Relevant bibliographies by topics / Reciprocite educative

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reciprocite educative'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Reciprocite educative.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Reciprocite educative"

1

Di Pietro, Maria Luisa. "Sessualità umana: verità e significato. Una guida per i genitori." Medicina e Morale 45, no. 2 (April 30, 1996): 209–35. http://dx.doi.org/10.4081/mem.1996.913.

Full text
Abstract:
L’articolo si propone di commentare il recente documento del Pontificio Consiglio per la Famiglia (PCF) su Sessualità umana: verità e significato. Orientamenti educativi in famiglia, il quale intende porsi non come un trattato di teologia morale né di psicologia, bensì un momento di formazione per i genitori, anzitutto. L’Autore affronta poi i due aspetti cardine del documento pontificio: l’antropologia di riferimento e le indicazioni metodologiche. Sul primo punto, il riferimento fondamentale è la persona nella sua totalità di spirito e corpo. E la sessualità è vista come modalità dell’essere da una parte, e dimensione relazionale dall’altra. Essa, perciò, è segno di reciprocità e di complementarità, e come tale naturalmente strutturata all’apertura e al dono all’altro. Sulle indicazioni metodologiche, l’articolo nota che nel documento del PCF si sostiene l’opportunità di educare la persona alla differenza sessuale e alla vita nel senso di una educazione del sentimento morale, ovvero dell’educazione alla gestione responsabile della libertà. Tale opera deve poter avvenire nella famiglia, primo luogo educativo, ad opera dei genitori, eventualmente aiutati - in modo sussidiario e subordinato - da opportune agenzie educative. L’articolo si conclude con le indicazioni che il documento del PCF fornisce sulle modalità educative: 1. informare formando e formare informando, secondo i criteri della verità, dell’adeguazione e dell’individualizzazione, della progressività, della tempestività, della decenza e del rispetto del fanciullo; 2. la diversificazione per epoca di sviluppo e per vocazione dell’individuo; 3. l’affrontamento in termini educativi di situazioni impegnative, come l’omosessualità e la prevenzione delle malattie a trasmissione sessuale.
APA, Harvard, Vancouver, ISO, and other styles
2

Huennekens, Mary Ellen. "Book Review: Cultural Reciprocity in Special Education." Research and Practice for Persons with Severe Disabilities 38, no. 1 (March 2013): 65–66. http://dx.doi.org/10.2511/027494813807046944.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Flora, Bethany H., and Joan B. Hirt. "Off-Campus Education: Work, Relationships and Reciprocity." Journal of Continuing Higher Education 56, no. 3 (October 2008): 38–48. http://dx.doi.org/10.1080/07377366.2008.10400160.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sabourin, Eric. "Education, gift and reciprocity: a preliminary discussion." International Journal of Lifelong Education 32, no. 3 (June 2013): 301–17. http://dx.doi.org/10.1080/02601370.2012.737376.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

O'Hara, Joe, Martin Brown, Gerry McNamara, and Paddy Shevlin. "The potential, limitations and evaluation of education networks in a monocentric system." Revista de Investigación Educativa 38, no. 1 (December 18, 2019): 33–52. http://dx.doi.org/10.6018/rie.397201.

