Auswahl der wissenschaftlichen Literatur zum Thema „Commission on Native Education“
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Zeitschriftenartikel zum Thema "Commission on Native Education"
Ngeno Kipkemoi Robert, Dr Samson O. Barasa und Prof. John Chang’ach. „Political ramification on educational policy in colonial kenya“. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 11 (13.07.2020): 77–84. http://dx.doi.org/10.24297/ijrem.v11i.8788.
Der volle Inhalt der QuelleLampert, Jo. „Indigenous Australian Perspectives in Teaching at The University of Queensland“. Australian Journal of Indigenous Education 24, Nr. 1 (April 1996): 35–39. http://dx.doi.org/10.1017/s1326011100002234.
Der volle Inhalt der QuelleTijūnėlienė, Ona. „Antanas Smetona as Advocate of the Native Language“. Pedagogika 121, Nr. 1 (22.04.2016): 156–70. http://dx.doi.org/10.15823/p.2016.11.
Der volle Inhalt der QuellePaterson, Andrew. „“The Gospel Of Work Does Not Save Souls”: Conceptions Of Industrial And Agricultural Education For Africans In the Cape Colony, 1890–1930“. History of Education Quarterly 45, Nr. 3 (2005): 377–404. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00040.x.
Der volle Inhalt der QuelleSingh, Bhupendra, und Patanjali Mishra. „Uniformity and Diversity of Components of Teacher Education“. IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, Nr. 3 (05.07.2017): 228. http://dx.doi.org/10.21013/jems.v7.n3.p7.
Der volle Inhalt der QuelleKuzmenko, Nadiia. „EDUCATIONAL ACTIVITY AND PEDAGOGICAL VIEWS OF ILYA SHRAG (1847–1919)“. Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, Nr. 2 (16) (2022): 15–17. http://dx.doi.org/10.17721/2415-369.2022.16.03.
Der volle Inhalt der QuelleMardiros, Marilyn. „Preparing Native Indian RNs in British Columbia“. Practicing Anthropology 10, Nr. 2 (01.04.1988): 8–9. http://dx.doi.org/10.17730/praa.10.2.q36316234501h246.
Der volle Inhalt der QuelleGómez-Parra, M. Elena. „Measuring Intercultural Learning through CLIL“. Journal of New Approaches in Educational Research 9, Nr. 1 (15.01.2020): 43–56. http://dx.doi.org/10.7821/naer.2020.1.457.
Der volle Inhalt der QuellePONOMAREVA, Varvara V. „FIRST REFORM OF THE SMOLNIY INSTITUTE (FROM THE HISTORY OF THE INITIAL FORMATION OF THE SYSTEM OF WOMEN’S EDUCATION IN RUSSIA): 1783-1785“. Historical and social-educational ideas 10, Nr. 6/1 (18.01.2019): 29–36. http://dx.doi.org/10.17748/2075-9908-2018-10-6/1-29-36.
Der volle Inhalt der QuelleErokhina, Elena. „Institutional Transformations and Development Projects in the Arctic and the North: Expertise of Human Development Project Examination by Ethnosociologists of the Novosibirsk Scientific Center“. Ideas and Ideals 14, Nr. 4-2 (27.12.2022): 315–36. http://dx.doi.org/10.17212/2075-0862-2022-14.4.2-315-336.
Der volle Inhalt der QuelleDissertationen zum Thema "Commission on Native Education"
Ray, Giulia. „"Wiping the Slate Clean of What Has Never Been Written". The Sout African Truth and Reconciliation Commission, History Education and the Building of National Identity“. Thesis, Linköping University, Department of Thematic Studies, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2621.
Der volle Inhalt der QuelleDuring Apartheid, the history subject in South African national education and the use of history served as fuel both for apartheid as well as for counterhistoriography. Afterthe 1994 elections, the official debate used phrases like "reconciliation through truth" and "knowledge about the past" in order to"move on". The national institution the Truth and Reconciliation Commission advocated a shared understanding of the past for promoting reconciliation. Considering historiography’s earlier contested use, one might expect the history subject in post-apartheid national education would be emphasised as very important, serving as an important tool for the general shaping of South African identity.
