Auswahl der wissenschaftlichen Literatur zum Thema „Contemporary education systems“
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Zeitschriftenartikel zum Thema "Contemporary education systems"
Fisher, J. F. „International Education Systems and Contemporary Education Reforms“. Comparative Studies of South Asia, Africa and the Middle East 26, Nr. 1 (01.01.2006): 148–49. http://dx.doi.org/10.1215/1089201x-2005-017.
Der volle Inhalt der QuelleFarhan, Ishaq, und Mahmoud Rashdan. „Towards Developing Contemporary Education Theory“. American Journal of Islam and Society 7, Nr. 1 (01.03.1990): 103–7. http://dx.doi.org/10.35632/ajis.v7i1.2674.
Der volle Inhalt der QuellePanov, Hilda. „FROM CONTEMPORARY MANAGEMENT TO CONTEMPORARY EDUCATION“. KNOWLEDGE INTERNATIONAL JOURNAL 31, Nr. 6 (05.06.2019): 1873–76. http://dx.doi.org/10.35120/kij31061873p.
Der volle Inhalt der QuelleEGUZ, Sule. „Contemporary Education Systems: The Case of United States“. Eurasia Proceedings of Educational and Social Sciences 33 (03.01.2024): 126–34. http://dx.doi.org/10.55549/epess.1413353.
Der volle Inhalt der QuelleRuchin, V. A., und A. V. Ruchin. „Education Systems in Contemporary Society: Social and Philosophical Analysis“. Vestnik Povolzhskogo instituta upravleniya 20, Nr. 2 (2020): 76–85. http://dx.doi.org/10.22394/1682-2358-2020-2-76-85.
Der volle Inhalt der QuelleAberšek, Boris, und Andrej Flogie. „Smart Education Systems Supported by ICT and AI“. Applied Sciences 13, Nr. 19 (27.09.2023): 10756. http://dx.doi.org/10.3390/app131910756.
Der volle Inhalt der QuelleJiménez, Robert T., und Patrick H. Smith. „Mesoamerican Literacies: Indigenous Writing Systems and Contemporary Possibilities“. Reading Research Quarterly 43, Nr. 1 (Januar 2008): 28–46. http://dx.doi.org/10.1598/rrq.43.1.3.
Der volle Inhalt der QuelleSilva, Jorge Natalino da, und Joelma Gonçalves de Souza. „Contemporary school“. RCMOS - Revista Científica Multidisciplinar O Saber 2, Nr. 1 (22.01.2024): 23–30. http://dx.doi.org/10.51473/rcmos.v2i1.313.
Der volle Inhalt der QuelleCarter, Nancy F. „Sources: International Education: An Encyclopedia of Contemporary Issues and Systems“. Reference & User Services Quarterly 53, Nr. 3 (01.03.2014): 279. http://dx.doi.org/10.5860/rusq.53n3.279a.
Der volle Inhalt der QuelleShadiyeva, Dilfuza. „Revolutionizing Language Teaching: Integrating Modern Pedagogical Technologies into Education Systems“. International Journal for Research in Applied Science and Engineering Technology 12, Nr. 3 (31.03.2024): 1325–27. http://dx.doi.org/10.22214/ijraset.2024.59119.
Der volle Inhalt der QuelleDissertationen zum Thema "Contemporary education systems"
Turner, Charlotte. „Exploring Social Issues and Value Systems in Contemporary Art Education“. Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/16.
Der volle Inhalt der QuelleHallett, Nigel. „Ontological developments in contemporary art and their implications for value systems in art education“. Thesis, Cardiff Metropolitan University, 2012. http://hdl.handle.net/10369/5924.
Der volle Inhalt der QuelleGrant, Brianne Alia May. „Where hope lives : an examination of the relationship between protagonists and education systems in contemporary native North American young adult fiction“. Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7322.
Der volle Inhalt der QuelleASPINALL, ROBERT. „Policies for 'Internationalizaton' in the Contemporary Japanese Education System“. 名古屋大学大学院国際言語文化研究科, 2000. http://hdl.handle.net/2237/8022.
Der volle Inhalt der QuelleYoung, Kathryn, und edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. „AN ONGOING COLONIAL LEGACY: CONTEMPORARY EDUCATION BELIEFS AND PRACTICES IN PAPUA NEW GUINEA“. Deakin University. School of Education / School of Social & Cultural Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040726.102645.