Full text
Abstract:
En casi todos los sistemas educativos cada vez se incentiva más el interés por establecer y promover redes educativas locales. En el caso de Irlanda, se han establecido redes educati-vas financiadas conocidas como ‘education clusters’ fomentar la colaboración entre centros educativos con el objetivo de mejorar su capacidad innovadora, así como la rentabilidad de la inversión educativa a través de economías de escala. Aunque este enfoque es meritorio en teoría, existen limitadas evidencias acerca de cómo los integrantes de estas redes perciben sus priori-dades. También existen pocas investigaciones sobre quién debería delimitar las metodologías y estándares de evaluación para las redes. Así, nuestro estudio está guiado por tres cuestiones interconectadas, respondidas utilizando el caso irlandés como ejemplo: cuáles deberían ser las prioridades de la red, cuáles son los beneficios y retos de dichas prioridades, y quién debería implicarse en el desarrollo de su evaluación. Los hallazgos revelan que, aunque en teoría los beneficios de las redes educativas relacio-nados con la mejora del capital profesional son evidentes, todavía hay muchas cuestiones que resolver para conseguir que las redes sean capaces de generar dichos beneficios. Estas incluyen las limitaciones de la reciprocidad entre los miembros de las redes y la necesidad de apoyos para moderar la naturaleza competitiva de los centros educativos dentro de una red, permitiendo de esta manera la existencia de una colaboración competitiva. En esta investigación, una mayoría significativa de directores de centro no estaban de acuerdo con la idea de utilizar las redes educativas como un mecanismo de reducción de costes a través de las economías de escala. In almost all education systems, there has been an increasingly incentivised drive to establish and promote local education networks. In the case of Ireland, funded education networks referred to as ‘education clusters’ have been set up to allow schools to collaborate to increase innovation capacity as well as enhance the return on educational investment through economies of scale. While commendable in theory, there is nevertheless, limited evidence relating to the priorities of these networks as perceived by those who are at the core of them, namely teachers. There is also limited research relating to who should be involved in setting evaluation methodologies and standards for the network. As such, using Ireland as a case example, our study was guided by three interconnected questions; what should the priorities of education networks be, what are the benefits and challenges for such priorities and who should be involved in the development of evaluation methodologies and standards? Findings, many of which we suggest have considerable relevance to most education systems, reveal that, while in theory, although the appeal of education networks in the form of enhanced professional capital is evident, there are still many issues that need to be resolved to enable such networks to deliver on their theoretical possibilities. These include the limitations of reciprocity among network members and the need for facilitated supports to moderate the competitive nature of schools in a network, allowing for competitive collaboration to occur. Importantly, in this research a significant majority of school principals did not see or were not favourable to the idea of education networks being used for cost reductions through economies of scale.
APA, Harvard, Vancouver, ISO, and other styles
6

Alasuutari, Hanna. "Conditions for Mutuality and Reciprocity in Development Education Policy and Pedagogy." International Journal of Development Education and Global Learning 3, no. 3 (September 1, 2010): 65–78. http://dx.doi.org/10.18546/ijdegl.03.3.05.

Full text
Abstract:
This paper analyses policies that seem to promote mutuality and reciprocity in development education partnerships and pedagogy. It explores challenges to mutuality and reciprocity in global and development education pedagogy in countries in the Global North and proposes that critical literacy and ethical intercultural learning can be a way forward to a renegotiation of ideas of self and other and of power relations between the North and South.
APA, Harvard, Vancouver, ISO, and other styles
7

Chené, Adèle, and Rachel Sigouin. "RECIPROCITY AND OLDER LEARNERS." Educational Gerontology 23, no. 3 (January 1997): 253–72. http://dx.doi.org/10.1080/0360127970230305.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Li, Zhiyong, Yonghai Zhu, Li Zhang, Junhe Liao, Yuqiu Gong, Qi Zhang, Yingying Xu, and Zhixin Zhang. "The effect of positive reciprocity in the relationship between college students' moral identity and moral behavior." Social Behavior and Personality: an international journal 49, no. 6 (June 1, 2021): 1–14. http://dx.doi.org/10.2224/sbp.9865.

Full text
Abstract:
We explored the mediating mechanism of positive reciprocity in the relationship between moral identity and moral behavior, using data obtained from a survey of 567 college students. The results indicate that moral identity internalization, moral identity symbolization, and overall moral identity were positively correlated with positive reciprocity and moral behavior. In addition, positive reciprocity was positively correlated with moral behavior. Further, moral identity internalization moderated the influence of moral identity symbolization on moral behavior, and this moderating effect was partially mediated by positive reciprocity. Specifically, the effect of moral identity symbolization on moral behavior through positive reciprocity was strong among individuals with higher moral identity internalization, but weak among individuals with lower moral identity internalization. Overall, the study findings reveal how moral identity affects moral behavior, which has implications for improving the structure of ideological and moral education in colleges and universities.
APA, Harvard, Vancouver, ISO, and other styles
9

Ting, Shueh-Chin. "Grateful Experience and Upstream Reciprocity Behavior." International Journal of Education 10, no. 4 (December 25, 2018): 164. http://dx.doi.org/10.5296/ije.v10i4.14010.

Full text
Abstract:
In a utilitarian society, advocating gratitude is very important. Gratitude can improve social harmony. Enhancing gratitude should start from education. However, in academic research, some gaps in gratitude have yet to be clarified. The focus of the present study is the relationship between grateful experiences and upstream reciprocity behavior. Past research has shown that gratitude promotes reciprocity but mainly emphasizes mutual help between benefactors and beneficiaries. The present study expands on the concept of upstream reciprocity, which is reciprocating help to a third party instead of returning it to one’s benefactors, to explore whether university students rich in grateful experiences are more likely to display upstream reciprocity behaviors. Using questionnaires, the present study collected a total of 681 valid questionnaires to conduct an empirical study. The present study found grateful experiences of university students enhance their upstream reciprocity behaviors.
APA, Harvard, Vancouver, ISO, and other styles
10

Mannion, Greg. "Intergenerational Education: The Significance of Reciprocity and Place." Journal of Intergenerational Relationships 10, no. 4 (October 2012): 386–99. http://dx.doi.org/10.1080/15350770.2012.726601.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Reciprocite educative"

1

Labelle, Jean-Marie. "La reciprocite educative : contribution a une andragogie de la personne." Université Louis Pasteur (Strasbourg) (1971-2008), 1994. http://www.theses.fr/1994STR10009.

