Relevant bibliographies by topics / Teaching personal social responsibility

Contents

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

Academic literature on the topic 'Teaching personal social responsibility'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Teaching personal social responsibility"

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Wang, Baofu, Longxi Li,, and Xiaolu Liu. "Social–Emotional Learning through Teaching Personal and Social Responsibility Model." Strategies 38, no. 1 (2025): 21–28. https://doi.org/10.1080/08924562.2024.2422117.

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Martinek, Tom, and Don Hellison. "Teaching Personal and Social Responsibility: Past, Present and Future." Journal of Physical Education, Recreation & Dance 87, no. 5 (2016): 9–13. http://dx.doi.org/10.1080/07303084.2016.1157382.

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LIU, Liu, Xi LUO, and Yongshun WANG. "Student Self-Efficacy on Personal and Social Responsibility within A Sport Education Model." Revista de Cercetare si Interventie Sociala 72 (March 15, 2021): 236–47. http://dx.doi.org/10.33788/rcis.72.15.

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Character education is so important that the essentiality is emphasized in families, schools, societies and even nations nowadays. Modern citizens should cultivate basic character education, in which responsibility is a character trait. In addition to situations, good instructional design and the application of proper instructional strategies, different experience operation in sporting activities, learning social behavior by participating in sports, and developing sportsmanship for social life are covered in character education for developing good character. Nonequivalent pretest/posttest cont
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Tuzlukova, Victoria, Anfal Alwahaibi, Pooja Sancheti, and Zainab Al Balushi. "Interpretation of Teachers’ Understanding of the Concept of Personal Social Responsibility." Journal of Language Teaching and Research 11, no. 6 (2020): 904. http://dx.doi.org/10.17507/jltr.1106.05.

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This paper explores the concept of personal social responsibility from the teachers’ self-perceived perspective of its occurrence and understanding in the context of English language teaching and learning. It seeks to highlight the variety of constituents, qualities, and characteristics that shape it. Mixed methods research methodology is used for the analysis and interpretation of personal social responsibility taking into account teachers’ descriptions of its constituents’ level of importance, attitudinal characteristics to the chosen profession, qualities that characterize individual’s beha
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Pozo, Pablo, Alberto Grao-Cruces, and Raquel Pérez-Ordás. "Teaching personal and social responsibility model-based programmes in physical education." European Physical Education Review 24, no. 1 (2016): 56–75. http://dx.doi.org/10.1177/1356336x16664749.

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The purpose of this study was to conduct a review of research on the Teaching Personal and Social Responsibility model-based programme within physical education. Papers selected for analysis were found through searches of Web of Science, SportDiscus (EBSCO), SCOPUS, and ERIC (ProQuest) databases. The keywords ‘responsibility model’ and ‘physical education’ were used in different combinations. The relevant articles were checked for the following criteria: (a) the study has been published in a peer-reviewed international journal; (b) it included Teaching Personal and Social Responsibility model-
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Gordon, Barrie, and Stephanie Doyle. "Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches." Journal of Teaching in Physical Education 34, no. 1 (2015): 152–61. http://dx.doi.org/10.1123/jtpe.2013-0184.

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The transfer of learning from the gym to other areas of participants’ lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however, uncertain. The research findings are mixed both in the commitment to transfer of learning and the level of success that has been achieved. The interest in transfer of learning is not restricted to the area of the Teaching Personal and Social Responsibilit
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Supriadi, Dedi. "Peningkatan tanggungjawab: teaching personal and social responsibility dan aktivitas adventure education." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 6, no. 2 (2020): 304–15. http://dx.doi.org/10.29407/js_unpgri.v6i2.14082.

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Penelitian ini bertujuan untuk mengetahui pengaruh dari model Teaching Personal and Social Responsibility (TPSR) melalui aktivitas adventure education terhadap peningkatan tanggungjawab siswa. Metode penelitian yang digunakan adalah eksperimen dengan desain penelitian pretest and posttest one group design. Partisipan penelitian ini adalah siswa SMP kelas VIII sebanyak 84 dengan teknik sampling menggunakan cluster random sampling. Pengambilan data menggunakan angket student responsibility. Temuan menunjukkan adanya pengaruh yang signifikan dari aktivitas adventure education dengan model Teachin
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Baptista, Céu, Nuno Corte-Real, Leonor Regueiras, et al. "Teaching personal and social responsibility after school: A systematic review." Cuadernos de Psicología del Deporte 20, no. 2 (2020): 1–25. http://dx.doi.org/10.6018/cpd.346851.

