Thèses sur le sujet « Education – Social aspects – Italy »
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Bock, Jan-Jonathan. « L'Aquila : the social consequences of disaster and the recovery of everyday life in an Italian urban environment ». Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709169.
Texte intégralCox, Melody. « Masks and museums : the creation and performance of identity in a highland Sardinian village ». Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669703.
Texte intégral郭國全 et Kwok-chuen Kwok. « The political economy of educational investment : a review and an appraisal ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.
Texte intégralKastner, Andrea Frances. « Lifelong education and social policy : ideals and realities ». Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28080.
Texte intégralEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Festeu, Dorin. « Social learning programme through physical education lessons in Romania ». Thesis, Bucks New University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714447.
Texte intégralMills, Jared G. « Social studies and global education : viewing economic, social and political aspects of the civil war through multiple perspectives ». The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407404987.
Texte intégralAngelis, Desi. « Adult numeracy, mathematical education and social meanings ». Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17496.
Texte intégralIn sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.
Ermakov, D. S. « Education for sustainable development : social ecological and economic aspects of the environment ». Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23455.
Texte intégralFainella, John G. « Destination, housing and quality of life in the migrant experience from Larino (Molise, Italy) to Milano and Montreal ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42026.
Texte intégralQuality of life was measured using a battery of structural, objective and subjective indicators that were calibrated for relative comparisons between the two cities of destination by the re-analysis of two large surveys (Milano n = 966; Montreal n = 461), and by the use of of official statistics.
Multivariate analysis results showed that in comparison to the town of origin, Montreal produced the best and most distinguishable socio-demographic context and Milano the best geographic context. The objective indicators based on the ratios of income to need and those based on income relative to each city, are most influential in Montreal. Subjective indicators such as attitudes and lifestyles are more consistently related to levels of education than to place of residence.
High rates of house ownership among the Larinesi in Montreal, and changes in their patterns of use of space which accompany permanent resettlement--especially those regarding the use of an extra kitchen--were found to be explainable in terms of the "housing culture" of the town of origin.
Tench, Elizabeth. « The nature of social cognition in high-performance adolescent team athletes ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ38987.pdf.
Texte intégralByrom, Tina. « 'The dream of social flying' : social class, higher education choice and the paradox of widening participation ». Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11053/.
Texte intégralLevine, Diane Thembekile. « Adolescent girls, social cognition and technology ». Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/75499/.
Texte intégralSimon, Amanda Rachel. « The social positioning of supplementary schooling ». Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4160/.
Texte intégralPihlaja, K. (Kaisa). « Adaptive expertise in teamwork environment:the importance of social aspects in expert work and learning ». Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201608122629.
Texte intégralStarnino, Vince. « Religion, spirituality, and social work education : taking the next step ». Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32830.
Texte intégralLacey, Jacqueline Marie. « Teaching social skills through environmental education ». CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
Texte intégralCooper, Paul. « Live and learn : the educational and social experience of adult, returning learners ». Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683180.
Texte intégralMigliore, Joseph Anthony. « The Cultural Barriers to Integration of Second Generation Muslims in Northern Italy ». PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/231.
Texte intégralJordan, Steven Shane. « The Technical Vocational Education Initiative (TVEI) and the making of the enterprise culture ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40371.
Texte intégralMy argument is that TVEI represents the most recent manifestation of a long history of educational policies that have systematically produced and ordered the social relations of class in an educational form. In this vein, I argue that the technical and vocational curriculum can be seen as an integral site within the English educational State for the production and formation of class relations within schooling. TVEI, I assert, was central to such a process through its capacity to concert and co-ordinate the social relations and practices of secondary schooling around the concept of enterprise, which acted as an organising device for management/administration, teaching, learning, and most crucially, the formation of individual subjectivities. Understood this way, we can see how TVEI effected reforms that contributed to the formation of clusters of social relations that produced class in new ways.
I show how this process emerged under TVEI through my ethnographic studies of enterprise, school-based management, business studies, and assessment. What each study reveals is how TVEI worked to effect a generalised shift in the culture of schooling away from the post-war social democratic politics of education, to that of a 'managed market' and enterprise culture. In this respect, I argue, TVEI prefigured many of the reforms that were to flow from the Education Reform Act (1988).
Terry, David Patrick. « Social Justice Education| Examining Aspects of Power & ; Privilege Influential to an Educator's Efficacy ». Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1539453.
Texte intégralThis thesis examines how White educators can more effectively integrate Critical Pedagogy into praxis working with predominantly White collegiate communities. It asks: How can White Male educators working in predominantly White collegiate communities, use their own power and privilege as sources of currency to catalyze student awareness of social justice and becoming agents of change in their own lives? This thesis used a mixed methods approach that incorporated heuristic and case study methodologies to address the thesis question. The heuristic study was conducted with an intensive, environmentally-focused rafting undergraduate course at Progressive College. Additionally, case study research was conducted with White Male educators working in higher education at Progressive College. The results consisted of pre/post-course questionnaires and interviews conducted with the case study participants. This thesis argues that a White Male educator's currency, including, positionality, identity, experiences and competency influences the efficacy of an educator's ability to integrate Critical Pedagogy into praxis when working within White collegiate communities. It makes claim that the alignment and similarities between student-teacher identities and experiences result in the educator being more effective in working with specific populations based on their ability to relate, be empathetic and supportive throughout the process of transformation.
