Auswahl der wissenschaftlichen Literatur zum Thema „Education for Democratic Citizenship Project“
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Zeitschriftenartikel zum Thema "Education for Democratic Citizenship Project"
Shin, Kyung Hee. „A Study on Democratic Citizenship Education in the 2022 Revision Curriculum in Social Studies“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 15 (15.08.2022): 439–60. http://dx.doi.org/10.22251/jlcci.2022.22.15.439.
Der volle Inhalt der QuelleEun-Joo Chang. „Education for Democratic Citizenship as a Formative Project: The Basic Orientation and Focus of Education for Democratic Citizenship in South Korea“. 한국학논집 ll, Nr. 67 (Juni 2017): 7–36. http://dx.doi.org/10.18399/actako.2017..67.001.
Der volle Inhalt der QuelleVeloso, Letícia. „Private early childhood education and the democratic imagination: Projects, and paradoxes“. Horizontes Antropológicos 23, Nr. 49 (September 2017): 311–37. http://dx.doi.org/10.1590/s0104-71832017000300012.
Der volle Inhalt der QuelleHasani, Luljeta, und Fatos Hasani. „The Impact of the Pandemic on the Quality of Education in our Country“. Interdisciplinary Journal of Research and Development 9, Nr. 4. S2 (20.12.2022): 92. http://dx.doi.org/10.56345/ijrdv9n4s214.
Der volle Inhalt der QuellePererva, Yulia. „"Learning and living democracy for all". Council of Europe Programme promoting Citizenship and Human Rights Education“. CADMO, Nr. 1 (Juni 2009): 47–54. http://dx.doi.org/10.3280/cad2009-001007.
Der volle Inhalt der QuelleBoontinand, Vachararutai, und Sriprapha Petcharamesree. „Civic/citizenship learning and the challenges for democracy in Thailand“. Education, Citizenship and Social Justice 13, Nr. 1 (28.03.2017): 36–50. http://dx.doi.org/10.1177/1746197917699413.
Der volle Inhalt der QuelleBustamante-Bohórquez, Borys, Fernando Aranguren-Díaz und Maryori Chacón. „Towards a democratic education of the look“. Comunicar 16, Nr. 31 (01.10.2008): 41–49. http://dx.doi.org/10.3916/c31-2008-01-005.
Der volle Inhalt der QuellePrint, Murray. „Political socialization in a failed democracy: Civic education in Thailand“. PCS – Politics, Culture and Socialization 8, Nr. 1+2-2017 (29.07.2020): 81–94. http://dx.doi.org/10.3224/pcs.v8i1-2.04.
Der volle Inhalt der QuelleSetiono, Panut, und Yuli Amaliyah. „Tinjauan Desain Pengembangan E-Modul Interaktif Project Citizen: Inovasi Peningkatan Keterampilan di Era 4.0“. Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar 17, Nr. 1 (31.05.2024): 75–84. http://dx.doi.org/10.33369/pgsd.17.1.75-84.
Der volle Inhalt der QuelleWolhuter, Charl, Jan Germen Janmaat, Johannes (Hannes) L. van der Walt und Ferdinand J. Potgieter. „The role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives“. South African Journal of Education 40, Supplement 2 (31.12.2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1782.
Der volle Inhalt der QuelleDissertationen zum Thema "Education for Democratic Citizenship Project"
Eoh, Myung Ha. „The evaluation of the democratic citizenship education project of the Korean Educational Development Institute /“. Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7884.
Der volle Inhalt der QuelleSanches, Ydeliz Coelho de Souza. „A formação do aluno para a participação: uma utopia da escola pública?“ Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-155623/.
Der volle Inhalt der QuelleThis work was carried through in a school of the public education net of São Paulo city between the second semester of 2005 and the first of 2006. It has the purpose to argue the process of formation of children and teenagers for the participation in decision processes in a public school of São Paulo. Such objective is justified because that the formation for the citizenship is guaranteed by the constitution and the participation is one of its basic elements. Our reference is the concept of active citizenship (Benevides) that requests intentional interference of the citizens in the routes of the public politics. Besides that, it is understood that it has a necessary bond between education and democracy (Paro), as human only constructs it self by an act of proper desire in the process of transcendence to one specific reality (the one that generates the domain of the freedom), constituting historically the accumulated and constructed culture wich makes possible such transcendence and being the education the way of appropriation of the culture. Therefore, the education as a human right only materialize if the pupil becomes subject of this process. It implicates the necessity of the pupil together with the staff of the school also contribute to the decisions on the pedagogical routes. Therefore, the students participation is understood as the performance of the pupils in the decisions concerning to the pedagogical project and to the necessary ways to reach the collectively defined purposes. In the public school of the municipal district the space legally instituted for this is the School Council. However, in terms of formation for the learning participation, other spaces as the Student Union, the radio of the school (formed from the Educom.radio program) and the projects developed by the EMEF Eliseu Dias, mainly the actions in defense of the fragments of Atlantic Forest in association to a Friends Society of local neighborhood, had revealed more relevant. The data of the research, obtained mainly in interviews with the school staff and learning team and also during the meetings of the Student Union the Radio and the School Council, suggest the contradictions of a school that longs for being democratic, tries to construct human and pedagogical relations based in these values, but that is still recognized marked by authoritarian practices.