Full text
Abstract:
La these a pour but de proposer un nouveau concept, celui de reciprocite educative, pour rendes compte des phenomenes d'apprentissage propres a l'education des adultes, en fondant par la une andragogie de la personne. En tant que recherche fondamentale, elle vise a justifier ce concept, en l'explorant dans ses principes et en l'exploitant dans ses consequences strategiques majeures. La premiere partie s'emploie a legitimer la creation du concept de reciprocite educative a partir de l'experience de l'educative des adultes et de ses attestations dans l'histoire et la litterature pedagogique et andragogique. Le recours a la metaphysique de l'intersubjectivite etablit rationnellement la reciprocite educatrice comme principe de la relation didactique adulte. Il constitue ainsi le pivot de la seconde partie, qui s'acheve par la modelisation de la strategie andragogique de reciprocite. La derniere partie developpe la portee operatoire du concept de reciprocite educatrice, notamment dans l'apprentissage en groupe, et conclut sur les attitudes fondamentales d'un andragogue dont l'ethique s'enracine dans le respect de la reciprocite
This thesis aims at putting forward a new concept, that of educational reciprocity, which may analyse the learning process as distinctive in adult education, thus accounting for an andragogy of man as a person. As a basic research production it is aimed at justifying this concept by investigating its basic principles and by analysing its major strategic consequences. The first part is concerned with justifying the necessity for the concept of educational reciprocity by the practice of adult education and its presence in the history of and the writings about pedagogy. Reffering to the metaphysics of intersubjectivity gives rational argument to the notion of educational reciprocity as the basis of adult didactic relationship. It thus appears pivotal in the second part which concludes with the modelisation of the andragogic strategy of reciprocity. The last part elaborates on the effectiveness of the concept of educational reciprocity, particularly when it comes to group learning and concludes with necessary basic attitudes of an andragogist whose ethic rests on the respect of reciprocity
APA, Harvard, Vancouver, ISO, and other styles
2

Valencia, Mireya. "Restoring Reciprocity: Indigenous Knowledges and Environmental Education." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/224.

Full text
Abstract:
Environmental education in the U.S. has been slow to incorporate Indigenous knowledges, with most pre-university curriculum centering around Western science. I believe incorporating Indigenous knowledges into environmental education can promote reciprocal, critical, and active human-nature relationships. While Indigenous knowledges should infiltrate all levels of environmental education, I argue that alternative forms of education which operate outside the formal school system might present the fewest immediate obstacles.
APA, Harvard, Vancouver, ISO, and other styles
3

Hoffman, Alexander Mishra. "Missing reciprocity| High school principals' leadership capacities and accountabilities." Thesis, Teachers College, Columbia University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621776.

Full text
Abstract:

The purpose of this study was to examine how a group of 12 public high school principals describe and understand the two elements of Elmore's (2006) principle of reciprocity in their practices (i.e., the accountabilities to which they are subject and the sources of development and support for their professional leadership capacities), using a grounded theory methodology. I used Seidman's (2006) three-interview structure for data collection, with each interview lasting from one to two and a half hours (totaling 60 hours). Through the eight major steps of my analysis (e.g., multiple coding passes, memoing, examination of matrices constructed from the data) of the interview transcripts and my field notes, I developed both descriptive and explanatory findings.

My descriptive findings included three typologies, which I inductively developed from what these principals shared with me. The first details 17 categories of leadership capacities. The second details 30 categories of accountors (i.e., to whom these principals feel accountable), grouped into 7 super-categories. The third details 45 categories of accountances (i.e., for what these principals feel accountable), grouped into 11 super-categories. I also discovered a critical 18th leadership capacity—a capacity for being held accountable.

My explanatory findings included four major learnings. First, interpersonal relationships are a key driver of accountability for these principals. Second, these principals are often active co-creators of their own accountabilities. Third, academics is not necessarily the focus of their most important accountabilities. Fourth, a shortage of capacity providers and the inappropriateness of expecting certain key accountors (e.g., students) to be capacity providers undermines the explanatory and predictive power of the principle of reciprocity for these principals.