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Background: Teaching Personal and Social Responsibility (TPSR) has been studied and implemented through physical activity in different backgrounds for over three decades. However, there is no systematized review in the literature concerning the after-school context.
 Aim: Conducting a systematic review of literature on after-school interventions based on the TPSR model.
 Methods: This study was driven by the following research questions: Which were the conclusions regarding the implementation of TPSR in after-school settings? Which research methodologies have been used to assess TPSR
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Richards, K. Andrew R., Jennifer M. Jacobs, Victoria Nicole Ivy, and Michael A. Lawson. "Preservice teachers perspectives and experiences teaching personal and social responsibility." Physical Education and Sport Pedagogy 25, no. 2 (2019): 188–200. http://dx.doi.org/10.1080/17408989.2019.1702939.

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Severinsen, Graeme. "Teaching personal and social responsibility to juniors through physical education." Asia-Pacific Journal of Health, Sport and Physical Education 5, no. 1 (2014): 83–100. http://dx.doi.org/10.1080/18377122.2014.867793.

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Dissertations / Theses on the topic "Teaching personal social responsibility"

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Smith, Joanna. "Teaching responsibility through physical education : does the use of Hellison's (1996) model of teaching personal and social responsibility change students' attitudes and behaviour? : research project report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2772.

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The purposes of this study were to examine how the use of Hellison's personal and social responsibility model (RM) within a physical education (PE) programme changed children's attitudes and behaviour, within PE and outside their PE classes. Also to determine to what extent the children were able to explain and give examples of (a) any changes that took place and (b) the concepts relating to RM. A fifteen week PE programme based on Hellison's personal and social responsibility model (RM) was carried out with a Year 3 class in a private city school. Four children from this class took part in fi
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Johansson, Agnes, and Eric Sandgren. "Football for Life, så mycket mer än bara fotboll." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36384.

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FC Rosengård bedriver flertalet sociala projekt. Ett av dessa projekt är Football for Life som i Sydafrika har som målsättning att stärka unga kvinnors självbild och rättigheter. Studien “Football for Life, så mycket mer än bara fotboll” ämnar att utvärdera denna verksamhet med hjälp av Teaching Personal and Social Responsibility modellen. Detta för att visualisera i vilken mån deltagarna i verksamheten erhåller ett ökat personligt- och socialt ansvarstagande. Studiens slutgiltiga målsättning är att stärka argumentet för att en liknande verksamhet ska initieras i Sverige genom att påvisa vilke
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Pratt, Megan S. "Service-Learning: A Case Study Approach to Understanding Cross-Age Tutoring with Junior High Students At-Risk for Behavioral and Emotional Disabilities." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1777.

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The purpose of this case study was to investigate the effects a service-learning tutorship had on the Social and Personal Responsibility Scale scores of middle school students identified as at risk for emotional and behavioral problems and enrolled in a one hour class that focused on social skills, self-management, and emotional resilience. Eight students identified through school-wide screening measures as at-risk for emotional and behavioral problems were involved in a pre/post quantitative survey, pre/post exploratory interviews, and a post focus group to analyze their level of growth in re
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lopez, Kimber. "Natural Medicine: Personal Responsibility and Self-Empowerment." Scholarship @ Claremont, 2009. http://scholarship.claremont.edu/pomona_theses/113.

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Although most “alternative” medical practices have existed far longer than conventional healthcare, modern allopathic continues to be the dominant system of medicine used in the United States. Herbal medicine is one of the oldest healing practices known to humankind and continues to be practiced today despite the numerous challenges modern society poses. As Julie Stone and Joan Mathews illuminate in Complimentary Medicine and the Law, “Plant-based remedies have been the principal source of medicines in healing traditions around the world and, as the World health Organization is at pains to rem
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Firmeza, JÃlia de Souza. "Personal values and involvement in social projects in the context of social responsibility." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3534.

