Auswahl der wissenschaftlichen Literatur zum Thema „Culture in school geography“
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Zeitschriftenartikel zum Thema "Culture in school geography"
Morgan, John. „School Geography and the Politics of Culture“. Geography Compass 1, Nr. 3 (11.04.2007): 373–88. http://dx.doi.org/10.1111/j.1749-8198.2007.00024.x.
Der volle Inhalt der QuelleElizbarashvili, Nodar, Luka Davitashvili, Rusudan Elizbarashvili, Luiza Bubashvili und Tinatin Nanobashvili. „Integrative geography—Current issues in theory and practice (on the example of the Georgian geographical school)“. Journal of Geography and Cartography 7, Nr. 1 (20.05.2024): 5253. http://dx.doi.org/10.24294/jgc.v7i1.5253.
Der volle Inhalt der QuelleVasileva, Maya. „Regarding digitalization and school geography“. Pedagogika-Pedagogy 96, Nr. 3s (20.04.2024): 72–88. http://dx.doi.org/10.53656/ped2024-3s.04.
Der volle Inhalt der QuelleO, Baiteriakov, und Sobetska T. „GENERAL APPROACHES TO THE CARTOGRAPHIC CULTURE FORMATION IN THE PHYSICAL-GEOGRAPHIC COURSES OF SCHOOL GEOGRAPHY“. Scientific Bulletin Melitopol State Pedagogica 1, Nr. 28 (04.03.2023): 100–106. http://dx.doi.org/10.33842/22195203-2022-28-100-106.
Der volle Inhalt der QuellePrevelakis, George. „The relevance of Jean Gottmann in today's world“. Ekistics and The New Habitat 70, Nr. 422/423 (01.12.2003): 295–304. http://dx.doi.org/10.53910/26531313-e200370422/423255.
Der volle Inhalt der QuelleKrylovets, Mykola, und Oksana Braslavska. „SOCIAL AND EDUCATIONAL WORK IN GEOGRAPHY LESSONS“. Problems of Modern Teacher Training, Nr. 1(23) (29.04.2021): 16–24. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232724.
Der volle Inhalt der QuelleArifin, Andrianto, Mansyur Ramly, Mursalim, Junaiddin Zakaria und Ernawati Malik. „Analysis of Teacher Commitment, Motivation, and Satisfaction with School Culture and Performance of State High School Teachers in Baubau City“. Revista de Gestão Social e Ambiental 18, Nr. 7 (10.04.2024): e06071. http://dx.doi.org/10.24857/rgsa.v18n7-054.
Der volle Inhalt der QuelleNikolov, N. S. „Teaching Human Culture Through Astronomy“. International Astronomical Union Colloquium 105 (1990): 47–50. http://dx.doi.org/10.1017/s0252921100086383.
Der volle Inhalt der QuelleMello, Bruno Falararo de, João Pedro Pezzato und Chrstiane Fernanda da Costa. „As disciplinas escolares e os livros didáticos como expressões da cultura escolar:“. Revista Brasileira de Educação em Geografia 12, Nr. 22 (25.10.2022): 05–21. http://dx.doi.org/10.46789/edugeo.v12i22.1132.
Der volle Inhalt der QuelleGade, Daniel W. „Culture, Land, and Legacy: Perspectives on Carl O. Sauer and Berkeley School Geography“. Annals of the Association of American Geographers 95, Nr. 2 (Juni 2005): 481–83. http://dx.doi.org/10.1111/j.1467-8306.2005.470_5.x.
Der volle Inhalt der QuelleDissertationen zum Thema "Culture in school geography"
Martins, Marcos Antonio Pereira. „Currículo e cultura: uma proposta de (re) desenho curricular de geografia no ensino médio“. Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8342.
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Outro
The present research sought to reflect on the (re) design of the curriculum of the Geography discipline, pointing to a more meaningful education based on cultural school reality. In this research the curriculum is seen from the perspective of the neoliberals transformations, especially in developing countries such as Brazil, and which there is a substantial impact in the teaching / learning process. This is notably observed in the Brazilian education system, singularly from the institution of the Law of Guidelines and Basis in Education (Law 9,394 / 1996), of the curricular restructuring through the National Curricular Parameters (NCPs), the National Curricular Guidelines for Secondary Education (DCNs), the National Pact for Strengthening Higher Education (PNFEM), the proposal to create a National Curricular Common Base, therecent provisional measures and the models of evaluation of the High School which can be noted through the National Higher Education Examination (ENEM), with the purpose of developing a new teaching / learning project in the Brazilian education system. The Qualitative research was carried out through bibliographical research and the process of data collection, using as observation procedures, questionnaires, interviews and documentary research, through which we seek to notice the curriculum of Geography of the current high school that is worked in the State Department Education, Culture and Sport of the State of Goiás, the educational methods of the Geography professors and discipline of the researched teaching unit, the relation of the pupils with the place in which they live, as well as the most relevant points of the pupils’ culture which appear in the redefinition of a new curricular proposal.