Rennick, Stephanie (Stephanie Lisa) Carleton University Dissertation Political Science. „Political education and democratic citizenship“. Ottawa, 1993.
Den vollen Inhalt der Quelle findenCaria, Alcir de Souza. „Projeto político-pedagógico: importância histórica de uma prática em crise“. Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-26012011-135146/.
Der volle Inhalt der QuelleThis paper reflects on the possibilities of the school in compliance of the determinations of the current Law of Directives and Bases of National Education (LDB) nº 9394/96, which recognizes it as the core manager responsible for its own political and pedagogical project. It questions the extent to which this educational practice has influenced the results obtained by the public schools and facilitated, locally, the implementation of educational policies developed within the education systems. It characterizes the structural concepts of political and pedagogical project through a literature review, discussing the scope that these theories have reached in the school day. Presents the results of a survey, carried out with a public school system, pointing out potential evidences of the crisis of meaning and method that this practice reveals. Recovers even the historical process that marked the course of the current LDB, demonstrating that the crisis must be understood first as a crisis congenital, inherited from the law that has conceived it. In the context of the educational system, this crisis is also characterized by bringing together key elements present in contemporary pedagogical thinking, exploring the system concept and its relationship with the school unit. Ends the research questioning the fundamental principles for thinking about the political and pedagogical project in view of the civil and educational movement, with a view to overcoming the crisis of meaning and method of the educational practice has shown.
Mullins, Jr Ricky Dale. „Dewey, Disability, and Democratic Education“. Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89091.
Der volle Inhalt der QuelleDoctor of Philosophy
When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest Virginia. Coal, no longer king, had driven the economy for years. With its decline, my community barely managed to survive. My advisor at the time, honest and plain-spoken, told me that unless I obtained a license in special education, I would most likely not obtain a teaching job. Unlike many other areas of the country, in my hometown unless you could do other things like coach or drive a bus, a license to teach social studies was of little value. There was not much money and a new hire had to be willing to do many different jobs to prove his or her worth. Luckily, I had gotten my Commercial Driver License (CDLs) through a training program offered by the county school board, and I was consequently able to obtain a position, although not as a social studies teacher. I started my career in education as a special educator and substitute school bus driver. In this position I worked in an alternative education setting and taught vocational skills to secondary students with significant disabilities (in the institutional meaning of the word). From the start of my career, I aspired to become an administrator, so I enrolled in and completed a degree in Administration and Supervision. As I was working on that degree, I moved to the general education high school level, where I held a position teaching social studies and special education in an inclusive setting. Shortly thereafter, I obtained a job as an assistant principal. The part I enjoyed most about this position was working with and thinking about how to help teachers become better at their craft. At this point is when I decided to pursue a PhD in social studies education, so I could develop my interest into a body of research and eventually a career. Two years into my PhD program I was still grappling with who I was as a scholar. As I familiarized myself with social studies scholarship, I discovered that in my first position as an alternative education special educator, I was essentially preparing my students for the responsibilities of citizenship, which is the mission of the field of social studies (NCSS, 2013). Nevertheless, it was not until I started reading the work of John Dewey that I truly realized the complexity of what I experienced when I taught in the alternative education setting. That position allowed me to examine an element that I otherwise, would not have had the privilege to see; the complexity and intellect required for physical labor (Rose, 2004) and the inter-workings of true, vibrant, Deweyan democracy. Dewey’s work sparked a new interest in me and I started developing a deep-seated curiosity about how his theoretical underpinnings related to disability and democratic education. My interest in disability then caused me to ask other questions about social studies in relation to special education, which made me reflect on my prior experiences as a social studies educator. Although I had a license in special education, there were many instances in which I felt unprepared and unsupported in addressing the needs of all students in my classes which included general education students, students with disabilities (SWDs), and emergent bilingual learners (EBLs). I began to wonder if my feelings of unpreparedness and lack of support were in isolation. As I parsed the literature, I found that there was not a significant amount of research focused specifically on the extent to which social studies teachers felt they were prepared and supported to address the needs of all learners in their classroom. Additionally, my experience in both public education and teacher education gave me insight to realize that school systems do not have funding to provide specialized professional development and similarly, teacher education is under financial constraints as well. Therefore, I began examining what informal spaces such as Twitter offer educators in terms of professional support and development. My interests and curiosity fueled my scholarly work and eventually culminated into three distinct, but interconnected manuscripts. The three manuscripts that follow coalesce around my interests in Dewey, Disability, and Democratic Education.
