Zeitschriftenartikel zum Thema „Arts – study and teaching – scotland“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Arts – study and teaching – scotland" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
Ganter, Jo. „Scotland vs The United States: Teaching art in universities“. International Journal of Education Through Art 9, Nr. 1 (01.03.2013): 107–14. http://dx.doi.org/10.1386/eta.9.1.107_7.
Der volle Inhalt der QuelleBuckley, Geoffrey, Tawny Paul, Hamish Kallin und Harriet Cornell. „Teaching Urban Sustainability: A Study Abroad Perspective“. Social Sciences 8, Nr. 9 (05.09.2019): 254. http://dx.doi.org/10.3390/socsci8090254.
Der volle Inhalt der QuellePalacios-Hidalgo, Francisco Javier, Cristina A. Huertas-Abril und María Elena Gómez-Parra. „Language teaching and bilingual education policies in Scotland and Andalusia: A language-use-based comparative study“. Research in Comparative and International Education 16, Nr. 2 (16.04.2021): 140–59. http://dx.doi.org/10.1177/17454999211008660.
Der volle Inhalt der QuellePurdon, Aileen. „New Teachers’ Perspectives on Continuing Professional Development: Accountability or Professional Growth?“ Scottish Educational Review 33, Nr. 2 (18.03.2001): 110–22. http://dx.doi.org/10.1163/27730840-03302002.
Der volle Inhalt der QuelleBoström, Lena, und Annette Coburn. „To be conformative or not - a question of style or education? A Comparative Study of Teacher Students in Sweden and Community Education Students in Scotland“. Scottish Educational Review 45, Nr. 2 (13.03.2013): 64–77. http://dx.doi.org/10.1163/27730840-04502007.
Der volle Inhalt der QuelleNixon, Graeme, David Smith und Jo Fraser-Pearce. „Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland“. Religions 12, Nr. 3 (11.03.2021): 184. http://dx.doi.org/10.3390/rel12030184.
Der volle Inhalt der QuelleDickie, Valerie, Kai Dunker und Vibhor Saxena. „The Role, Responsibilities and Remuneration of Graduate Teaching Assistants in Scotland“. Scottish Educational Review 44, Nr. 2 (13.03.2012): 24–44. http://dx.doi.org/10.1163/27730840-04402004.
Der volle Inhalt der QuelleReeves, Jenny, Morag Redford und Irene McQueen. „Practitioner research and excellence in teaching“. Scottish Educational Review 42, Nr. 2 (18.03.2010): 74–88. http://dx.doi.org/10.1163/27730840-04202006.
Der volle Inhalt der QuelleJebara, T., A. Power, A. Boyter, S. A. Jacob, J. Portlock und S. Cunningham. „Exploration of inter-professional learning in experiential Learning for student pharmacists in Scotland: A qualitative study“. International Journal of Pharmacy Practice 29, Supplement_1 (26.03.2021): i38—i39. http://dx.doi.org/10.1093/ijpp/riab015.047.
Der volle Inhalt der QuelleVargas, Dalys. „Bilingual Panama: EFL Teacher Perceptions, Study Abroad in an Immersion Environment“. Journal of Language Teaching and Research 8, Nr. 4 (01.07.2017): 669. http://dx.doi.org/10.17507/jltr.0804.05.
Der volle Inhalt der QuelleMackay, K. „A Local Review of Domiciliary Consultations“. Scottish Medical Journal 38, Nr. 5 (Oktober 1993): 145–47. http://dx.doi.org/10.1177/003693309303800506.
Der volle Inhalt der QuelleZhu, Kun Xue. „Study on Martial Arts Teaching System Reform Based on ICT Method“. Applied Mechanics and Materials 380-384 (August 2013): 2099–103. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2099.
Der volle Inhalt der QuelleGoudie, Colin, Pushkar Shah, Justin McKee, Barny Foot, Obaid Kousha und Andrew Blaikie. „The incidence of idiopathic intracranial hypertension in Scotland: a SOSU study“. Eye 33, Nr. 10 (30.04.2019): 1570–76. http://dx.doi.org/10.1038/s41433-019-0450-y.