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The theme social responsibility of organizations has had great projection nowadays. The companies that are considered socially responsible, among other actions, encourage voluntary work, encouragement that can vary from informal support, so that people can be volunteers out of timetable work; to the creation of formal programs of the company, in which the workers are invited to participate, using the normal time of working hours or other organizational resources. The workersâ participation, however, is still reduced in social projects that the companies develop. So, it is understandable that t
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Grady, David. "Corporate social responsibility : developing an implicit/explicit framework and concept of personal definition." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/420764/.

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Corporate Social Responsibility is an important part of a modern organisation. The definition of CSR can be seen to play an important role in understanding and engagement by organisational stakeholders. There are a numerous definitions and frameworks in the field of CSR and different organisational stakeholders may hold different views in respect of strategic priorities. The research explores three questions: firstly, what is the respondents’ personal definition of CSR? Secondly, how does the concept of implicit/explicit CSR fit within an organisational context? And finally and to a much lesse
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Dunn, Amie. "A PERSONAL EXPLORATION INTO THE ETHICS AND RESPONSIBILITIES OF A THEATRE TEACHING ARTIST." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2383.

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As an artist in the field of theatre for young audiences, I encounter many definitions of  teaching artist, and within each definition lies a new set of physical, educational, and psychological responsibilities. While the term  teaching artist continues to evolve and grow, I am interested in exploring a common struggle among teaching artists: What does it mean to be an ethical and responsible teaching artist? This thesis allows me to create a personal definition of  teaching artist while exploring the relationship between responsibility, ethics, and community-based teaching. I begin b
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Dexter, Hedy Red. "Motivated Distortion: Effects of Situational and Personal Relevance on Attributions of Responsibility to Victims and Perpetrators." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539625370.

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Hansson, Fredrik, and Filip Johansson. "CSR ur personalens perspektiv : hur inverkar organisationers arbete med CSR på personalens identifiering?" Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12561.

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Organisationers engagemang i Corporate social responsibility (CSR) är betydelsefullt för dess intressentgrupper. För att undersöka vilken inverkan arbete med CSR har på intressenterna har vi valt att fokusera på anställda, och hur deras identifiering påverkas av organisationers arbete med CSR. Detta är också studiens syfte som vidare även behandlar vilka av CSR-aspekterna ekonomi, etik och filantropi som är väsentliga för anställda. Frågeställningarna som studien besvarar är följande: Hur påverkas de anställdas identifiering med organisationen av uppfattningen om dess arbete med CSR? Vilka spe
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Hájková, Jana. "Corporate Social Responsibility ve středně velkém podniku a role personálního managementu." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-11803.

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The work is devoted mainly to differences in the concept of social responsibility small, medium and large enterprises in the Czech Republic. Today is in our country still not too well-known social responsibility theme mainly among small firms. This is perhaps the fact that small companies problems do not know, or feel that they are not concerned, or such investment comes unnecessary and, if appropriate, or do not know how to get started. this is the reason why I decided to devote a thesis of corporate social responsibility. Influence of personal management is to show that social responsibility
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Books on the topic "Teaching personal social responsibility"

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Watson, Doris. Using physical activity and sport to teach personal and social responsibility. Human Kinetics, 2013.

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Cross, R. T. Teaching science for social responsibility. St Louis Press, 1992.

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Prosser, Alan P. Teaching and learning social responsibility. Higher Education Research and Development Society of Australasia Inc., 1995.

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1949-, Berman Sheldon, and La Farge Phyllis, eds. Promising practices in teaching social responsibility. State University of New York Press, 1993.

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Nelson-Cofie, Akosua M. Investing financially & socially for your future: Taking personal responsibility. A.M. Nelson-Cofie, 2007.

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Dobbs, Dan B. Torts and compensation: Personal accountability and social responsibility for injury. 6th ed. Thomson/West, 2009.

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Hartman, Laura Pincus. Business ethics: Decision making for personal integrity and social responsibility. 2nd ed. McGraw-Hill/Irwin, 2011.

