support student empowerment“. In 2021 Physics Education Research Conference. American Association of Physics Teachers, 2021. http://dx.doi.org/10.1119/perc.2021.pr.wooley.
Der volle Inhalt der QuelleSoeiro, Dina, Antonio Dias de Figueiredo und Joaquim Armando Gomes Ferreira. „Student empowerment in higher education through participatory evaluation“. In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142817.
Der volle Inhalt der QuelleArnold, Kimberly E., Brandon Karcher, Casey V. Wright und James McKay. „Student empowerment, awareness, and self-regulation through a quantified-self student tool“. In LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3029434.
Der volle Inhalt der QuelleJourdan-Ionescu, Colette, Serban Ionescu, Francine Julien-Gauthier, Michael Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre et al. „Fostering the resilience of graduate students“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13006.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Student empowerment"
Cohen, Brea. Amplifying Latinx Voice through Interview Study: Highlighting Mathematics Identity as a Pathway to Student Self-Empowerment and Academic Agency. Portland State University Library, April 2020. http://dx.doi.org/10.15760/etd.7329.
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