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on1029054964 |
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OCoLC |
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cr cnu|||unuuu |
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180320s2018 enk ob 001 0 eng d |
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|a 1029329252
|a 1029443432
|a 1029470883
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|a 9781119516514
|q (electronic bk.)
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|q (electronic bk.)
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|z (OCoLC)1029329252
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| 049 |
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|a HCDD
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| 245 |
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|a Evolutions of the complex relationship between education and territories /
|c edited by Angela Barthes, Pierre Champollion, Yves Alpe.
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| 264 |
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1 |
|a London :
|b ISTE Ltd. ;
|a Hoboken, NJ :
|b John Wiley & Sons, Inc.,
|c 2018.
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| 300 |
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|a 1 online resource
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 490 |
1 |
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|a Science, society and new techologies series. Education set ;
|v volume 1
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| 588 |
0 |
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|a Online resource; title from PDF title page (EBSCO, viewed March 26, 2018).
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| 504 |
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|a Includes bibliographical references and index.
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| 505 |
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|a Cover; Half-Title Page; Title Page; Copyright Page; Contents; Introduction; PART 1. Historical Developments and Contemporary Modalities of Interactions between Education and Territories; Introduction to Part 1; 1. What Role Should Territories Play in Public Education Policies?; 1.1. Summary; 1.2. Introduction; 1.3. Can the policy of recognition be established in France?; 1.4. Globalization and national identity; 1.5. Territorialization of education policies; 1.6. Conclusion; 1.7. Bibliography; 2. Heads of Schools: New Educationâ#x80;#x93;Territory Interaction Drivers?; 2.1. Summary; 2.2. Introduction.
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| 505 |
8 |
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|a 2.3. Territories and the educational system: renewed challenges2.3.1. The student at the center of a territorialized educational ecosystem; 2.3.2. Geographical change: from â#x80;#x9C;identity territoryâ#x80;#x9D; to â#x80;#x9C;network territoryâ#x80;#x9D;; 2.3.3. Seek coupling and collaboration among educational spaces; 2.4. A research-action project; 2.4.1. Knowledge based for co-construction within the territories; 2.4.2. Quebec experience: community school; 2.4.3. First step in collecting practices; 2.5. Territorial risk management: first points of view.
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|a 2.5.1. Which drivers? Being promoters of open, integrative and territorialized educational practices2.5.2. What actions? Address the challenge of success and build partnerships; 2.5.3. Which territories? At the heart of a new territoriality; 2.6. Conclusion; 2.7. Bibliography; 3. Educational Success: A Multi-actor Project in a Learning Territory Approach; 3.1. Summary; 3.2. Introduction; 3.3. Educational success: responsibility of local actors; 3.3.1. An increasingly global and territorialized action; 3.3.2. Education at the heart of the territory project.
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8 |
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|a 3.4. Networks of actors in the field of education3.4.1. Reformulation of social and educational action; 3.4.2. Toward a â#x80;#x9C;learning territoryâ#x80;#x9D; approach; 3.5. Conclusion; 3.6. Bibliography; 4. â#x80;#x9C;Education Forâ#x80;#x9D;, Territories and Positions of Teachers: Rupture and Tension; 4.1. Summary; 4.2. Introduction; 4.3. School model and territories; 4.4. An inclusion for what purpose?; 4.5. â#x80;#x9C;Create a communityâ#x80;#x9D; to address development challenges; 4.5.1. Project modality; 4.5.2. Possible forms and desirable form1; 4.6. Conclusion and perspectives: social responsibility of the school undertaken.
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| 505 |
8 |
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|a 4.7. Bibliography5. Education for Sustainable Development and Territories: Toward a New Age of Educational Relationships with Territories in Agricultural Education?; 5.1. Summary; 5.2. Introduction; 5.3. Structuring elements of the link with the territory in agricultural education; 5.3.1. Specificities enhancing opening to the territories; 5.3.2. An old anchorage and new perspectives; 5.3.3. A double difficulty: problematization and knowledge-tools; 5.3.4. The opportunity of the â#x80;#x9C;teach to produce differentlyâ#x80;#x9D; strategic project.
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| 520 |
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|a The book weaves the story of the complex links between education and its territories. The aim here is to examine the education couple - understood in the broadest sense: school, college, high school, universities - and territory, according to three main axes: the history and the characterization of the different ties maintained And which the school and its territory always maintain; That of the categorization and characterization of the territories in which the school is situated, of the educational policies - both explicit and grassroots - connected with it and their effects on the school; That of recent pedagogical, didactic and organizational innovations. The book is based on French specialists in territorial education issues.
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| 650 |
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|a Education and state.
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| 650 |
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7 |
|a EDUCATION
|x Administration
|x General.
|2 bisacsh
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| 650 |
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7 |
|a EDUCATION
|x Educational Policy & Reform
|x General.
|2 bisacsh
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| 650 |
|
7 |
|a Education and state
|2 fast
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| 700 |
1 |
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|a Barthes, Angela,
|e editor.
|1 https://id.oclc.org/worldcat/entity/E39PCjGqrvXK8jhDPMHVfqWGXm
|
| 700 |
1 |
|
|a Champollion, Pierre,
|e editor.
|1 https://id.oclc.org/worldcat/entity/E39PCjBkDjcyrk9mXdBPQ496fC
|
| 700 |
1 |
|
|a Alpe, Yves,
|e editor.
|1 https://id.oclc.org/worldcat/entity/E39PCjKdWpjhR9WfqWmJQyKHfm
|
| 758 |
|
|
|i has work:
|a Evolutions of the complex relationship between education and territories (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCFCktmv9xKwbJ9Cw9mvPwC
|4 https://id.oclc.org/worldcat/ontology/hasWork
|
| 776 |
0 |
8 |
|i Print version:
|t Evolutions of the complex relationship between education and territories.
|d London : ISTE Ltd. ; Hoboken, NJ : John Wiley & Sons, Inc., 2018
|z 1786302306
|z 9781786302304
|w (OCoLC)1023528844
|
| 830 |
|
0 |
|a Science, society and new techologies series.
|p Education set ;
|v v. 1.
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=5323678
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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