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Dobbs, Dan B. Torts and compensation: Personal accountability and social responsibility for injury. West Pub. Co., 1985.

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Dobbs, Dan B. Torts and compensation: Personal accountability and social responsibility for injury. 4th ed. West Group, 2001.

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1956-, Hayden Paul T., ed. Torts and compensation: Personal accountability and social responsibility for injury. 6th ed. Thomson/West, 2009.

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Book chapters on the topic "Teaching personal social responsibility"

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Wolk, Steven. "Teaching for Social Responsibility." In Caring Hearts and Critical Minds. Routledge, 2023. http://dx.doi.org/10.4324/9781032680774-5.

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Tyson, Will. "Personal Responsibility and Work Ethic." In Teaching and Learning Employability Skills in Career and Technical Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58744-4_5.

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Bowen, W. Richard. "Personal Responsibility and Supporting Social Structures." In Engineering Ethics. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04096-7_6.

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Weiner, Bernard. "Social Learning Theory and Personal Responsibility." In Human Motivation. Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-5092-0_6.

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Leung, Tiffany C. H. "Personal Social Responsibility and Sustainable Development." In Encyclopedia of Sustainability in Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_272.

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Leung, Tiffany C. H. "Personal Social Responsibility and Sustainable Development." In Encyclopedia of Sustainability in Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_272-1.

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Nelson, Meaghan Brady. "Creating Social Consciousness and Social Responsibility." In Teaching Civic Participation with Digital Media in Art Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003402060-11.

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Karwacka, Marta. "Personal Social Responsibility and Its Impact to Consumerism." In Corporate Social Responsibility in Poland. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00440-8_15.

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Wilson, Beth. "Teaching Sustainable Rural Economic Development Using Service-Learning Pedagogy." In Social Responsibility and Sustainability. Routledge, 2023. http://dx.doi.org/10.4324/9781003447030-14.

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Freeman, Mark, and Jeff Sugarman. "The Personal Is Political." In Neoliberalism, Ethics and the Social Responsibility of Psychology. Routledge, 2022. http://dx.doi.org/10.4324/9781003280033-2.

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Conference papers on the topic "Teaching personal social responsibility"

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Ó Súilleabháin, Fiachra. "INCITING CRITICAL THINKING IN SOCIAL WORK EDUCATION: TEACHING FOR SOCIAL RESPONSIBILITY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1315.

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Brosig-Rodriguez, Mayra Elizabeth, Maria de Jesus Araiza-Vazquez, and Cynthia Lizbeth Brosig-Rodriguez. "IMPACT OF THE TEACHING OF SOCIAL RESPONSIBILITY ON UNIVERSITY STUDENTS IN A PUBLIC INSTITUTION IN NORTHERN MEXICO." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1898.

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Horňák, Ladislav, and Imrich Ištvan. "COOPERATIVE TEACHING AS A DETERMINANT OF THE SOCIAL AND PERSONAL DEVELOPMENT OF PUPILS FROM SOCIALLY DISADVANTAGED ENVIRONMENTS IN INCLUSIVE EDUCATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1197.

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Rahayu, Nur Indri, Adang Suherman, and Yati Ruhayati. "Physical Education - Based Teaching Personal Social Responsibility." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007071608340837.

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Patah, Ihsan Abdul, Juntika Nur Ihsan, Amung Ma’mun, and Mulyana. "The Effectiveness of Teaching Personal and Social Responsibility Teaching Model in Improving Responsibilities." In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.011.

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Heynoek, Febrita Paulina, Rama Kurniawan, Ari Wibowo Kurniawan, and Mua’arifin. "PE Teachers’ Understanding on Teaching Personal Social and Responsibility Learning Model." In 5th International Conference on Sport Science and Health (ICSSH 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/ahsr.k.220203.006.

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Dupri, Dupri, and Rices Jatra. "Teaching Personal Social Responsibility and Cooperative Learning Models on the Students Responsibility in Physical Education." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007058802390242.

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Shiver, Victoria. "Exploring One Teacher's Experience Implementing the Teaching Personal and Social Responsibility Model." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1571849.