These findings will help those interested in school leadership to better understand the complexities of the principalship. This will support current and aspiring principals' efforts to take a more active role in ensuring they are prepared for the principalship. It will help those involved in the preparation and support of principals to strategically target their efforts. Last, it will inform those who wish to use educational policy as a lever to improve our schools.

APA, Harvard, Vancouver, ISO, and other styles
4

Lyon, Karen Diane. "Reading and writing reciprocity through literature-based thematic cycles." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1022.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

BROWN, DENISE FAITH. "AUTONOMY AND RECIPROCITY IN THE DEVELOPMENT OF THE IDENTITY: A FOCUS ON THE NON FORMAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9173@1.

Full text
Abstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Esta pesquisa tem como objetivo conhecer o trabalho desenvolvido pela instituicão Se Essa Rua Fosse Minha em relacão as identidades culturais. Dentro desta organização, o foco principal recaiu sobre o projeto Dando Bola para a Vida. Este projeto tem como finalidade o trabalho de arte-educação, utilizando a metodologia do Circo Social, com as crianças e jovens do complexo do Cerro-Corá, localizado na Zona Sul do Rio de Janeiro. Foram analisadas duas categorias principais que surgiram da própria lógica do universo estudado: autonomia e reciprocidade. A partir destas categorias a relação dialética entre individuo e seu meio social se estabelece contribuindo para o desenvolvimento da identidade, do potencial de metamorfose e do alargamento do campo de possibilidades.
The objective of this research is to understand the work developed by the institution Se Essa Rua Fosse Minha in relation to cultural identities. Within this organization the main focus was based on the project Dando Bola para a Vida. This project works with the children from the community of Cerro-Corá, which is located in the South part of Rio de Janeiro. It uses an art-education perspective and applies the Social Circus method. Two categories, which arose from the focus group itself, were used: autonomy and reciprocity. Supported by these categories, the dialectics between individual and one´s social surroundings is established and contributes to the development of the identity, of the potential of metamorphoses and of the broadening of the field of possibilities.
APA, Harvard, Vancouver, ISO, and other styles
6

Cloeren, Nicole Birgit. "Acts of reciprocity: Analyzing social exchange in a university theater for social change project." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154040.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Schmidt, Cristiane. "As relações entre avós e netos: possibilidades co-educativas?" reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/13741.

Full text
Abstract:
A presente dissertação visa compreender como se constitui a relação entre adolescentes, na condição de netos e seus respectivos avós no âmbito familiar. As pessoas idosas constituem hoje um segmento da sociedade que vem adquirindo mais visibilidade em função da maior longevidade. Ao mesmo tempo, as formas de ser e estar em família na contemporaneidade vem apresentando constantes modificações. Nesse sentido, evidencia-se na atualidade uma pluralidade de configurações familiares, como as famílias de idosos e as famílias com idosos. Outra característica marcante dessa diversidade é a família longeva traduzindo-se como um fenômeno novo e apresentando a coexistência de várias gerações. Dentro desse cenário procura-se entender como se constituem a identidade e como se relacionam dois grupos etários: a adolescência e a velhice. As teorias específicas sobre a constituição da identidade geracional trazem contribuições importantes para a compreensão da relação intergeracional. Considerando o convívio entre avós e netos como benéfico, estuda-se quais são as transmissões de um geração a outra e de que modo ocorrem tais contribuições. Desta maneira, a presente pesquisa analisa o contato entre gerações enquanto uma possibilidade de co-educação através de um estudo qualitativo. Esse trabalho foi realizado junto a alunos adolescentes de uma escola pública do município de São Leopoldo e junto aos seus avós, residentes na mesma localidade. A coleta de dados sucedeu-se através de um questionário e do registro de diários dos jovens, bem como por intermédio de entrevistas dos idosos acerca de sua relação com o outro. Trata-se de oito jovens com idades entre 15 e 18 anos e de 12 idosos dos 62 aos 78 anos. Os dados foram analisados através da construção de categorias analíticas sob o enfoque do método hermenêutico ou interpretativo. A partir dos resultados ficou assinalado que o convívio intergeracional mediado pelas relações familiares possibilita uma coeducação, visto que existe uma troca de conhecimentos, de afetividade, de valores, de cuidados, evidenciando a reciprocidade entre as gerações. Ao mesmo tempo, essa relação não desconsidera a influência dos discursos acerca das identidades geracionais, discursos esses, geralmente marcados por estereótipos.
The present dissertation seeks to understand how the relationship among adolescents is constituted, in the grandchildren's condition and their respective grandparents in the family's ambit. The elderly people constitute now a society's segment that is acquiring more visibility in function of the largest longevity. At the same time, the contemporaneousness forms of being in family come presenting constant modifications. In that sense, it’s evidenced at the present time, a plurality of family configurations, as the elderly' families and the families with elderly people. Another outstanding characteristic of that diversity is the longevous family expressing itself as a new phenomenon and presenting the coexistence of several generations. Inside of this scenery it’s looked to understand how the identity is constituted and how two age groups are related : the adolescence and the oldness. The specific theories about the constitution of the geracional identity bring important contributions to the understanding of the intergeracional relationship. Considering the conviviality between grandparents and grandchildren as beneficial, it’s studied which are the transmissions of a generation to another one and how occurs such contributions. In this way, the present research analyzes the contact between generations while a coeducation possibility through a qualitative study. This work was accomplished with adolescent students of a public school from São Leopoldo City, and with their grandparents, residents in the same place.The collection of data was succeeded through a questionnaire and the registration of adolescents' diaries, as well as through interviews with elderly people concerning its relation with the other. There are eight young people with ages between 15 and 18 years and 12 elderly people with ages between 62 to 78 years. The data were analyzed through the construction of analytic categories under the focus of the hermeneutic method or interpretative. The results point out that the intergeracional conviviality mediated by familiar relationships makes possible a co-education, because a change of knowledge, affectivity, values and cares exists, evidencing the reciprocity between the generations. At the same time, this relationship doesn't disrespect the influence of the speeches concerning the geracional identities, speeches those, usually marked by stereotypes.
APA, Harvard, Vancouver, ISO, and other styles
8