Der volle Inhalt der QuelleJohnston, David, Mark Carver, Katrina Foy, Aloyise Mulligan und Rachel Shanks. „Shifting Selves and Spaces“. Journal of Digital Social Research 4, Nr. 2 (30.05.2022): 26–46. http://dx.doi.org/10.33621/jdsr.v4i2.109.
Der volle Inhalt der QuelleZhao, Qisheng, Yanyan Xu, Yang Liu und Jie Chang. „Experimental Study on Action Learning of Different Visual Teaching Methods in Wushu“. SHS Web of Conferences 123 (2021): 01003. http://dx.doi.org/10.1051/shsconf/202112301003.
Der volle Inhalt der QuelleLoughran, S., C. Alves und F. B. MacGregor. „Current aetiology of unilateral vocal fold paralysis in a teaching hospital in the West of Scotland“. Journal of Laryngology & Otology 116, Nr. 11 (November 2002): 907–10. http://dx.doi.org/10.1258/00222150260369426.
Der volle Inhalt der QuelleThorburn, Malcolm, und Katrina Seatter. „Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland“. Journal of Pedagogy 6, Nr. 1 (01.06.2015): 123–49. http://dx.doi.org/10.1515/jped-2015-0007.
Der volle Inhalt der QuelleHahn, Carole L. „Human rights teaching: snapshots from four countries“. Human Rights Education Review 3, Nr. 1 (23.06.2020): 8–30. http://dx.doi.org/10.7577/hrer.3724.
Der volle Inhalt der QuelleLogan, Penny. „Mother‐tongue teaching: A case study“. Journal of Ethnic and Migration Studies 15, Nr. 2 (Januar 1989): 241–52. http://dx.doi.org/10.1080/1369183x.1989.9976113.
Der volle Inhalt der QuelleCrouch, David. „Matilda of Scotland: A Study in Medieval Queenship. Lois L. Huneycutt“. Speculum 80, Nr. 3 (Juli 2005): 894–95. http://dx.doi.org/10.1017/s0038713400008393.
Der volle Inhalt der QuellePritchard, Duncan. „Philosophy in Prisons“. Teaching Philosophy 42, Nr. 3 (2019): 247–63. http://dx.doi.org/10.5840/teachphil201985108.
Der volle Inhalt der QuellePsarra, Sophia, und Tadeusz Grajewski. „Architecture, narrative and promenade in Benson + Forsyth's Museum of Scotland“. Architectural Research Quarterly 4, Nr. 2 (Juni 2000): 123–36. http://dx.doi.org/10.1017/s1359135500002578.
Der volle Inhalt der QuelleChew, C., und PJ O’Dwyer. „Undergraduate medical education: a national survey of consultant radiologists“. British Journal of Radiology 93, Nr. 1112 (August 2020): 20200380. http://dx.doi.org/10.1259/bjr.20200380.
Der volle Inhalt der QuelleMilligan Dombrowski, Lindsay, Eilidh Danson, Mike Danson, Douglas Chalmers und Peter Neil. „Initial teacher education for minority medium-of-instruction teaching: the case study of Scottish Gaelic in Scotland“. Current Issues in Language Planning 15, Nr. 2 (28.08.2013): 119–32. http://dx.doi.org/10.1080/14664208.2013.811006.
Der volle Inhalt der Quelle张, 志刚. „Preliminary Study on Constructing the Interactive Teaching of Liberal Arts“. Advances in Education 08, Nr. 04 (2018): 454–58. http://dx.doi.org/10.12677/ae.2018.84069.
Der volle Inhalt der QuelleThulasivanthana, U. „Incorporating Visual Arts into English Language Teaching“. Shanlax International Journal of English 8, Nr. 4 (01.09.2020): 52–56. http://dx.doi.org/10.34293/english.v8i4.3320.