Der volle Inhalt der QuelleBaker, Sally. „'Like a fish in water' : aspects of the contemporary United Kingdom higher education system as intended and as constructed“. Thesis, Bangor University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420650.
Der volle Inhalt der QuelleChariet, Mounira. „Les transformations de l'Algérie contemporaine au prisme des usages du français“. Thesis, Aix-Marseille, 2020. http://www.theses.fr/2020AIXM0014.
Der volle Inhalt der QuelleThis thesis in political sociology analyses French language to elucidate social transformation in Algeria since 1962. In the aftermath of independence, language was vested with a key role. The policy of "Arabisation" aimed to break with the colonial state. French had to be eradicated in order to Arabise. Today this option has not been abandoned, but contemporary Algerian society operates with a regular plurilinguism in which French plays a complex role including: selection mechanisms for university, language of work, social prestige, migration strategies. This thesis focuses on two periods on both sides of the civil conflict (1990s): the period of the project of nation building, characterised by "the revolutionary zeal" (Arabisation, Socialism, the construction of a national narrative built around the war of liberation...) which had the support of the population until the events of October 1988 and the period of the 2000s during which the exhausted society was characterised by a repudiation of politics, anomie, despair and the sense of hogra (suspicion, exclusion). In between these two periods, the civil conflict pushed many questions raised following the liberation in the background. This thesis has attempted to reveal varying statuses accorded to French language drawing on a wide range of data sources including cultural materials such as films and diverse social spaces, with a particular focus on the field of educational. It shows that the languages used can shed light on the gap between political logics and social logics. This hiatus has only been exacerbated in more recent years and tests of Algerian history
Davis, Linda Agatha. „Curriculum rhetoric and contemporary practice in the Bahamian primary school system“. Thesis, 1992. http://hdl.handle.net/2429/6839.
Der volle Inhalt der QuelleTsai, Ing-Tzyy, und 蔡英子. „A comparative study: system reform and contemporary paradigm in early childhood education and care in Taiwan and Japan“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ft9hsv.
Der volle Inhalt der Quelle淡江大學
日本語文學系碩士班
104
The purpose of this paper is to investigate and compare the Early Childhood Education and Care paradigm reforms in Taiwan and Japan. Starting in the 1960s, the topic of preschooler education and care has received considerable attention by education and welfare authorities alike, a concern that finally resulted in the 2006 education policy of kindergarten and nursery school integration. By a delay of 34 years, the new integrated paradigm was introduced in Taiwan in the late 1990s and became fully established in 2011. The thesis is divided into three sections. The first section analyzes and compares the pre-reform educational practices and regulations of the two nations. The second section focuses on the educational and institutional reforms in both countries. The last section discusses the contemporary policies and paradigms of Early Childhood Education and Care in Taiwan and Japan.
Bostani, Fateme. „Children’s right to “proper education” in contemporary Iran : a critical legal essay with an ethical and empirical approach towards improving Iranian governance“. Thèse, 2019. http://hdl.handle.net/1866/23506.
Der volle Inhalt der QuelleThe research takes place in the current daily life of the educational sphere in Iran. It should be noted that Iran is a non-Western and Islamic state, but nonetheless adhered to the rather Western principles of the International Convention on the Rights of the Child. This research is part of a continuity of research in support of human rights. It offers a path of empowerment to Iranian groups open to democracy, but also to educational movements concerned with the fundamental rights of the person. Divided into four chapters, the hybrid questioning of the thesis leads to a critical interdisciplinary essay benefiting the three disciplines of law, philosophy and empirical study. Facing the international and Iranian legal system from a classical legal view, the philosophical chapter tends to respond to the question of “what could be considered not just the right to education, but the right to a “proper” education based in ethical and philosophical grounds in the sense that it would better suit Iranian culture and social habits than an allegedly “universal” [occidental] classical legal conception?". The empirical chapter, then, looks for the “Iranian social representations of the children’s rights that reveal the gap between the ideal expressed concept of “proper education” and day-to-day life of children?” with an advocative approach. From a philosophical view —more precisely from virtue ethics stand point—the thesis proposes the concept of "right to proper education" as a critical approach to the international and internal positions of the right to education for children. "Proper education" is presented as a moral and legal right for children under the category of developmental rights which serves the right to an open future and the right to maximizing self-fulfillment. It is also a conception of the right to education harmonized with the current Iranian Islamic context. From an empirical standpoint, starting from a typical inductive approach of the Human Rights Advocacy approach and based on more than eighty (80) interviews with children and teachers, the gaps between the official laws and the ways in which they are experienced, mobilized, thought of or denied in the sphere of today Iranian education, are observed and analyzed. Finally, the critical legal essay suggests the Iranian governance to be open to a shift toward a modern contractual authority in educational system to be more compatible with the psycho-emotional needs of children and at the same time to apply the virtue ethics political advice to move toward a liberal form of educational policies that promotes the virtues of autonomy and toleration. These are all crucial information for wise Iranian legislative governance rooted in an Islamic pursuit of virtues as well as the happiness of children.