A presente pesquisa buscou refletir sobre o (re) desenho do currículo da disciplina de Geografia, apontando para uma educação mais significativa com base na realidade cultural escolar. Nessa pesquisa o currículo é visto sob a ótica das transformações neoliberais ocorridas, sobretudo nos países em desenvolvimento como o caso do Brasil, e, que impactam substancialmente o processo ensino/aprendizagem. Isso é notadamente observado no ensino brasileiro, singularmente a partir da instituição da Lei de Diretrizes e Bases na Educação (Lei nº 9.394/1996), da reestruturação curricular por meio dos Parâmetros Curriculares Nacionais (PCNs), das Diretrizes Curriculares Nacionais para o Ensino Médio (DCNs), do Pacto Nacional Pelo Fortalecimento do Ensino Médio (PNFEM), da proposta de criação de uma Base Nacional Comum Curricular, das recentes medidas provisórias e dos moldes de avaliação do Ensino Médio como se pode notar através do Exame Nacional do Ensino Médio (ENEM), com o intuito de desenvolver um novo projeto de ensino/aprendizagem na educação brasileira. A investigação de cunho qualitativo se realizou através de pesquisa bibliográfica e do processo de coleta de dados, utilizando como procedimentos a observação, questionários, entrevistas e pesquisa documental, por meio dos quais buscamos perceber o currículo de Geografia do ensino médio atual que é trabalhado na Secretaria Estadual de Educação, Cultura e Esporte do Estado de Goiás, a prática pedagógica dos professores da disciplina de Geografia da unidade de ensino pesquisada, a relação dos alunos com o lugar em que vivem, bem como os pontos mais relevantes da cultura dos alunos que constam na redefinição de uma nova proposta curricular.
Luken, Eleanor. „Children's power over play a cultural geography of playspaces in America /“. Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250614916.
Der volle Inhalt der QuelleAdvisor: David Saile. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: children; vernacular architecture; playscapes; childhood; playground. Includes bibliographical references.
Weber, Eliane. „PERCEPÇÕES EM RELAÇÃO AO AMBIENTE DESENVOLVIDAS NOS 4º E 5º ANOS NA ESCOLA MUNICIPAL SÃO FRANCISCO, ASSENTAMENTO ALVORADA“. Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/9394.
Der volle Inhalt der QuelleA educação possui um papel fundamental para a formação do ser humano, visando à preparação de seres participantes e comprometidos com a transformação da sociedade. Faz-se ainda mais premente para o educador orientar os alunos para a compreensão, valorização e atuação positiva sobre o contexto espaço-ambiental em que vivem, identificando suas problemáticas e engajando-se na busca de soluções efetivas e sustentáveis para as mesmas, o que se reveste de especificidade no tocante à educação em meio rural. Neste contexto, a educação ambiental precisa aliar-se às diversas áreas do conhecimento humano e ao reconhecimento dos saberes empíricos, a fim de promover a compreensão, sem descaracterizar a cultura campesina. Com base nessas considerações, a presente proposta de estudo tem por objetivo geral: Compreender a percepção dos educandos do 4º e 5º anos da E. M. São Francisco em relação ao meio em que estão inseridos e a inter-relação com os conhecimentos construídos na referida escola; e como objetivos específicos: - Caracterizar as especificidades do trabalho com educação ambiental na escola; - Investigar as percepções dos educandos sobre o meio em que vivem; - Desenvolver e avaliar uma experiência em Educação Ambiental que busca articular a Geografia à realidade do assentamento. A metodologia privilegiada foi a pesquisa participante, obtendo informações necessárias através da realização de atividades com os alunos, que foram analisadas com o referencial teórico, relacionando a teoria e a prática. Concluindo a importância de o educador conhecer a realidade onde o aluno está inserido, na sua comunidade, trabalhar com o contexto social, suas relações e interações na sociedade, tornando o ensino mais significativo.