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R. Richards, K. Andrew. "Preservice Teachers' Perspectives and Experiences Learning the Teaching Personal and Social Responsibility Model." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1583697.

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Shiver, Victoria. "Utilizing the Teaching Personal and Social Responsibility Model as a Community of Practice." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2008265.

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Reports on the topic "Teaching personal social responsibility"

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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, c
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Diddi, Sonali, and Linda S. Niehm. Exploring the role of personal values and moral norms towards consumers' intentions to patronize apparel retail brands engaged in Corporate Social Responsibility. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1142.

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USDA Forest Service, Rocky Mountain Research Station. Fuels planning: science synthesis and integration; social issues fact sheet 02: Developing personal responsibility for fuels reduction: Types of information to encourage proactive behavior. U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2004. http://dx.doi.org/10.2737/rmrs-rn-21-v2.

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USDA Forest Service, Rocky Mountain Research Station. Fuels planning: science synthesis and integration; social issues fact sheet 01: Developing personal responsibility for fuels reduction: Building a successful program to engage property owners. U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2004. http://dx.doi.org/10.2737/rmrs-rn-21-v1.

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USDA Forest Service, Rocky Mountain Research Station. Fuels planning: science synthesis and integration; social issues fact sheet 03: Developing personal responsibility for fuels reduction: More ways to catch and hold people's attention. U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2004. http://dx.doi.org/10.2737/rmrs-rn-21-v3.

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Schell, Laurie. The Power of the Individual in Advocacy. Creative Generation, 2022. http://dx.doi.org/10.51163/creative-gen010.

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A central component to case-making and systems change is personal advocacy, driven by the individual. How we translate our personal beliefs and biases into tactics for advocacy is an essential skill for all practitioners. This article shares four tactics to guide practitioners through this process, including storytelling, social media use, word choice, and relationship forming. Within each, guiding questions are formed through three lenses focused on communications strategies, the dynamics of systems change, and acknowledging progress. It concludes with a call to action about the professional
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Schell, Laurie. The Power of the Individual in Advocacy. Creative Generation, 2022. http://dx.doi.org/10.51163/creative-genxxx.

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A central component to case-making and systems change is personal advocacy, driven by the individual. How we translate our personal beliefs and biases into tactics for advocacy is an essential skill for all practitioners. This article shares four tactics to guide practitioners through this process, including storytelling, social media use, word choice, and relationship forming. Within each, guiding questions are formed through three lenses focused on communications strategies, the dynamics of systems change, and acknowledging progress. It concludes with a call to action about the professional
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NELYUBINA, E. G., and L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.

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At the present time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and retrain. The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The technology of blended learning, one of the models of which is “inverted learning”, allows to succinctly include information and communication technologies in the educational process, while increasing the quality of education, creating a new level of personal responsibility for the student and by creat
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Lagutin, Andrey, and Tatyana Sidorina. SYSTEM OF FORMATION OF PROFESSIONAL AND PERSONAL SELF-GOVERNMENT AMONG CADETS OF MILITARY INSTITUTES. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/self-government.

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When carrying out professional activities, officers of the VNG of the Russian Federation are often in difficult, stressful, emotionally stressful situations associated with the use of weapons as a particularly dangerous means of destruction. The right to use a weapon by an officer makes him responsible for its use. And therefore requires the officer to make a balanced optimal decision, which is associated with the risk and transience of events, and in which no mistake can be made, since the price of it can be someone's life. It is at such a moment that it is important that the officer has stab
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Valdivia-Vizarreta, Paloma, and Johana Evelyn Montalvan Castilla. Flexibility and Playful Learning as Strategies for a Transformative Pedagogy in Higher Education. University of Stavanger, 2024. http://dx.doi.org/10.31265/usps.295.

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Abstract:
This essay explores how flexibility and playful learning address the current challenges in higher education, aligned with the principles of transformative pedagogy. This pedagogical approach views the university as an inclusive and adaptable space, where teaching aligns with students’ realities and needs, promoting accessibility, engagement, and holistic development. Flexibility enables students to manage their learning in a personalised manner, adapting to their individual paces, schedules, and environments (whether in-person or virtual), fostering autonomy and a better balance between person
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