Sams-Iheme, Mira. « The psychological aspects of battered African-American women ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/AAIEP15793.
Texte intégralStephens, Michael 1964. « The interface between education and social change efforts in civil society agencies / ». Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33930.
Texte intégralThis thesis maintains that public education is an essential component of lasting change, serving eleven identifiable roles in the social change process. Of particular note, education can serve to challenge the dominant corporate paradigm and to develop an informed, critical, and more active citizenry. Education can also help create an environment conducive to achieving systemic changes. It is argued that civil society organizations are well situated to play a leading role in the creation of a more just and healthy society. Public education is proposed here as an approach that shows considerable promise to move us in that direction.
Sischarenco, Elena. « Italian entrepreneurs of the construction business in a time of economic recession : ideas, strategies and movements ». Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11088.
Texte intégralSewell, Alexandra. « Young social beings : an investigation into the social interactions and relationships of a Year Five class ». Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7049/.
Texte intégralHu, Bo. « Education for migrant children : policy implementation in the changing urban education system in China ». Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/616/.
Texte intégralWuest, Leslie Grace. « Factors Associated with Inclusion of Spirituality in Secular Social Work Education ». PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/301.
Texte intégralCabrera, Hernández Francisco-Javier. « Essays on the impact evaluation of education policies in Mexico ». Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/63707/.
Texte intégralKwok, Ka-ho, et 郭家豪. « Politics, social change and education reform in Taiwan, 1994-2008 ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45455831.
Texte intégralYung, Man-sing, et 容萬城. « Education and the labour market : the implications of higher education expansion in Hong Kong in the1990s ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955976.
Texte intégralAgbley, Gideon Kofi. « Social mobility and education in Ghana : interactions between capabilities and educational outcomes ». Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609844.
Texte intégralChristensen-Needham, Vicki. « Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education ». Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5014.
Texte intégralAlthonayan, Mona. « Evaluating stakeholders performance of ERP systems in Saudi Arabia higher education ». Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7502.
Texte intégralSirkhotte, Widad. « The incorporation of social cohesion in an initial teacher education programme in the Western Cape ». Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2626.
Texte intégralThis is a qualitative study that explores social cohesion in terms of how it is understood by, teacher educators and pre-service teachers, and how it is incorporated, taught, and experienced in an initial teacher education (ITE) programme that is located within one university in the Western Cape, South Africa. It uses semi-structured interviews, observations, and a focus group interview to understand how teacher educators think about and teach social cohesion. Moreover, it focuses on how fourth year pre-service teachers experience the programme in relation to debates on social cohesion. Findings suggest that teacher educators’ understandings and pre-service teachers’ backgrounds influence their experiences of an ITE programme. It further suggests that pre-service teachers do develop attitudes and pedagogies for social cohesion, all be it unevenly so. This study contributes to better understandings of social cohesion as a priority of South African government, and how it is experienced by pre-service teachers in an ITE programme. In so doing, it contributes to how social cohesion may be realised in post-apartheid South Africa.
Tzortzis, Konstantinos. « Higher education policy in the EU : an institutional account ». Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11246/.
Texte intégralRoberts, Brian Alan. « The social construction of 'musician' identity in music education students in Canadian Universities ». Thesis, University of Stirling, 1990. http://hdl.handle.net/1893/2141.
Texte intégralPrice, Alan Charles. « Action research in outdoor learning : promoting social and emotional learning in young people with social emotional and behavioural difficulties ». Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7428/.
Texte intégralKoff, Nancy Alexander. « Trainee negotiation of professional socialization in medical education ». Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184888.
Texte intégralCHABOT, Timothée Pierre Jules. « From diversity to mixing ? : socioeconomic homophily in French desegregated middle schools ». Doctoral thesis, European University Institute, 2021. https://hdl.handle.net/1814/73517.
