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Resilience in education: concepts, contexts and connections / Marold Wosnitza, et al. Nível de parte analítica: Resilience in education: emerging trends in recent research • Promoting resilience: a european curriculum for students, teachers and families • Making it real and making in last!: sustainability of teacher implementation of a whole-school resilience programme • Enhancing teacher resilience: from self-refelction to professional development • Enhancing teacher resilience through face-to-face training: insights from the ENTREE project • Using online modules to build capacity for teacher resilience • Finding a place for resilience in teacher preparation • Teacher championship of resilience: lessons from the pathways to resilience study, South Africa • An exploratory interview study of university teacher resilience • Teacher resilience in adverse contexts: issues of professionalism and professional identity • Teachers narratives of resilience: responding effectively to challenging behavior • Early career teachers in rural schools: plotlines of resilience • Exploring canadian early career teachers' resilience from an evolutionary perspective • The interplay between the motivation to teach and resilience of student teachers and trainee teachers • A multidimensional view of pre-service teacher resilience in Germany, Ireland, Malta and Portugal • Great southern lands: making space for teacher resilience in South Africa and Australia • How does apprentice resilience work? • (Re)conceptualising teacher resilience: a social-ecological approach to understand teachers' professional worlds • Resilience in education: an introductionPublicação: Cham : Springer, 2018Descrição: 340 p.Disponibilidade:
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How does apprentice resilience work? / Jennifer Schwarze, Marold Wosnitza Disponibilidade: Exemplares disponíveis para referência: Biblioteca ISPA Consulta LocalCota: E2 WOSN1 (1). :
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Contemporary motivation research : from global to local perspectives / ed. Marold Wosnitza, Stuart A. Karabenick, Anastasia Efklides, Peter Ninniger Nível de parte analítica: Striving for personal goals : the role of negative mood and the availability of mood-regulation strategies • Incentives and flow experience in learning settings and the moderating role of individual differences • Normative vs. non-normative performance goals : effects on behavioral and emotional regulation in achievement situations • Influencing students' motivation for school : the case of first-year students from different ethnic backgrounds in the Netherlands in the lowest level of secondary school • Student's perceptions of parental attitudes toward academic achievement : effects on motivation, self-concept and school achievement • Motivation development in novice teachers : the development of utility filters • Specification issues in the use of multilevel modeling to examine the effects of classroom context : the case of classroom goal structures • The impact of goal and feedback treatments on self-determined motivation and situational interest in a computer-based learning context • Interest and efficacy beliefs in self-regulated learning : does the task make a difference? • Mediators and moderators of approach-performance and avoidance-performance relationships in children : theoretical and experimental aspects • Linking personality to work motivation and performance : individual differences effects • On a differential explanation of self-direction in motivating learning environments • Metacognitive experiences as the link between situational characteristics, motivation, and affect in self-regulated learning • Global and local perspectives on human affect : implications of the control-value theory of achievement emotions • Motivational aspects of cognitive load theory • A framework for personal content goals in colaborative learning contexts • Seeking help : generalizable self-regulatory process and social-cultural barometer • Motivation in school from contextual and longitudinal perspectivesPublicação: Cambridge : Hogrefe, 2009Descrição: 377 p.Disponibilidade:
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