Novis, Joshua L. „Citizens and selves : rethinking education for democratic citizenship“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19392.
Der volle Inhalt der QuelleVerveri, Olga. „Citizenship education teachers' critical thinking in 'education for democratic citizenship' : the sociology of critical thinking“. Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559734.
Der volle Inhalt der QuelleEssa, Fatima. „Do values in education create spaces for democratic citizenship?“ Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52808.
Der volle Inhalt der QuelleENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in Education" can cultivate democratic citizenship in South African schools. KEYWORDS: Values in education, intersubjectivity, democracy and citizenship.
AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die onderwys te wees. My argument ten gunste van die implementering van 'n "Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys" wel demokratiese burgerskap in skole kan bevorder. KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en burgerskap.
Choi, Moonsun. „Development of a Scale to Measure Digital Citizenship among Young Adults for Democratic Citizenship Education“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437610223.
Der volle Inhalt der QuelleGalloway, Greta Marie Mandy. „Cultivating democratic citizenship education in schools :implications for educational leaders“. Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18165.
Der volle Inhalt der QuelleOn t.p.: Doctor of Philosophy in Education Policy Studies.
ENGLISH ABSTRACT: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal career experience as a teacher, and specifically as a school principal. I argue that educational leaders and managers continue to think and act according to traditional notions of leading and managing school practices. I contend that educational leadership and management practices ought to change in order for schools to transform into institutions implementing democratic practices in a more thoroughgoing way. I argue that current understandings of leadership and management in schools seem to be embedded in positivist tendencies that undermine transformative practices in schools and that positivist leadership and management engender thin forms of democratic school practices. I show how positivist theories of educational leadership and management connect with indefensible forms of leading and managing, namely skewed authority, gender discrimination and exclusion of cultural diversity. I contend that school leadership and management practices ought to be reconceptualised in relation to a framework of democratic citizenship education. Cultivating democratic citizenship education with reference to the seminal thoughts of Jürgen Habermas, Seyla Benhabib and Iris Marion Young will hopefully strengthen my argument for social justice, renewal and redress in school practices. These theorists have shaped the thinking and actions of educational leaders and managers to provide a critical understanding of transformative educational leadership and management practices in schools. Such ideas conceptualise a critical understanding of deliberative leadership and management practices as constructs for deepening democracy in schools. It is within this context that the dissertation explores a pathway towards deepening democracy in schools through a deliberative leadership and management approach. Such an approach has the potential to cultivate communicative democratic moments in educational leadership and management practices through engaging the voices of “others”. For deliberative leadership and management practice to manifest itself, I propose that conditions ought to be established whereby the democratic rights of “others” as incorporated voices in classroom pedagogy, school management and school governance engender deeper citizenship through the inclusion of these “other” previously marginalised voices. By embracing the voices of “others”, the potential is created to move towards deepening democratic leadership and management practices which can possibly engender “schools of hope” for the future. Keywords: Educational leadership, educational management, positivist, critical, citizenship, deliberative democracy, communicative democracy