Silva, Carlos Augusto Gomes Cavalcanti da. „A diversidade cultural do nordeste brasileiro nos livros didáticos de geografia do ensino médio“. Universidade Federal de Alagoas, 2008. http://repositorio.ufal.br/handle/riufal/318.
Der volle Inhalt der QuelleO tema deste trabaho é a diversidade cultural do Nordeste brasileiro, como esse tema tem sido tratado no ensino médio do país na disciplina Geografia, através dos livros didáticos. Sabemos que o Brasil é um país composto por diversas culturas, onde cada uma das cinco regiões tem suas próprias características culturais e que no interior dessas regiões também existem diversas culturas. A intensão será averiguar se, quando os livros didáticos de geografia tratam da diversidade cultural do Nordeste, tratam da forma como os PCNEM dizem que é para ser tratado e as implicações disto para a identidade cultural nordestina. Neste trabalho mostraremos como o Nordeste é visto pelos livros didáticos de Eustáquio SENE de. E MOREIRA, João Carlos. GEOGRAFIA GERAL E DO BRASIL. Ed. Scipione. 1998 e o livro de VESENTINI, José Willian. Geografia: Série Brasil. Ed. Ática. 2005. A pesquisa será feita em uma abordagem qualitativa, onde faremos uma análise de conteúdo desses livros didáticos, que são os mais utlizados nas escolas públicas e privadas, aonde essa análise mostrará como a diversidade do Nordeste brasileiro é abordado nesses livros.
Swann, Michelle. „Promoting the "classroom and playground of Europe": Swiss private school prospectuses and education-focused tourism guides, 1890-1945“. Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/216.
Der volle Inhalt der QuelleTabulawa, Richard Tjombe. „A socio-cultural analysis of geography classroom practice in Botswana senior secondary schools“. Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422406.
Der volle Inhalt der QuelleNascimento, Lisângela Kati do. „Identidade e territorialidade: os quilombos e a educação escolar no Vale do Ribeira“. Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-01122015-175909/.
Der volle Inhalt der QuelleThis dissertation approaches the subject of the relationship between the study of Geography and the cultural identity of remaining communities of quilombos in the Vale do Ribeira region, in the Brazilian state of São Paulo. From the analysis of methods proposed to teach Geography in public, municipality funded-schools in the towns of Eldorado and Iporanga (second grade) and in the state funded public school inside the Ivaporunduva Quilombo (first grade), this work tries to identify elements that help - or not - (re) create the cultural identity of the quilombo dweller. In the Vale do Ribeira region are the largest stretches of what remains of the Brazilian Mata Atlantica, formerly a forest complex that covered all of Brazil\'s coast and is known for its animal and plant diversity. The region also has the worst social and economic indicators in the state of São Paulo. In this context, environmental conservation collides with the need for economic development. Therefore, projects to build dams in the Ribeira do Iguape river naturally resonate among the local population. At the same time, however, a good deal of the quilombo communities, which are settled on Ribeira\'s riverbed, see their ancestral territories in jeopardy. The quilombo communities\' cultural identity is directly related to the place where they live. The Vale do Ribeira communities, under the prospect of losing their territory, fight for their right to their land (article 68 in the Brazilian constitution). That forces them to (re) think themselves as quilombolas - the name given to people who live in quilombos - in the various aspects of their social lives. It\'s within this frame that the concern about having a school that values their cultural identity becomes ever more important. From interviews with leaders of the quilombos, teachers and students, and from the observation of classes, it was clear that there still is a long way to be trailed before the ideal school for that purpose is achieved. In researching the role Geography classes play, we identified important actions that try to value the student\'s local space. We also saw actions that reinforce cultural homogeneization, instead of valuing the cultural diversity present in the schools.
Aiken, E. J. „Science, culture and the genealogy of scriptural geography“. Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437906.
Der volle Inhalt der QuelleHui, Kwai-yin. „Teachers' perceptions of curriculum continuity in secondary school geography“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887211.
Der volle Inhalt der QuelleHousiaux, Kathryn Margaret Louise. „Re-conceptualising consumption : a geography of masculinity“. Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297871.
Der volle Inhalt der QuelleBücher zum Thema "Culture in school geography"
Hayes, Jacobs Heidi, Randolph Brenda, LeVasseur Michal und Prentice-Hall inc, Hrsg. Western hemisphere: Geography, history, culture. Needham, Mass: Prentice Hall, 2003.