Der volle Inhalt der QuelleDi Mambro, Rebecca. „James Smith at Hamilton: a Study in Scottish Classicism“. Architectural History 55 (2012): 111–43. http://dx.doi.org/10.1017/s0066622x00000071.
Der volle Inhalt der QuelleRisner, Doug. „A Case Study of “Empathetic Teaching Artistry”“. Teaching Artist Journal 12, Nr. 2 (03.04.2014): 82–88. http://dx.doi.org/10.1080/15411796.2014.878137.
Der volle Inhalt der QuelleRobertson, John. „Teaching Controversial Issues: The Attitudes of Student Primary Teachers“. Citizenship, Social and Economics Education 3, Nr. 1 (März 1998): 36–49. http://dx.doi.org/10.2304/csee.1998.3.1.36.
Der volle Inhalt der QuelleHanson, W. S. „Zones of interaction: Roman and native in Scotland“. Antiquity 76, Nr. 293 (September 2002): 834–40. http://dx.doi.org/10.1017/s0003598x00091316.
Der volle Inhalt der QuelleHodgson, D. M. „A study of fluted moraines in the Torridon area, NW Scotland“. Journal of Quaternary Science 1, Nr. 2 (1986): 109–18. http://dx.doi.org/10.1002/jqs.3390010203.
Der volle Inhalt der QuelleHulme, Moira, und Ian Menter. „South and North - Teacher Education Policy in England and Scotland: a comparative textual analysis“. Scottish Educational Review 43, Nr. 2 (27.03.2011): 70–90. http://dx.doi.org/10.1163/27730840-04302006.
Der volle Inhalt der QuelleChristie, Beth, Pete Higgins, Betsy King, Mary Collacott, Katie Kirk und Heidi Smith. „From rhetoric to reality: Examining the policy vision and the professional process of enacting Learning for Sustainability in Scottish schools.“ Scottish Educational Review 51, Nr. 1 (27.03.2019): 44–56. http://dx.doi.org/10.1163/27730840-05101006.
Der volle Inhalt der QuelleChristie, Beth, und Peter Higgins. „Residential outdoor learning experiences and Scotland’s school curriculum: an empirical and philosophical consideration of progress, connection and relevance“. Scottish Educational Review 44, Nr. 2 (13.03.2012): 45–59. http://dx.doi.org/10.1163/27730840-04402005.
Der volle Inhalt der QuelleKIM, Gyongsoon. „Case Study on Arts Teaching and Learning for Adults with Disabilities by Cultural Arts Instructors“. Society for Art Education of Korea, Nr. 75 (01.09.2020): 31–61. http://dx.doi.org/10.25297/aer.2020.75.31.
Der volle Inhalt der QuelleChang, EunUn. „A Study on Teaching Competency Curriculum of Music in Arts & Culture Education Service“. Korean Society of Music Education Technology 32 (16.07.2017): 21–39. http://dx.doi.org/10.30832/jems.2017.32.21.
Der volle Inhalt der QuelleAl-Hity, Aws, David H. Steel, David Yorston, David Gilmour, Zachariah Koshy, David Young, Jost Hillenkamp und Gerard McGowan. „Incidence of submacular haemorrhage (SMH) in Scotland: a Scottish Ophthalmic Surveillance Unit (SOSU) study“. Eye 33, Nr. 3 (29.10.2018): 486–91. http://dx.doi.org/10.1038/s41433-018-0239-4.
Der volle Inhalt der QuelleDonaldson, Andrew, Claire Dorby und Scott Gunion. „Understanding Scottish primary teachers’ experiences in supporting the mental health and wellbeing of their pupils post-Covid through the lens of self-efficacy theory“. Educational Psychology in Scotland 22, Nr. 1 (2022): 54–60. http://dx.doi.org/10.53841/bpsepis.2022.22.1.54.