AFRIKAANSE OPSOMMING: Hierdie proefskrif is ʼn kritiese ondersoek na skoolhoofde se onderwysleierskap en -bestuurspraktyke in die huidige demokratiese bestel. Die doel van die studie is om die mate van transformatiewe integrasie van demokrasie onder skoolleiers en -bestuurders te verken. Ek het besluit om my eie storie te vertel, dus gee ek ʼn verhalende verslag van my loopbaan as ʼn onderwyser, en spesifiek as ʼn skoolhoof. Ek beweer dat leiers en bestuurders in die onderwys nog steeds die tradisionele opvattings oor skoolleierskap en bestuur huldig, en dat hierdie opvattings hulle denke en optrede rig. Ek voer aan dat onderwysleierskap en bestuurspraktyke verander moet word sodat skole tot dieper, demokratiese praktyke kan transformeer. Ek argumenteer voorts dat dit voorkom asof huidige begrippe van leierskap en bestuur in skole in positivistiese tendense vasgelê is wat transformatiewe praktyke in skole ondermyn en dat positivistiese leierskap en bestuur “dun” vorme van demokratiese skoolpraktyke voortbring. Ek toon aan hoe positivistiese teorieë van onderwysleierskap en -bestuur verband hou met onverdedigbare wyses van lei en bestuur, naamlik verwronge gesag, genderdiskriminasie en die uitsluiting van diverse kulture. Ek voer aan dat onderwysleierskap en -bestuurspraktyke geherkonseptualiseer behoort te word binne ʼn raamwerk van demokratiese burgerskapsopvoeding. Die ontwikkeling van demokratiese burgerskapsopvoeding wat onder meer voortspruit uit die seminale denke van Jürgen Habermas, Seyla Benhabib en Iris Marion Young, versterk my betoog vir sosiale geregtigheid, vernuwing en herstel binne die skoolpraktyke. Hierdie teoretici vorm die denke en optrede van leiers en bestuurders in die onderwys as deurslaggewende begrippe van transformatiewe onderwysleierskap en bestuurspraktyke in skole. Sulke idees konseptualiseer ʼn deurslaggewende begrip van oorlegplegende leierskap en bestuurspraktyke as konstrukte vir grondliggende integrasie van demokrasie in skole. Binne hierdie konteks ondersoek die proefskrif ʼn werkwyse vir ʼn grondliggende integrasie van demokrasie in skole deur oorlegplegende leierskap en bestuur. So ʼn benadering het die potensiaal om kommunikatiewe demokratiese momente in onderwysleierskap en -bestuurspraktyke aan te moedig deur na die stemme van die “ander” te luister. Ek stel voor dat, ten einde demokratiese leierskap- en bestuurspraktyke te vestig, toestande geskep moet word waardeur die demokratiese regte van die “ander”, wat voorheen gemarginaliseer was, in klaskamerpedagogie en skoolbestuur ingesluit moet word om “dieper” burgerskap te verseker. Met ander woorde, deur na die stemme van die “ander” te luister, word die potensiaal geskep om verdiepende demokratiese leierskap en bestuurspraktyke aan te moedig sodat “skole met hoop” tot stand gebring kan word. Trefwoorde: Onderwysleierskap, onderwysbestuur, positivisties, kritiese, burgerskap, oorlegplegende demokrasie
Bücher zum Thema "Education for Democratic Citizenship Project"
Waghid, Yusef, und Nuraan Davids, Hrsg. African Democratic Citizenship Education Revisited. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-67861-0.
Der volle Inhalt der QuelleEuropean Society for Research on the Adult Education. Conference. Adult education and democratic citizenship. Wrocław: Wrocław University Press, 1995.
Den vollen Inhalt der Quelle findenDavids, Nuraan, und Yusef Waghid, Hrsg. University Education, Controversy and Democratic Citizenship. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56985-3.
Der volle Inhalt der QuelleEuropean Society for Research on the Education of Adults. Conference. Adult education and democratic citizenship II. Strobl, Austria: Impuls Publisher, 1995.
Den vollen Inhalt der Quelle findenEuropean Society for Research on the Adult Education. Conference. Adult education and democratic citizenship IV. Kraków: Impuls, 2001.
Den vollen Inhalt der Quelle findenJane, Junn, und Stehlik-Barry Kenneth, Hrsg. Education and democratic citizenship in America. Chicago: University of Chicago Press, 1996.
Den vollen Inhalt der Quelle findenSeminar, European Teachers'. Interdisciplinary approach to education for democratic citizenship. Strasbourg: Council of Europe, 1997.
Den vollen Inhalt der Quelle findenMichael, Byram, Hrsg. Re-shaping education for citizenship: Democratic national citizenship in Hong Kong. Newcastle upon Tyne: Cambridge Scholars Pub., 2012.
Den vollen Inhalt der Quelle findenBen-Porath, Sigal R. Citizenship under fire: Democratic education in times of conflict. Princeton, NJ: Princeton University Press, 2006.
Den vollen Inhalt der Quelle findenHarkavy, Ira Richard. Higher education and democratic culture: Citizenship, human rights, & civic responsibility. Herausgegeben von Council of Europe. Strasbourg: Council of Europe, 2007.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Education for Democratic Citizenship Project"
Tóth, Judit, Éva Szirmai, Norbert Merkovity und Tamás Pongó. „Promising or Compelling Future in Hungary?“ In Young Adults and Active Citizenship, 121–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_7.