Earlier research as well as my own study, has shown that this is not the case. From the viewpoint of history teachers in South African schools and through various documents on South African post-apartheid education, it seems that the major shift in South African education is the one to an outcome-based approach (OBE). The approach and the new Curriculum (C2005) seem, in fact, have minimised the history subject to the extent that it is no longer a subject in its own right. In addition, the new Curriculum does not list a specific content, which allows the individual teacher large freedom to teach as much or as little about the past as they like. Moreover, what have been emphasised are subjects like science and technology, as well as learning practical skills of "constitutional value". In addition, phrases like "the new patriotism" and "allegiance to the flag" seems to be a recent way to create and promote a shared South African identity.
Sellers, John Paul. „Perceptions of Texas Public School Teachers and Principals Regarding Recommendations for Educational Reform“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331701/.
Der volle Inhalt der QuelleSwartz, Moshe Edward. „African perspectives on the land question: The Native Laws Commission 1883“. University of the Western Cape, 1995. http://hdl.handle.net/11394/6335.
Der volle Inhalt der QuelleBoth Am-Xhosa and the European farmers, being pastoralists "the search for land and grass was (their) first principle", notes Walker (1928). When they met, they differed fundamentally on the "vital matter oflandholding" . So different were their perspectives, that Lekhehla (1955) suggested, as far as the treaties were concerned: "The Native Chiefs either did not understand the implications of the border treaties, or if they did, never intended to respect such treaties" (p.2 1). Hopper (1980) says the tension between the Europeans and the Africans on the land issue emanated from the fact that "Xhosa expansion" and "colonial expansion" processes were entirely different. While Am-Xhosa expanded in order to "preserve their political integrity" colonists were driven by an economic dynamic they expanded because land was necessary to accommodate growth (1980:261).
Lagarde, Natasha. „Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario“. Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37834.
Der volle Inhalt der QuelleSteinhauer, Diana M. „Native education, a learning journey“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21253.pdf.
Der volle Inhalt der QuelleBae, Sun Hee. „The Syntax-Phonology Interface in Native and Near-Native Korean“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845482.
Der volle Inhalt der QuelleLinguistics
Mishina, Christy Lokelani. „Hawaiian Culture-Based Education| Reclamation of Native Hawaiian Education“. Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275900.
Der volle Inhalt der QuelleAmerican colonization of the Hawaiian Islands has brought about generations of Native Hawaiian learners being subjected to educational practices that are incompatible with core Indigenous beliefs. Consequently, Native Hawaiian learners have lower academic achievement than other ethnic groups in the islands. The lack of success is not confined to academics since Native Hawaiians are also underrepresented in material-economic, social-emotional, and physical wellbeing. Hawaiian culture-based education (HCBE) can be used to decolonize educational practices by increasing cultural relevancy and compatibility within schools. This study was conducted within a school founded explicitly for the education of Native Hawaiian children. The selected campus has approximately 80 teachers and 650 Native Hawaiian learners (age eleven to fifteen). The purpose of the study was to better understand implementation of the HCBE framework components and data was collected through surveys and semi-structured follow-up interviews. The findings showed that although there was a range of the extent the teachers at the school understood and implemented the various HCBE components, there was commitment to using Hawaiian language, knowledge, and practices as the content and context for student learning. The data also showed though teachers have a high level of understanding of the importance of relationship building, that building family and community relationships remains an area of challenge. Additionally, teachers pride themselves on delivering meaningful personalized learning experiences and assessments to their students, and would like their own professional development to be grounded in the same educational practices. This study provides baseline data to inform further growth.
Allan, Elizabeth J. „Constructing women's status : policy discourses of university women's commission reports /“. The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941051.
Der volle Inhalt der QuelleBrown-Tremblay, Paulette C. „Educational climate in a Native employment preparation program: The perceptions of Native learners“. Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10344.
Der volle Inhalt der QuelleJones, Peter D. „The European Commission and Education Policy in the European Union“. Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505797.
Der volle Inhalt der QuelleBücher zum Thema "Commission on Native Education"
Brant, Castellano Marlene, Davis Lynne und Lahache Louise, Hrsg. Aboriginal education: Fulfilling the promise. Vancouver: UBC Press, 2000.