Fiscarelli, Antonio. "Education et politiques chez Danilo Dolci : étude sur le projet politico-pédagogique de Danilo Dolci dans la formation de la démocratie italienne." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2016/document.

Full text
Abstract:
Sur l’oeuvre politique et pédagogique de Danilo Dolci il y a un grand silence aujourd’hui. Bien que ses initiatives politiques, sa passion pour les problèmes de l’éducation, ses ouvrages et articles l’aient fait connaître partout et lui aient procuré de nombreuses reconnaissances et prix nationaux et internationaux, bien que sa pensée et son engagement aient contribué à structurer des processus collectifs particulièrement innovants lors de la première République italienne - celle-ci correspondant à la période entre 1948 et 1994 -, son œuvre reste assez peu reconnue.Pourtant, dès sa jeunesse, Dolci s’est consacré à l’éducation de base dans le but de mobiliser et émanciper les couches les plus pauvres dans un des territoires les plus sinistrées de l’Italie : la Sicile. Mais il s’est confronté aussi avec de nombreuses situations en dehors de la Sicile, en Italie et à l’étranger, intervenant dans nombreux domaines, ce qui ne rend pas toujours facile la reconstruction de la cohérence de sa trajectoire et ses apports.Pour nous, l’oeuvre de Danilo Dolci est structurée par un certain nombre de convictions : le progrès d’une société dépend d’un ensemble de facteurs matériels et immatériels spécifiques qui, dans certains territoires, ne se développent pas, car d’autres facteurs opèrent en direction inverse. Dans ces territoires, il faut donc chercher à développer les facteurs nécessaires au progrès avec des méthodes différentes de celles qui sont utilisées dans les territoires où le progrès s’est imposé historiquement. Lorsque nous parlons de « progrès », nous entendons essentiellement un développement matériel et immatériel dans le sens d’une démocratie authentique, un processus où les principes, les valeurs, les règles et les procédures de la démocratie soient saisissables par le plus grand nombre possible de personnes, respectés et mis en actes par les citoyens tout autant que par les administrateurs. Or, Dolci paraît précisément proposer une pratique spécifique pour fortifier les pratiques démocratiques déjà existantes et, en même temps, pour mobiliser les populations les moins politisées afin qu’elles se les approprient, pour se mettre au niveau de ceux qui les utilisent d’habitude et pour lutter contre ceux qui agissent sans les respecter. Cette pratique est nommée par Dolci ‘maïeutique réciproque ou de groupe’. Nous avons cherché à savoir comment en est arrivé à concevoir cette méthode – qui fait de lui un authentique « pédagogue » - et comment peut favoriser l’émergence, la structuration et le développement des pratiques démocratiques.Pour cela, nous avons dessiné une « carte conceptuelle » de sa pensée, d’abord sur un plan diachronique et, ensuite, sur un plan synchronique, ce qui nous a amené à esquisser une présentation générale des rapports entre éducation et politique chez Dolci
Nowadays Danilo Dolci’s political and pedagogical work seems consigned to oblivion. Although his political initiatives, his passion for the problems of education, his books and articles have spread his fame around the world, leading him to obtain national and international rewards, although his ideas and engagement have contributed to build especially innovative collective processes during the First Italian Republic – that is, the period between 1948 and 1991 – his work remains not well known yet.However, since his youth, Dolci devoted himself to basic education, aiming at mobilising and emancipating the poorest classes in one of the most underdeveloped Italian regions: Sicily. But he also dealt with many issues outside Sicily, in Italy and abroad, operating in various contexts, which makes sometimes difficult to reconstruct the coherence of his trajectory and contributions.In our opinion, Dolci’s work is structured according to a number of convictions: the progress of the society depends on some specific material and immaterial factors that, in certain areas, don’t develop because other factors take place in the opposite direction. Therefore in these areas it is necessary to develop the essential factors for progress with methods that differ from those applied in the areas where the progress prevailed historically. When I talk of “progress” I basically mean a material and immaterial development toward a genuine democracy, a process whose principles, values, rules and procedures could be chosen by the biggest number of persons, and could be enacted and respected by both the citizens and the administrators. So Dolci seems exactly proposing a specific practice to enhance the already existing democratic practices and, at the same time, to mobilise the less politicised population groups and let them repossess those practices, joining the level of those who use them regularly and fighting those who don’t respect them. Dolci calls this practise “reciprocal or group maieutics”. I have tried to understand how he came to conceive of such a method – which makes him a real “pedagogue” – and how it can foster the emergence, the building and the development of democratic practices.This is the reason why I drew a “conceptual map” of his thought, first on a diachronic level and secondly on a synchronic level, which led me to outline a general presentation of the relationship between education and politics in Dolci
APA, Harvard, Vancouver, ISO, and other styles
9

