Titlebook: Aesthetic Positive Pedagogy; Aspiring to Empowerm Georgina Barton,Katie Burke Book 2024 The Editor(s) (if applicable) and The Author(s), un

memoir

书目名称Aesthetic Positive Pedagogy影响因子(影响力)




书目名称Aesthetic Positive Pedagogy影响因子(影响力)学科排名




书目名称Aesthetic Positive Pedagogy网络公开度




书目名称Aesthetic Positive Pedagogy网络公开度学科排名




书目名称Aesthetic Positive Pedagogy被引频次




书目名称Aesthetic Positive Pedagogy被引频次学科排名




书目名称Aesthetic Positive Pedagogy年度引用




书目名称Aesthetic Positive Pedagogy年度引用学科排名




书目名称Aesthetic Positive Pedagogy读者反馈




书目名称Aesthetic Positive Pedagogy读者反馈学科排名

歌曲

Aesthetic Positive Pedagogy Explained,ng education. The chapter begins with a reflective invitation for the reader to consider why they chose teaching as a profession as well as how they currently feel as a teacher. We then discuss the notion of aesthetic experience and how it can contribute powerfully to transformative learning. Questi

GRAIN

Pedagogies Aligning With APP, upon in developing APP. As such, we highlight studies in Aesthetic Education including early doctoral work and the work of Maxine Greene and John Dewey. We also explore contemporary research driving an Aesthetic Education agenda for human rights. This chapter explores several additional pedagogies

CLAM

MUMP

Aesthetic Positive Pedagogy in Higher Education,ies of our own experiences as higher educators. It begins with some of the challenges higher educators might face when teaching in university within an era of neoliberal rationalisation. We explore how implementation of APP assisted us to counter some of these challenges, and the ways that creativit

强化

分发

Aesthetic Positive Pedagogy and Assessment,sment as a way of understanding students’ progress in, and through, learning. Of utmost importance in such an approach is student voice and choice. We argue that students should not only have agency in approaching their learning but also how this learning is evaluated through varied assessment. We e

choroid

Ways Forward With Aesthetic Positive Pedagogy,n our work and careers through metaphorical artworks. We both created a piece to represent our feelings about the importance of APP in educational contexts in the hope that many educators ‘take it up’, not only for students but also for themselves. We end with a hopeful imagining of how APP can tran

指派

Inelasticity

Introducing the Concept of Aesthetic Positive Pedagogy (APP),ic Education, APP allows teachers to focus their practice on a life worth living. This chapter provides an overview of the research that has brought the concept of APP to the foreground for education.