Den vollen Inhalt der Quelle findenUnited States Commission on Civil Rights., Hrsg. Native American Studies In North Dakota Special Education Programs... U.S. Commission On Civil Rights... April 1993. [S.l: s.n., 1997.
Den vollen Inhalt der Quelle findenAssociation, Canadian Education, Hrsg. Les programmes d'enseignement des langues d'origine dans les commissions scolaires canadiennes. Toronto: Association canadienne d'éducation, 1991.
Den vollen Inhalt der Quelle findenMachungo, Inês. Evaluation of the status of teaching and use of African languages in higher education: A study commissioned by the Association of African Universities. [Accra]: The Association, 1998.
Den vollen Inhalt der Quelle finden1934-, Davidson Jane L., und National Council of Teachers of English., Hrsg. Counterpoint and beyond: A response to Becoming a nation of readers. Urbana, Ill: National Council of Teachers of English, 1988.
Den vollen Inhalt der Quelle findenThailand. National Education Commission, Office of the National Education Commission. Bangkok, Thailand: The Commission, 1985.
Den vollen Inhalt der Quelle findenEducation, Child. Native Americans. Leamington Spa: Scholastic, 1998.
Den vollen Inhalt der Quelle findenImel, Susan. Adult education for Native Americans. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2001.
Den vollen Inhalt der Quelle findenEducation, Alberta Alberta, und Native Education Project (Alberta), Hrsg. Native education in Alberta's schools. [Edmonton]: Alberta Education, 1985.
Den vollen Inhalt der Quelle findenReyhner, Jon Allan. American Indian/Alaska Native education. Bloomington, Ind: Phi Delta Kappa, 1994.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Commission on Native Education"
Peters, Michael A., und Tina Besley. „Contesting the Neoliberal Discourse of the World Class University: ‘Digital Socialism’, Openness and Academic Publishing“. In Evaluating Education: Normative Systems and Institutional Practices, 235–50. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_14.
Der volle Inhalt der QuelleMcCarty, Teresa L. „American Indian, Alaska Native, and Native Hawaiian Bilingual Education“. In Bilingual Education, 45–56. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_5.
Der volle Inhalt der QuellePratt, Sabrina V. „Santa Fe, New Mexico's creative tourism initiative.“ In Creative tourism: activating cultural resources and engaging creative travellers, 165–71. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789243536.0022.
Der volle Inhalt der QuelleNicaise, Eric. „A new teacher education model“. In Native and Non-Native Teacher Talk in the EFL Classroom, 182–91. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-7.
Der volle Inhalt der QuelleKadowaki, Kaoru. „“Native” Japanese Speaker Teachers in Japanese Language Education at Primary and Secondary Schools in Australia“. In Native-Speakerism, 173–87. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5671-5_8.
Der volle Inhalt der QuelleKuznekoff, Jeffrey H., Stevie M. Munz und Scott Titsworth. „Problematizing the “Digital Native”“. In Mobile Devices and Technology in Higher Education, 18–23. New York, NY: Routledge, 2020: Routledge, 2019. http://dx.doi.org/10.4324/9780429355097-3.
Der volle Inhalt der Quellevan Eijck, Michiel, und Wolff-Michael Roth. „Novelizing Native and Scientific Discourse“. In Cultural Studies of Science Education, 177–200. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5392-1_9.
Der volle Inhalt der QuelleCajete, Gregory A. „Native Science and the Cosmos“. In Sociocultural Explorations of Science Education, 5–21. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30451-4_1.
Der volle Inhalt der QuelleLavakare, P. J. „India’s National Knowledge Commission“. In Global Opportunities and Challenges for Higher Education Leaders, 137–41. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_31.
Der volle Inhalt der QuelleMedgyes, Péter. „The Native/Nonnative Conundrum“. In Research Questions in Language Education and Applied Linguistics, 607–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_106.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Commission on Native Education"
Tascovici, Daliana ecaterina, Robert gabriel Dragomir und Eliza consuela Isbasoiu. „VALUES WITHIN THE EUROPEAN DIMENSION OF EDUCATION - A CASE STUDY ON THE FOREIGN LANGUAGES LEARNING IN ROMANIA“. In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-140.