Den vollen Inhalt der Quelle findenBednarz, Sarah. World cultures and geography. Evanston, IL: McDougal Littell, 2005.
Den vollen Inhalt der Quelle finden1946-, Mathewson Kent, und Kenzer Martin S. 1950-, Hrsg. Culture, land, and legacy: Perspectives on Carl O. Sauer and Berkeley School geography. Baton Rouge, LA: Geoscience Publications, Dept. of Geography and Anthropology, Louisiana State University, 2003.
Den vollen Inhalt der Quelle findenPublisher, Globe Fearon Educational, und Pearson Education Inc, Hrsg. Pacemaker world geography and cultures. 2. Aufl. Parsippany, N.J: Globe Fearon/Pearson Learning Group, 2002.
Den vollen Inhalt der Quelle findenMarsden, W. E. The school textbook: Geography, history, and social studies. London: Woburn Press, 2001.
Den vollen Inhalt der Quelle findeninc, Prentice-Hall, Hrsg. Prentice Hall world explorer: People, places and cultures. Needham, Mass: Prentice Hall, 2003.
Den vollen Inhalt der Quelle findenHolt, Rinehart, and Winston, inc., Hrsg. World and regional outline maps. Austin, [TX]: Holt, Rinehart and Winston, 1995.
Den vollen Inhalt der Quelle findenBoehm, Richard G. Exploring our world: People, places, and cultures: South America, Europe, and Russia. New York, NY: Glencoe/McGraw-Hill, 2008.
Den vollen Inhalt der Quelle findenReid, J. Jefferson. Prehistory, personality, and place: Emil W. Haury and the Mogollon controversy. Tucson: University of Arizona Press, 2010.
Den vollen Inhalt der Quelle findenE, Marsden W., und Hughes Jo, Hrsg. Primary school geography. London: David Fulton, 1994.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Culture in school geography"
Douglas, Alaster Scott. „The School Geography Department: Cultural, Historical and Social Practices in Student Teacher Education“. In Student Teachers in School Practice, 100–116. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137268686_7.
Der volle Inhalt der QuellePoady, Antoine Cano, Chanel Ouetcho, Angélique Stastny und Matthias Kowasch. „Kanak Cultural Heritage on Colonised and Damaged Lands“. In Geographies of New Caledonia-Kanaky, 149–61. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-49140-5_12.
Der volle Inhalt der QuelleTeng, Antonia K. W., und Yenming Zhang. „School Culture“. In Springer Texts in Education, 169–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_10.
Der volle Inhalt der QuelleMcKoy, Constance L., und Vicki R. Lind. „School Culture“. In Culturally Responsive Teaching in Music Education, 118–36. 2. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003208136-9.
Der volle Inhalt der QuelleJohnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce und Janet Hunter. „School Culture“. In Early Career Teachers, 55–78. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_4.
Der volle Inhalt der QuelleHunt, Celia, und Fiona Sampson. „Geography and Culture“. In Writing, 129–43. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20460-7_9.
Der volle Inhalt der QuelleHirata, Masahiro. „Milk Culture and Pastoralism“. In Springer Geography, 1–35. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1765-5_1.
Der volle Inhalt der QuelleIsrael, Nico. „Geography“. In A Companion to Modernist Literature and Culture, 123–32. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996331.ch12.
Der volle Inhalt der QuelleHirata, Masahiro. „Milk Culture of West Asia“. In Springer Geography, 37–71. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1765-5_2.
Der volle Inhalt der QuelleHirata, Masahiro. „Milk Culture of South Asia“. In Springer Geography, 73–106. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1765-5_3.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Culture in school geography"
Świętek, Agnieszka, und Wiktor Osuch. „Regional Geography Education in Poland“. In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.
Der volle Inhalt der QuelleWang, Chang, und Yanhua Xu. „Action Research on the Development of Geography Experimental Exploration Course in High School“. In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.230.
Der volle Inhalt der QuelleBeketova, Svetlana, Albina Khayaleeva, Ruslan Ulengov, Svetlana Gubeeva und Elena Kubyshkina. „DEVELOPMENT OF INTELLECTUAL ABILITIES OF STUDENTS IN THE PROCESS OF APPLICATION OF GEOINFORMATION TECHNOLOGIES“. In 23rd SGEM International Multidisciplinary Scientific GeoConference 2023. STEF92 Technology, 2023. http://dx.doi.org/10.5593/sgem2023/5.1/s22.69.