Der volle Inhalt der QuelleCastro, Antonio J., und Ryan T. Knowles. „Democratic Citizenship Education“. In The Wiley Handbook of Social Studies Research, 287–318. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768747.ch13.
Der volle Inhalt der QuelleEnslin, Penny, und Patricia White. „Democratic Citizenship“. In The Blackwell Guide to the Philosophy of Education, 110–25. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch7.
Der volle Inhalt der QuelleMenthe, Jürgen. „Education for Democratic Citizenship“. In Schools, Curriculum and Civic Education for Building Democratic Citizens, 73–78. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-167-2_6.
Der volle Inhalt der QuelleVeugelers, Wiel. „Teaching for Critical-Democratic Citizenship“. In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_184-1.
Der volle Inhalt der QuelleVeugelers, Wiel. „Teaching for Critical-Democratic Citizenship“. In Encyclopedia of Teacher Education, 2034–39. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_184.
Der volle Inhalt der QuelleZgaga, Pavel. „Higher Education and Democratic Citizenship“. In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9553-1_14-1.
Der volle Inhalt der QuelleZgaga, Pavel. „Higher Education and Democratic Citizenship“. In The International Encyclopedia of Higher Education Systems and Institutions, 617–23. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_14.
Der volle Inhalt der QuelleVally, Salim, und Enver Motala. „Employment, Democratic Citizenship and Education“. In Effects of Globalization on Education Systems and Development, 23–36. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-729-0_2.
Der volle Inhalt der QuelleVeugelers, Wiel. „Education for Critical-Democratic Citizenship“. In Beyond Bystanders, 47–59. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-026-4_4.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Education for Democratic Citizenship Project"
MÎSLIȚCHI, Valentina, und Aliona ISACOVA. „Aspects of preschool children education for society“. In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p67-81.
Der volle Inhalt der QuelleDezan, Talisia Burns, Hudson Lupes Ribeiro de Souza und Vanessa Yumi Kanezaki de Souza. „Tela Cidadã project: Public transparency, democratic access and citizenship“. In 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975864.
Der volle Inhalt der QuelleDrita, Suela Kusi, und Zyhrada Kongoli. „Democratic Citizenship in the Formal Civic Education in Albania: Assessment of Curriculum and Teaching of Democratic Citizenship in Pre-University Education“. In The Barcelona Conference on Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2435-9467.2022.42.
Der volle Inhalt der QuelleBuzzacchi, Chiara. „CITIZENSHIP AT SCHOOL BETWEEN DESIRE, CIVIC ENGAGEMENT AND DEMOCRATIC COMPETENCES“. In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1778.
Der volle Inhalt der QuelleAlbulescu, Ion. „Education For Democratic Citizenship In Adults. Policies And Strategies Of Implementation“. In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.89.
Der volle Inhalt der QuelleEL ASRI, Fatima. „CITIZENSHIP EDUCATION: FUTURE CITIZEN FORMATION PROJECT“. In VI. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress6-6.
Der volle Inhalt der QuelleStaples, Megan. „Advancing Mathematics for Democratic Citizenship as a Foundation for a Mathematics Education“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585122.
Der volle Inhalt der QuelleCohen, Aviv. „Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882185.
Der volle Inhalt der QuelleAdams, Erin. „Austerity Is the Price of Patriotism: Infantile Citizenship, the State, and Democratic Education“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885330.
Der volle Inhalt der QuelleHanna, Casey. „Interrogating Tensions Created by Civic and Democratic Citizenship Education Policies for German Youth“. In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2101132.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Education for Democratic Citizenship Project"
Jaramillo, Rosario, Fernando Reimers und Cristián Cox. Education for Democratic Citizenship in the Americas: An Agenda for Action. Inter-American Development Bank, Februar 2005. http://dx.doi.org/10.18235/0006703.
Der volle Inhalt der QuelleMarchais, Gauthier, Sweta Gupta und Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.
Der volle Inhalt der QuelleMarchais, Gauthier, Cyril Brandt, Diego de la Fuente Stevens, Pierre Marion, Jean-Benoît Falisse, Samuel Matabishi, Sweta Gupta et al. BRiCE Project DRC and Niger: Endline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ids.2022.053.
Der volle Inhalt der QuelleMarchais, Gauthier, Sweta Gupta und Cyril Owen Brandt. Student Wellbeing in Contexts of Protracted Violent Conflict. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/ids.2021.055.
Der volle Inhalt der Quelle