Der volle Inhalt der QuelleProjansky, Sarah. „Teaching through Feelings and Personal Beliefs: 9/11 as Case Study“. Cinema Journal 43, Nr. 2 (2004): 105–9. http://dx.doi.org/10.1353/cj.2004.0009.
Der volle Inhalt der QuelleShi, Xianglin. „A Study on the Reform Path of College English Teaching in the Context of New Liberal Arts“. International Journal of Education and Humanities 5, Nr. 2 (19.10.2022): 13–16. http://dx.doi.org/10.54097/ijeh.v5i2.1981.
Der volle Inhalt der QuelleMorgan, Denise N., Barbara Clark, Joe Paris und Claudia Kozel. „Teaching Writers through a Unit of Study Approach“. Voices from the Middle 19, Nr. 3 (01.03.2012): 32–36. http://dx.doi.org/10.58680/vm201218724.
Der volle Inhalt der QuelleCairns, John W. „Rhetoric, Language, and Roman Law: Legal Education and Improvement in Eighteenth-Century Scotland“. Law and History Review 9, Nr. 1 (1991): 31–58. http://dx.doi.org/10.2307/743659.
Der volle Inhalt der QuelleSizyh, I. „Collective Teaching Methods in Liberal Arts Education“. Scientific Research and Development. Socio-Humanitarian Research and Technology 10, Nr. 3 (07.10.2021): 74–79. http://dx.doi.org/10.12737/2306-1731-2021-10-3-74-79.
Der volle Inhalt der QuelleSizyh, I. „Collective Teaching Methods in Liberal Arts Education“. Scientific Research and Development. Socio-Humanitarian Research and Technology 10, Nr. 3 (07.10.2021): 74–79. http://dx.doi.org/10.12737/2306-1731-2021-10-3-74-79.
Der volle Inhalt der QuelleReaves, Margaret, Bradley Coleman, Carla Jagger, J. C. Bunch und Glenn D. Israel. „Examining preservice teachers’ perceived performance while student teaching: A longitudinal study“. Advancements in Agricultural Development 4, Nr. 2 (14.06.2023): 91–102. http://dx.doi.org/10.37433/aad.v4i2.313.
Der volle Inhalt der QuelleIGNACIO, MARIA FE M., und KIMBERLY C. RIVERA. „INTEGRATING ARTS-BASED ACTIVITIES IN TEACHING BIOLOGY“. International Multidisciplinary Research Journal 4, Nr. 2 (16.07.2022): 287–97. http://dx.doi.org/10.54476/8169731.
Der volle Inhalt der QuelleBrennan, Matt, Jo Collinson Scott, Angela Connelly und Gemma Lawrence. „Do music festival communities address environmental sustainability and how? A Scottish case study“. Popular Music 38, Nr. 2 (Mai 2019): 252–75. http://dx.doi.org/10.1017/s0261143019000035.
Der volle Inhalt der QuelleDong, Hui Fang. „Building the AHP-Based Teaching Ability System for Martial Arts Teachers in Institutions of Higher Learning“. Advanced Materials Research 187 (Februar 2011): 29–32. http://dx.doi.org/10.4028/www.scientific.net/amr.187.29.
Der volle Inhalt der QuelleKerins, Joanne, Ailsa Lauren Hamilton, Jemma Pringle, Fiona Farquhar und Victoria Ruth Tallentire. „Exploring the impact of the COVID-19 pandemic on doctors’ core workplace needs: a qualitative study of internal medicine trainees in Scotland“. BMJ Open 11, Nr. 6 (Juni 2021): e053506. http://dx.doi.org/10.1136/bmjopen-2021-053506.
Der volle Inhalt der QuelleMcKechan, Sandra, und Stephen Day. „Do advanced qualifications equate to better mathematical knowledge for primary teaching?“ Scottish Educational Review 47, Nr. 2 (27.03.2015): 78–99. http://dx.doi.org/10.1163/27730840-04702006.
Der volle Inhalt der Quelle