Der volle Inhalt der QuelleHailing, Jiang, Zheng Shixin, Wang Xinyu, Zhang Xiuhua, Li Shuang und Su Jiaojiao. „The Application Research of Geography Teaching with ERDAS Software in the Middle School“. In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.55.
Der volle Inhalt der QuelleYakupoğlu, Cevdet. „Sheikh Şa'bân-i Velî of Kastamonu, One of the Followers of Sheikh Ibrahım Zâhid-i Gîlânî's Irfan School“. In International Symposium Sheikh Zahid Gilani in the 800th Year of His Birth. Namiq Musalı, 2023. http://dx.doi.org/10.59402/ees01201819.
Der volle Inhalt der QuelleKalacheva, Galina E., Anastasiya V. Bakhmutskaya und Natalya Y. Letyarina. „FORMATION OF ECOLOGICAL CULTURE OF STUDENTS ON THE EXAMPLE OF THE ACTIVITIES OF THE SECONDARY SCHOOL OF SENGILEI NAMED AFTER HERO OF THE SOVIET UNION N.N. VERBIN“. In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-117-118.
Der volle Inhalt der QuelleAsku, Uğurcan, Veysal Bayram Ali und Alcan Cafer. „Sheikh Zahid Gilani and Other Azerbaijani Sufis in Nurbahş Kuhistani’s Silsile-i Evliya“. In International Symposium Sheikh Zahid Gilani in the 800th Year of His Birth. Namiq Musalı, 2023. http://dx.doi.org/10.59402/ees01201803.
Der volle Inhalt der QuelleDallakyan, Tatyana E. „CHEMICAL ASPECT OF GEOECOLOGICAL STUDIES OF STUDENTS IN THE FRAMEWORK OF THE SCHOOL CIRCLE “ECOLOGICAL LABORATORY”“. In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-146-148.
Der volle Inhalt der QuelleRosavina, Tyesa. „The Development of Teaching Material of IPS Based Geographic Environment of Grade Students of Elementary School“. In Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288131.
Der volle Inhalt der QuelleCmeciu, Doina, und Camelia Cmeciu. „VIRTUAL MUSEUMS - NON-FORMAL MEANS OF TEACHING E-CIVILIZATION/CULTURE“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-108.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Culture in school geography"
Vaughter, Philip, Ying-Syuan (Elaine) Huang und Jonghwi Park. Climate Change Displacement and the Right to Education in Small Island Developing States. United Nations University Institute for the Advanced Study of Sustainability, Juli 2023. http://dx.doi.org/10.53326/lnzk2579.
Der volle Inhalt der QuelleReimer, David, Emil Smith, Ida Gran Andersen und Bent Sortkær. Forskningsprojekt Exploring School Culture. Afslutningsrapport. DPU, Aarhus Universitet, 2023. http://dx.doi.org/10.7146/aul.506.
Der volle Inhalt der QuelleSouch, Catherine, und Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), November 2020. http://dx.doi.org/10.55203/xqlb9264.
Der volle Inhalt der QuelleSmith, Emil, David Reimer, Ida Gran Andersen und Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.
Der volle Inhalt der QuelleStanley, Louise, und Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, Juli 2022. http://dx.doi.org/10.20933/100001258.
Der volle Inhalt der QuelleSmith, Emil. Exploring School Culture: Technical report for data collection. Aarhus University, 2021. http://dx.doi.org/10.7146/aul.507.
Der volle Inhalt der QuelleMcDanel de García, Mary Anne. THE REST OF THE SCHOOL. Mission, Climate, Culture, and Leadership. Institución Universitaria Colombo Americana, 2018. http://dx.doi.org/10.26817/paper.03.
Der volle Inhalt der QuelleБондаренко, Ольга Володимирівна, Олена Володимирівна Пахомова und Володимир Йосипович Засельський. The use of cloud technologies when studying geography by higher school students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3254.
Der volle Inhalt der QuelleBondarenko, Olga V., Olena V. Pakhomova und Vladimir I. Zaselskiy. The use of cloud technologies when studying geography by higher school students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3261.
Der volle Inhalt der QuelleRay, Maureen. School Culture and the Affective Learning Needs of Latino Long-term English Learners. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2206.
Der volle Inhalt der Quelle