Ward, McKenzie. "Parent Implemented Adapted Dialogic Reading with Preschoolers with Autism." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2450.

Full text
Abstract:
The current study examined the role of a novel, adapted dialogic reading curriculum and its impact on preschoolers with autism and their interactions with their parents during shared book reading. The aim of this study was to determine the impact of the curriculum on the effects of child social reciprocity and parents’ feelings of competence and confidence when trained on implementation strategies. Pre- and post-test measures were conducted for four parent-child dyads to measure the impact of adapted dialogic reading on child social reciprocity and parents’ feelings of competence and confidence. Although the sample size was small, clear trends were seen suggesting adapted dialogic reading methods may result in greater increases in social reciprocity behaviors such as contingent responses to questions and joint attention during shared book reading. Positive trends also suggest that when parents are trained to implement adapted dialogic reading strategies, their feelings of competence and confidence are increased.
APA, Harvard, Vancouver, ISO, and other styles
10

Doughty, Jeremy R. ""The other side": A narrative study of south African community members' experiences with an international service-learning program." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459280801.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Reciprocite educative"

1

Kalyanpur, Maya. Cultural reciprocity in special education: Building family-professional relationships. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Harry, Beth. Building cultural reciprocity with families: Case studies in special education. Baltimore, Md: P.H. Brookes Pub. Co., 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Harry, Beth. Building cultural reciprocity with families: Case studies in special education. Baltimore, Md: P.H. Brookes Pub. Co., 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Maya, Kalyanpur, and Day Monimalika, eds. Building cultural reciprocity with families: Case studies in special education. Baltimore, Md: P.H. Brookes Pub. Co., 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kalyanpur, Maya, Monimalika Ph D. Day, and Beth Harry. Building Cultural Reciprocity With Families: Case Studies in Special Education. Paul H Brookes Publishing, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Education in the Comanche Nation: Relationships, Responsibility, Redistribution and Reciprocity. Routledge, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Grasser, Carol. RECIPROCITY IN STAFF/RESIDENT INTERACTIONS IN NURSING HOMES (SOCIAL EXCHANGE THEORY). 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

United States. Office of Educational Research and Improvement., ed. Cultural Reciprocity Aids Collaboration With Families. ERIC/OSEP Digest... ED457633... U.S. Department Of Education. [S.l: s.n., 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Minnesota Higher Education Coordinating Board., Minnesota. Dept. of Finance., and Minnesota Legislature, eds. Tuition reciprocity: Enrollment trends and cost implications : a report prepared for the Minnesota Legislature. [St. Paul, Minn.]: The Board and the Department, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Milbank, Alison. Holy Terrors. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824466.003.0014.