Bücher zum Thema "Contemporary education systems"
Al-Bataineh, Adel T. International education systems and contemporary reforms. Lanham, MD: University Press of America, 2005.
Den vollen Inhalt der Quelle findenJha, Rajeev Indramani. Kathak dance education: Contemporary systems, problems and suggestions. Delhi: B.R. Rhythms, 2015.
Den vollen Inhalt der Quelle findenMeletiou-Mavrotheris, Maria, Efi Paparistodemou und Katerina Mavrou. Integrating touch-enabled and mobile devices into contemporary mathematics education. Hershey PA: Information Science Reference, 2015.
Den vollen Inhalt der Quelle findenKerry, Dunn, Hrsg. The contemporary applications of a systems approach to education: Models for effective reform. Lanham, MD: University Press of America, 2007.
Den vollen Inhalt der Quelle findenKerry, Dunn, Hrsg. The contemporary applications of a systems approach to education: Models for effective reform. Lanham, MD: University Press of America, 2007.
Den vollen Inhalt der Quelle findenMathew, Gwanfogbe. Anglophone & francophone educational systems in Cameroon--: An overview in comparative contemporary and historical perspectives. [Yaoundé]: Educational Research Group, 1998.
Den vollen Inhalt der Quelle finden1942-, Leithwood K. A., und Musella Donald, Hrsg. Understanding school system administration: Studiesof the contemporary chief education officer. London: Falmer, 1991.
Den vollen Inhalt der Quelle findenA, Leithwood Kenneth, und Musella Donald F, Hrsg. Understanding school system administration: Studies of the contemporary chief education officer. London: Falmer, 1991.
Den vollen Inhalt der Quelle findenBertrand, Yves. Contemporary theories and practice in education. Madison, Wis: Magna Publications, 1995.
Den vollen Inhalt der Quelle findenBertrand, Yves. Contemporary theories and practice in education. 2. Aufl. Madison, Wis: Atwood Pub., 2003.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Contemporary education systems"
Hopkins, Neil. „Contemporary Education and Education Systems“. In Democratic Socialism and Education: New Perspectives on Policy and Practice, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18937-2_1.
Der volle Inhalt der QuelleGumbo, Mishack T. „Alternative Knowledge Systems“. In Contemporary Issues in Technology Education, 87–105. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3106-9_6.
Der volle Inhalt der QuelleHallström, Jonas. „Feedback in Technological Systems“. In Contemporary Issues in Technology Education, 153–70. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_8.
Der volle Inhalt der QuelleAxell, Cecilia. „Indigenous Technological Knowledge Systems Education: Technology Education in a Sámi School“. In Contemporary Issues in Technology Education, 75–101. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1396-1_6.
Der volle Inhalt der QuelleNorström, Per. „Technological Systems in National Standards and Curricula“. In Contemporary Issues in Technology Education, 35–51. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_3.
Der volle Inhalt der QuelleEngström, Susanne, und Maria Svensson. „An Educational Model for Teaching About Technological Systems“. In Contemporary Issues in Technology Education, 109–26. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_6.
Der volle Inhalt der QuelleAdewusi, Adeniran Gregory. „The Contemporary State of Education in South Africa“. In The Education Systems of Africa, 1–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_20-1.
Der volle Inhalt der QuelleAdewusi, Adeniran Gregory. „The Contemporary State of Education in South Africa“. In The Education Systems of Africa, 421–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_20.
Der volle Inhalt der QuelleHallström, Jonas. „Teaching and Learning About Technological Systems: A Research Synthesis“. In Contemporary Issues in Technology Education, 235–49. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_12.
Der volle Inhalt der QuelleMioduser, David. „Young Students’ Perceptions of Control Systems and Adaptive Robots“. In Contemporary Issues in Technology Education, 129–52. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_7.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Contemporary education systems"
Perugini, Saverio, und David J. Wright. „Developing a Contemporary and Innovative Operating Systems Course“. In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293734.