Texte intégralExamining Board: Prof. Fabrizio Bernardi, (European University Institute); Prof. Agnès van Zanten, (CNRS / Sciences Po Paris); Prof. Arnout van De Rijt, (European University Institute); Prof. Pierre Mercklé, (ENS Lyon)
Socioeconomic mixing at school is often considered to be a desirable objective, as it would reduce academic inequalities and help pacify inter-group relations. For this reason, socioeconomic segregation, understood as the spatial distribution of students across different schools, has been extensively studied in educational sociology. However, the interactions among students in cases where schools are effectively diverse have been notably underexplored. Does spatial diversity imply relational mixing, or do students keep interacting with socioeconomically similar peers even in formally desegregated contexts? This raises the question of homophily, the principle by which relationships occur at a higher rate among similar individuals. In this dissertation, I study socioeconomic homophily among a cohort of 860 middle school students in four schools in France, followed during three years. Based on the statistical analysis of students’ friendship networks and on qualitative interviews, I examine the magnitude of this homophily, and try to disentangle the relational processes through which it emerges. In particular, I consider the respective roles of dispositional and contextual factors: to which extent are friendship pairings driven by internalized traits – preferences, tastes, ways of feeling and behaving –, and, on the contrary, by the constraints and incentives that the immediate environment exerts? Results suggest that there generally is socioeconomic homophily among adolescents, but that its magnitude drastically varies across schools. These differences are explained by a multiplicity of factors, as socioeconomic homophily emerges through the joint effect of several relational processes. Among these, the psychological tendency to search for socioeconomically similar friends only accounts for a minority of the total homophily; spatial constraints – such as classrooms and places of residence – and, most importantly, network and group mechanisms – notably transitivity –, play a key role as well. Finally, results hint at a strong variation in the local salience of socioeconomic attributes: depending on the context, youth’s socioeconomic origin can be made particularly visible, or on the contrary be “flattened” and minimized, which may in turn explain students’ propensity to base their friendship behaviors on this particular criteria.
Ahene-Codjoe, Ama Asantewah. « The effects of education on health and fertility in Ghana ». Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12642/.
Texte intégralAvtzaki, Nickolaou Maria. « Education and ethnic conflict resolution : bicommunal academic links in Cyprus ». Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12913/.
Texte intégralPang, Lau Seung-man Bessie, et 龐劉湘文. « Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627085.
Texte intégralYu, Ka-pik Susanna, et 余家碧. « Personal and social education, a preventive approach to pastoral care : a case study of teachers' perspectives ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958370.
Texte intégralKarlidag-Dennis, Ecem. « Basic education and hegemony in Turkey : thinking on ideology, policymaking and civil society ». Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49691/.
Texte intégralByron, Amanda Smith. « Storytelling as Loving Praxis in Critical Peace Education : A Grounded Theory Study of Postsecondary Social Justice Educators ». PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/245.
Texte intégralMaloney, Carmel. « Ritual and pedagogy : Teachers' use of ritual in pre-primary classroom settings ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/883.
Texte intégralCampbell, Elizabeth. « Scottish adult literacy and numeracy policy and practice : a social practice model : rhetoric or reality ». Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2948/.
Texte intégralTaebi, Shala. « Theoretical foundations of media education : a critical analysis ». Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31143.
Texte intégralKozolanka, Karne. « Distributed practice and practical negotiation in a tech ed classroom : the way things are done in technology education ». Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36774.
Texte intégralBoychuk, Tuutalik. « Homework and inequality : school responsibility and enabling student achievement in the school ». Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111611.
Texte intégralREBANE, Marit. « The start of inequality : evidence from Italian time-use data ». Doctoral thesis, 2017. http://hdl.handle.net/1814/49144.
Texte intégralExamining Board: Professor Fabrizio Bernardi (Supervisor), European University Institute; Professor Jonathan Gershuny, University of Oxford; Professor Martin Kohli, European University Institute; Professor Maria Letizia Tanturri, University of Padua
The thesis consists of three empirical studies which explore the origins of various social inequalities arising at early ages. Italian Time Use Survey data from 2003 and 2009 is used. First, the educational and developmental gradients in childcare are under observation. More educated parents are expected not only to spend more time with children, i.e. the education gradient in child care, but also to alter their childcare time in order to cater children´s developmental needs more, i.e. the developmental gradient in childcare. The empirical results show that: (i) highly educated mothers alter the composition of active childcare time to suit children´s developmental needs more than less educated mothers; (ii) the developmental gradient in fathers´ childcare time only exists for certain activities and child ages; (iii) interesting time-use patterns of compensation emerge for couples with different educational backgrounds. Second study compares the time use of children from single-mother and intact families, using propensity score matching. The time diaries of children between age 3 and 10 years are scrutinized. Given the multitude of literature on the negative aspects of witnessing parental break-up, and being raised by a single-mother, the results are somewhat surprising. No systematic and large differences in the use of free time between the treatment and the control group. The greatest difference concerns daily meals with parent(s) that are about a quarter of an hour shorter in single-parent families. Third empirical study adds the perspective of different parental investments by children´s birth order which serves as an indicator of relative disadvantage. The analytical sub-sample consists of families with two and three children aged from 3 to 11 years. The contribution to available studies is (i) connecting the diaries of both parents and all children in the family by place codes, which enables to (ii) scrutinize the link between birth order and parental childcare investments by parental education. Results indicate that each day second-born children receive on average 88 minutes and third-born children 114 minutes less interactive care compared to their first-born sibling, while controlling for children´s age, gender, and other characteristics. The disadvantage arising from birth-order is about 47 minutes smaller if mother has secondary or tertiary education. Siblings fixed effects models underline that the differences in investing time in children are greater between families than inside families.
Chapter 2 'Double advantage or disadvantage? the effect of parental education on child care' of the PhD thesis draws upon an earlier version published as an article 'Double advantage or disadvantage? Parental education and children's developmental stages in Italy' (2015) in the journal 'Electronic International Journal of Time Use Research (eIJTUR)'