Full text
Abstract:
In Chapter 13, a range of writers, all belonging to the Christian occult group, the Order of the Golden Dawn, employ Gothic tropes to describe theurgic/magical mystical ascent, whereby the material world is raised to the spiritual. Arthur Machen made ecstasy the aim of literature, and his Three Impostors is a self-reflexive work in which embedded tales seek to engender this mystical alchemy, whereby the abject is theurgically raised. Evelyn Underhill takes the concept of the doppelgänger in A Column of Dust to a new place as a heuristic device to learn the love which alone makes knowledge transformative. Like Underhill, Charles Williams explores the redemptive power of the doppelgänger for his theology of reciprocity and exchange in Descent into Hell. Gothic tropes enable a spiritual education and find new ways to deal with the loss of meaning in the natural world.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Reciprocite educative"

1

Paracka, Daniel J., and Tom Pynn. "Towards transformative reciprocity." In Intercultural Competence in Higher Education, 43–52. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Daniels, Katy. "Striving for reciprocity in electives." In Global Health Experiential Education, 261–70. Abingdon, Oxon; New York, NY : Routledge, 2018. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315107844-30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mulligan, Deborah L. "Activist Research: Real-World Reciprocity—A Provocation." In Palgrave Studies in Education Research Methods, 317–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cooper, Lesley, and Janice Orrell. "University and Community Engagement: Towards a Partnership Based on Deliberate Reciprocity." In Educating the Deliberate Professional, 107–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32958-1_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Beaton, Jehanne, and J. B. Mayo. "Reciprocity and Relationship: Urban Teacher Preparation Through Partnership." In Rethinking Social Studies Teacher Education in the Twenty-First Century, 225–42. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22939-3_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ridgway, Avis, Gloria Quiñones, and Liang Li. "Examining the Dynamics of Infant Reciprocity and Affective Fatherhood." In International Perspectives on Early Childhood Education and Development, 137–56. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3197-7_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bell, Nicole. "Anishinaabe Bimaadiziwin: Living Spiritually with Respect, Relationship, Reciprocity and Responsibility." In International Explorations in Outdoor and Environmental Education, 63–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25016-4_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bates, Vincent C., Daniel J. Shevock, and Anita Prest. "Cultural Diversity, Ecodiversity, and Music Education." In The Politics of Diversity in Music Education, 163–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_12.

Full text
Abstract:
AbstractDiversity discourses in music education tend toward anthropocentrism, focusing on human cultures, identities, and institutions. In this chapter, we broaden conceptualizations of diversity in music education to include relationships between music, education, and ecology: understood as interactions among organisms and the physical environment. Diversity in music education can be realized by attending to the ongoing interrelationships of local geography, ecology, and culture, all of which contribute dynamically to local music practices. We situate our analysis within specific Indigenous North American cultures (e.g., Western Apache, Nuu-chah-nulth, Stó:lō, and Syilx) and associated perspectives and philosophies to shed light on the multiple forms of reciprocity that undergird diversity. Indigenous knowledge, in combination with new materialism and political ecology discourses, can help us come back down to earth in ways of being and becoming that are ecologically sustainable, preserving the ecodiversity that exists and grows in place, forging egalitarian relationships and a sense of communal responsibility, fostering reverence for ancestors along with nonhuman lives and topographies, and cultivating musical practices that are one with our respective ecosystems.
APA, Harvard, Vancouver, ISO, and other styles
9

Davis, John, and Annette Woods. "Durithunga Boul: A Pattern of Respectful Relationships, Reciprocity and Socially Just Literacy Education in One Urban School." In Language Policy, 51–69. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8629-9_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Leonard, Pamela, Elena Libin, Yuri Millo, and Alexander Libin. "Medical Educational Simulations: Exploring Reciprocity Between Learners’ Skills, Attitudes, and Career Intentions: A Case Study of Simulation Education Research." In Ubiquitous and Mobile Learning in the Digital Age, 205–14. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3329-3_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Reciprocite educative"

1

Rodrigo-González, Amalia, Maria Caballer-Tarazona, and Aurora García-Gallego. "Testing the Trust Game with undergraduates: An experiment with wealth heterogeneity." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5059.