Der volle Inhalt der QuelleKaulins, Janis, Raimonds Ernsteins, Ivars Kudrenickis, Anita Lontone und Ilga Zilniece. „Municipal Thematical and Territorial Indicator Systems for Sustainable Socio-Ecological Coastal Governance“. In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.141.
Der volle Inhalt der QuelleK. Barsky a, Constance, und Stanislaw D. Glazek b. „21st Century Ergonomic Education From Little e to Big E“. In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100377.
Der volle Inhalt der QuelleZhao, Wei, und Yan Liu. „Training of Contemporary University students and the Education of Innovative Talents“. In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.114.
Der volle Inhalt der QuelleMikelsone, Elina, und Elita Liela. „Bridging the Gap of Idea Management Systems Application and Organizational Effectiveness with Adaptive Structuration Theory“. In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.045.
Der volle Inhalt der QuelleJotsov, Vladimir. „Emotion-Aware Education and Research Systems“. In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3385.
Der volle Inhalt der QuelleZhamaletdinova, E. Kh, und O. K. Kalashnikova. „CONTEMPORARY DIGITAL APPROACH TO THE SPANISH LANGUAGE TEACHING FOR FUTURE SPECIALISTS IN THE SPHERE OF INTELLECTUAL TRANSPORT SYSTEMS“. In Intelligent transport systems. Russian University of Transport, 2024. http://dx.doi.org/10.30932/9785002446094-2024-844-851.
Der volle Inhalt der QuelleBułat, Radosław, und Łukasz Popławski. „Sustainable Development of Rural Communities in Poland – an Attempt to Apply Genetic Algorithms and Expert Systems in Decision Making Process“. In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.049.
Der volle Inhalt der QuelleTamošiūnas, Andrius. „Challenges of MCA in Public Investment Projects“. In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.057.
Der volle Inhalt der QuelleCui, Yong. „Construction of Literacy Education Model for Contemporary College Students Based on DQR Framework“. In ICISCAE 2021: 2021 IEEE 4th International Conference on Information Systems and Computer Aided Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3482632.3483177.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Contemporary education systems"
London, Jonathan. Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. Research on Improving Systems of Education (RISE), Februar 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/062.
Der volle Inhalt der QuelleAmbekar, Neelima, Divya Jain, Vishal Patel, Arvind Sakat, Abhishek Shah und Nagma Shah. Exploring Education's Role in Sustainable Urbanisation through PUKAR's Youth Fellowship Program. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1707.2024.
Der volle Inhalt der QuelleLondon, Jonathan D. Adoption, Adaption, and the Iterative Challenges of Scaling up in Vietnam: Policy Entrepreneurship and System Coherence in a Major Pedagogical Reform. Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/11.
Der volle Inhalt der QuelleJaramillo-Echeverri, Juliana, und Andrés Álvarez. The persistence of segregation in education: Evidence from historical elites and ethnic surnames in Colombia. Banco de la República, Juni 2023. http://dx.doi.org/10.32468/chee.58.
Der volle Inhalt der QuelleErdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, Dezember 2020. http://dx.doi.org/10.26414/gt009.
Der volle Inhalt der QuelleLavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.
Der volle Inhalt der QuelleRivadeneira, Alex. Attached once, attached forever: The persistent effects of concertaje in Ecuador. Banco de México, April 2024. http://dx.doi.org/10.36095/banxico/di.2024.01.
Der volle Inhalt der QuelleKhemani, Shreya, Jharna Sahu, Maya Yadav und Triveni Sahu. Interrogating What Reproduces a Teacher: A Study of the Working Lives of Teachers in Birgaon, Raipur. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1307.2023.
Der volle Inhalt der QuelleBarradas, Ricardo. Why does the nexus between finance and inequality break in times of financialization? Empirical evidence for the European Union countries. DINÂMIA'CET-Iscte, 2023. http://dx.doi.org/10.15847/dinamiacet-iul.wp.2023.01.
Der volle Inhalt der QuelleRankin, Nicole, Deborah McGregor, Candice Donnelly, Bethany Van Dort, Richard De Abreu Lourenco, Anne Cust und Emily Stone. Lung cancer screening using low-dose computed tomography for high risk populations: Investigating effectiveness and screening program implementation considerations: An Evidence Check rapid review brokered by the Sax Institute (www.saxinstitute.org.au) for the Cancer Institute NSW. The Sax Institute, Oktober 2019. http://dx.doi.org/10.57022/clzt5093.
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