Der volle Inhalt der QuelleTascovici, Daliana ecaterina, und Robert gabriel Dragomir. „VALUES IN THE PROFESSIONAL ACTIVITY - FROM ACQUISITION TO APPLICATION“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-307.
Der volle Inhalt der QuelleVelzing, Evert-Jan, Annemiek Van der Meijden, Kitty Vreeswijk und Ruben Vrijhoef. „Circularity in value chains for building materials“. In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10196.
Der volle Inhalt der QuelleWei, Xing, Catia Cucchiarini, Roeland van Hout und Helmer Strik. „Distinctive Features for Classifying Spoken Native Versus Non-Native Speech“. In 9th Workshop on Speech and Language Technology in Education (SLaTE). ISCA: ISCA, 2023. http://dx.doi.org/10.21437/slate.2023-11.
Der volle Inhalt der QuelleRamlan, Anaztasia Natasha Muhamad. „Move Analysis in Ph.D. Theses Abstracts: Comparing Native and Non-Native Corpora“. In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.51.
Der volle Inhalt der QuelleKharisov, Firaz, und Chulpan Kharisova. „INNOVATIONS IN NON-NATIVE LANGUAGE EDUCATION“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-096.
Der volle Inhalt der QuelleElliott, Lidija. „Exploration of Native Speaker Teachers and Non-native Speaker Teachers Within the English Learning Communication“. In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.2.
Der volle Inhalt der QuelleArdika, Dewa Nyoman, I. Irwan und Dewa Gede Deniyasa Ekasaputra. „Native and Non-Native English Refusal Strategies in Transactional Negotiation: A Pragmatic Analysis“. In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.093.
Der volle Inhalt der QuelleMiranda-Aldaco, Citlali. „CONFIDENCE IN SPEAKING WITH NATIVE SPEAKERS“. In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1644.
Der volle Inhalt der QuelleKim, Jin-Ha. „Learner's Native Culture and the Humanities in Foreign Language Education“. In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.59.23.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Commission on Native Education"
Kemper Patrick, Susan, Linda Darling-Hammond und Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, März 2023. http://dx.doi.org/10.54300/956.678.
Der volle Inhalt der QuelleOtero-Cortés, Andrea, Ana María Tribín-Uribe und Tatiana Mojica-Urueña. The Heterogeneous Labor Market Effects of the Venezuelan Exodus on Female Workers: Evidence from Colombia. Banco de la República, Juli 2022. http://dx.doi.org/10.32468/dtseru.311.
Der volle Inhalt der QuelleZATONA, D. S., und I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.
Der volle Inhalt der QuelleAdebayo, Oliver, Joanna Aldoori, William Allum, Noel Aruparayil, Abdul Badran, Jasmine Winter Beatty, Sanchita Bhatia et al. Future of Surgery: Technology Enhanced Surgical Training: Report of the FOS:TEST Commission. The Royal College of Surgeons of England, August 2022. http://dx.doi.org/10.1308/fos2.2022.
Der volle Inhalt der QuelleTriakina, Olga O., Olena O. Pavlenko, Nataliia P. Volkova und Darja Kassim. Usage of E-learning Tools in Self-education of Government Officers Involved in Global Trade Activities. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2670.
Der volle Inhalt der QuelleFehily, Caitlin, Julia Dray, Olivia Wynne, Alexandra Metse, Jacqueline Bailey, Simone Lodge, Tegan Bradley und Jenny Bowman. Interventions to reduce or prevent lifestyle risks for people with disability. The Sax Institute, März 2021. http://dx.doi.org/10.57022/jmuj9605.
Der volle Inhalt der QuelleChung, Jinmyeong, und Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, Juli 2021. http://dx.doi.org/10.18235/0003368.
Der volle Inhalt der QuelleVincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003742.
Der volle Inhalt der QuellePember, Susan, Helen Tilley, Jack Price und Larissa Peixoto Gomes. Supporting the Welsh Lifelong Learning System. Wales Centre for Public Policy - Cardiff University, Dezember 2021. http://dx.doi.org/10.54454/20211216.
Der volle Inhalt der QuelleLavadenz, Magaly, und Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.
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