Full text
Abstract:
Trust, reciprocity and a fair distribution of resources are cruzial in the sustainabhility of any economic system. As a matter of fact, those are values that should be promoted among the new generations, especially among university students enroled indegrees tha are related to economics.Under this context, we are interested in enhancing criticism and active reflectionamong undergraduates with respect to social values. With such a goal in mind, we design a two step classroom task that includes playing the Trust Game (TG) in the first place and, second, a discussion activity.This paper is an ext5ension of Caballer-Tarazona et al. (2016) with a novelty: A new treatment is introduced in which subjects have information about the cumulated wealth of their partners.As a complement of the educational propose of the task, data collected during the experiment has been used to test the three hypotheses on trust and reciprocity among students.Two main result emerge: First, information has no effect on trust and reciprocity decisions. And second, in median, a gender effect in such decision is found.
APA, Harvard, Vancouver, ISO, and other styles
2

Horka, Hana. "EDUCATION TO OVERCOMING VIOLATED RECIPROCITY BETWEEN MAN AND NATURE." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.043.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Caballer-Tarazona, María, Aurora García-Gallego, and Amalia Rodrigo-González. "PROMOTING TRUST AND RECIPROCITY IN THE CLASSROOM." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0185.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zamir, Sara, and Yael Cohen-Azaria. "THE PERCEPTIONS OF ISRAELI TEACHERS TOWARDS PISA- INTERNATIONAL TEST." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/13.

Full text
Abstract:
PISA test is a comparative international large-scale test which was founded and edited by OECD (Organization for Economic Co-operation and Development). This test measures the achievements of pupils aged 15 in approximately 80 countries worldwide. This study examined the perceptions of teachers in Israel towards PISA. The study have found that many teachers are ignorant of the nature and objectives of PISA. It is evident that the teachers are outside the circle of action associated with PISA. Hence, the main conclusion of the study is that all interested parties, academics, teachers and administrators alike, must operate in reciprocity in order to shape the future character of the education system's graduate. This will not only change the Israeli education system's achievements but also may improve the face of future society.
APA, Harvard, Vancouver, ISO, and other styles
5

Whatley, Janice, Frances Bell, Jan Shaylor, Elena Zaitseva, and Danuta Zakrzewska. "CAB - Collaboration across Borders: Peer Evaluation for Collaborative Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2848.

Full text
Abstract:
Use of information and communication technologies (ICT) and the development of tools to enable communication, can change the ways in which students in higher education learn, including online learning, both as individuals and through collaboration with other learners. This paper is a review of two cases of online peer evaluation of web sites or multimedia presentations, between students from several countries. Examining the research feedback from these collaborative activities has contributed to our understanding of online learning tasks, and led to the development of a dedicated online portal for carrying out collaborative activities. We have found that there is a clear benefit to be derived from incorporating activities of this type within the learning of students in higher education. The CAB portal we have developed helps tutors, wishing to set up a collaborative activity, to address issues of reciprocity of learning outcomes and guidelines for students’ participation.
APA, Harvard, Vancouver, ISO, and other styles
6

Linek, Stephanie B., Robert Jäschke, and Christian P. Hoffmann. "WOMEN PREFER RECIPROCITY: GENDER-RELATED DIFFERENCES IN ACADEMIC NETWORKING ON TWITTER." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2091.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"RECIPROCITY, THE RASCAL OF RESOLUTION - Collaborative Problem Solving in an Online Role Play." In 4th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003917902520257.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mitsova, Iveta. "RECIPROCITY BETWEEN GOAL ORIENTATION AND MOTIVATIONAL CLIMATE IN DIFFERENT GROUPS OF ATHLETES." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chung, He Len, Kayla Taylor, and Caitlin Nehila. "Preparing students for service-learning and social entrepreneurship experiences." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8171.

Full text
Abstract:
A critical feature of contemporary models of civic engagement is mutually-beneficial collaboration between campus and community partners, in which all members contribute skills and experience to co-create knowledge. At any given time, multiple relationships require attention – for example, triadic relationships between students, faculty, and staff of community organizations. This model is relevant for both service-learning (SL) and social entrepreneurship (SE), as both seek to work with community partners or in the community to address challenges facing the community. To date, research involving students has focused on the impact of these learning opportunities on student development (e.g., academics, civic participation). For students to be true partners in SL and SE projects, however, we need to understand the reciprocity of these interactions, particularly how to prepare students can become collaborators in developing campus-community partnerships (i.e., participatory readiness). To promote participatory readiness among students, we argue for a competency-based framework that integrates research and recommendations from the fields of service-learning, social entrepreneurship, and educational leadership. Throughout the article, we discuss similarities and differences in SL and SE practices and draw attention to the implications of the work for community engagement and pedagogy in higher education.
APA, Harvard, Vancouver, ISO, and other styles
10

Wei, Xinyi. "Confident Person, Happy Life? A Longitudinal Investigation of the Reciprocity between Trait Optimism and General Life Satisfaction." In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.586.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Reciprocite educative' for particular source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography