Auswahl der wissenschaftlichen Literatur zum Thema „Education (Sectarian), Great Britain“
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Zeitschriftenartikel zum Thema "Education (Sectarian), Great Britain"
Crangle, Jack, Liam Harte, Graham Dawson, Fearghus Roulston und Barry Hazley. „Northern Irish Migrants in Glasgow and the Troubles in Great Britain: Echoes of Conflict in a ‘Home Away from Home’“. Journal of Migration History 9, Nr. 2 (04.07.2023): 189–219. http://dx.doi.org/10.1163/23519924-09020003.
Der volle Inhalt der QuelleHughes, Meredydd G. „Great Britain“. Educational Administration Quarterly 21, Nr. 1 (Februar 1985): 129–31. http://dx.doi.org/10.1177/0013161x85021001010.
Der volle Inhalt der QuelleHoman, Roger. „Education Reform in Great Britain“. Moderna Språk 86, Nr. 1 (01.06.1992): 18–24. http://dx.doi.org/10.58221/mosp.v86i1.10258.
Der volle Inhalt der QuelleDACRE, J. E., S. M. GRIFFITH und B. C. JOLLY. „EDUCATION: RHEUMATOLOGY AND MEDICAL EDUCATION IN GREAT BRITAIN“. Rheumatology 35, Nr. 3 (1996): 269–74. http://dx.doi.org/10.1093/rheumatology/35.3.269.
Der volle Inhalt der QuelleMACLEAN, UNA. „Medical sociology in Great Britain“. Medical Education 9, Nr. 1 (29.01.2009): 4–16. http://dx.doi.org/10.1111/j.1365-2923.1975.tb01884.x.
Der volle Inhalt der QuelleBlyth, Eric, Mansoor A. F. Kazi und Judith Milner. „Education Reform and Education Social Work in Great Britain“. Children & Schools 16, Nr. 2 (April 1994): 129–34. http://dx.doi.org/10.1093/cs/16.2.129.
Der volle Inhalt der QuelleYarovaya, Yelena B. „Standardization of Primary Education in Great Britain“. European Journal of Contemporary Education 12, Nr. 2 (18.06.2015): 169–74. http://dx.doi.org/10.13187/ejced.2015.12.169.
Der volle Inhalt der QuelleMokromenko, O. „Analyzing standards base of elementary education and defining the correlation between private initiative and state assistance in the formation process of elementary schools net in Great Britain (the two third of the 19th century)“. New Collegium 3, Nr. 111 (15.06.2023): 124–28. http://dx.doi.org/10.30837/nc.2023.3.124.
Der volle Inhalt der QuelleKaružaitė, Daiva. „Higher Education Changes in Great Britain in XX–XXI centuries“. Pedagogika 117, Nr. 1 (05.03.2015): 16–32. http://dx.doi.org/10.15823/p.2015.064.
Der volle Inhalt der QuelleWalford, Geoffrey. „Educational Choice and Equity in Great Britain“. Educational Policy 6, Nr. 2 (Juni 1992): 123–38. http://dx.doi.org/10.1177/0895904892006002003.
Der volle Inhalt der QuelleDissertationen zum Thema "Education (Sectarian), Great Britain"
McKay, Ralston William. „At school with looked after children : a study of the views of children in public care“. Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/1838.
Der volle Inhalt der QuelleShakkour, Suha. „Christian Palestinians in Britain“. Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/999.
Der volle Inhalt der QuelleDmytryuk, S. „Educational technologies in art and design higher education of great britain“. Thesis, Diamond trading tour, 2017. https://er.knutd.edu.ua/handle/123456789/8263.
Der volle Inhalt der QuelleBregman, Abigail Sibley. „The view from the classroom : English school-teachers' responses to domestic and international problems of the interwar years 1919-1939“. Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72832.
Der volle Inhalt der QuelleCheng, Yuan. „Education and class : Chinese in Britain and the U.S.A“. Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:d1f57235-50b0-4277-be5f-7859e1228b46.
Der volle Inhalt der QuelleJordan, Steven Shane. „The Technical Vocational Education Initiative (TVEI) and the making of the enterprise culture“. Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40371.
Der volle Inhalt der QuelleMy argument is that TVEI represents the most recent manifestation of a long history of educational policies that have systematically produced and ordered the social relations of class in an educational form. In this vein, I argue that the technical and vocational curriculum can be seen as an integral site within the English educational State for the production and formation of class relations within schooling. TVEI, I assert, was central to such a process through its capacity to concert and co-ordinate the social relations and practices of secondary schooling around the concept of enterprise, which acted as an organising device for management/administration, teaching, learning, and most crucially, the formation of individual subjectivities. Understood this way, we can see how TVEI effected reforms that contributed to the formation of clusters of social relations that produced class in new ways.
I show how this process emerged under TVEI through my ethnographic studies of enterprise, school-based management, business studies, and assessment. What each study reveals is how TVEI worked to effect a generalised shift in the culture of schooling away from the post-war social democratic politics of education, to that of a 'managed market' and enterprise culture. In this respect, I argue, TVEI prefigured many of the reforms that were to flow from the Education Reform Act (1988).
Campbell, James Dunbar. „"The army isn't all work" : physical culture in the evolution of the British army, 1860-1920 /“. Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/CampbellJD2003.pdf.
Der volle Inhalt der QuelleMcLachlan, Benita. „Evaluation of an inset programme for learning support assistants in the United Kingdom“. Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49956.
Der volle Inhalt der QuelleENGLISH ABSTRACT: In England, education settings have embraced the philosophy that it is the human right of pupils to be taught in inclusive schools with their peers. Part of the school's readiness and willingness to accept all pupils requires that it adopt a whole-school philosophy, which includes support staff provision, for example in the form of teaching assistants. Taking the above into account, the purpose of this study is to evaluate the effect of participation in the NCFE Level 2 programme for teaching assistants on the professional development of teaching assistants working as support staff in inclusive classrooms. The research design is evaluative in nature and both quantitative and qualitative methods of data collection are used. The in-service programme was delivered during weekly three hour sessions over a period of thirty weeks. The programme consisted of five units: • Developing professional skills and knowledge • Understanding legal and national requirements • Supporting the teacher in relation to pupils' learning • Exploring the management of pupils' behaviour • Supporting pupils with special educational needs. Analysis of qualitative data such as observations and interviews indicates that participants benefited from programme participation and that, by the completion of the prgramme, there was a marked increase in confidence, knowledge and application of newly acquired skills. Analysis of quantitative data such as the pre and post self-assessment questionnaires indicate a significant difference between the pre and post scores on all the sections confirming improvement of participants' levels of confidence, knowledge and application of practical skills. It seems that programme participants benefitted significantly from participating in this in-service training programme.
AFRIKAANSE OPSOMMING: Opvoedkundige instellings is Engeland ondersteun die filosofie dat dit die mensereg van leerders is om binne inklusiewe skole, saam met hulle portuurgroep, onderrig te ontvang. As deel van skole se gereedheid en bereidheid om alle leerders te aanvaar, is die implementering van 'n geheelskool filosofie wat onder andere ondersteunings personeel byvoorbeeld leerondersteunings assistente insluit. In aansluiting by bogenoemde was dit die doel met hierdie studie om die effek van programdeelname aan die 'NCFE Level 2 Certificate for Teaching Assistants' te evaluaeer ten opsigte van die professionele ontwikkeling van leerondersteunings assistente in inklusiewe skole. Die navorsingsontwerp was evaluerend van aard en het beide kwantitatiewe sowel as kwalitatiewe metodes van data insameling ingesluit. Die indiensopleidingsprogram is weekliks aangebied in drie-uur sessies oor 'n tydperk van dertig weke. Die program het die volgende vyf eenhede ingesluit: • ontwikkeling van professionele vaardigheidskennis; • begrip van nasionale beleidstukke en regsaspekte; • ondersteuning van onderwysers met verwysing na leer; • verkenning van die gedragshantering van leerlinge • ondersteuning van leerders met spesiale onderwysbehoeftes. Kwalitatiewe data analise dui daarop dat programdeelname bygedra het tot 'n verhoging in die vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangeleerde vaardighede en 'n vermeerdering van kennis vir leerondersteunings assistente. 'n Kwantitatiewe analise van voor en na programdeelname vraelyste, dui op 'n beduidende verskil tussen die twee evaluerings metings en ondersteun bogenoemde aanname ten opsigte van 'n verhoogde vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangleerde vaardighede en 'n toename in kennis vir leerondersteunings assistente. Uit bogenoemde kan dit afgelei word, dat leerondersteunings assistente beduidend baat gevind het by deelname aan hierdie spesifieke indiensopleidings program.
Piper, Alan T. „The happiness of the young in Great Britain : the role of education“. Thesis, Staffordshire University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596079.
Der volle Inhalt der QuelleKeen, Susan. „Analyses of the English academicvocational divide in physical education an investigation into the claimed parity of esteem between the A-level physical education qualification and the advanced General National Vocational Qualification leisure and tourism“. Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32918.
Der volle Inhalt der QuelleThe study used common areas of the A-level Physical Education and the GNVQ Leisure and Tourism curriculum to construct an examination paper consisting of an equal number of A-level and GNVQ-style questions. Two groups of A-level and GNVQ students were randomly selected from Godalming Sixth Form College to take part in the examination, and the performance scores were analyzed. Findings suggest no significant difference in performance scores, t(28) = 0.08, p = 0.94, supporting the need for further research. These results may assist in closing the academic/vocational divide. In turn, this may lead to more opportunities in industry and in universities for those achieving the GNVQ. In order to achieve true parity of esteem between the qualifications, reform needs to focus on the internal structure of the qualifications by combining the two curricular into one course represented as one qualification rather than organising the separate qualifications in a hierarchical external framework that still promotes the academic/vocational divide within the framework.
Bücher zum Thema "Education (Sectarian), Great Britain"
Great Britain. Department for Education. Education Act 1993: Sex education in schools. London: DFE, 1994.
Den vollen Inhalt der Quelle findenTeachers, National Union of. Education Reform Act 1988: Religious education and collective worship. London: National Union of Teachers, 1989.
Den vollen Inhalt der Quelle findenGreat Britain. Department for Education. Education Act 1993: Sex education in schools : draft circular. London: DFE, 1994.
Den vollen Inhalt der Quelle findenSallis, Joan. 1986 Education Act. London: CASE, 1987.
Den vollen Inhalt der Quelle findenGreat Britain. Central Office of Information. Reference Services., Hrsg. Education. London: HMSO, 1993.
Den vollen Inhalt der Quelle findenGreat Britain. Department for Education. The Education (Further education institutions information)(England) Regulations 1992: Publication of information by further education colleges. London: DFE, 1993.
Den vollen Inhalt der Quelle findenChartered Institute of Public Finance and Accountancy., Hrsg. Accounting for education in Great Britain. London: CIPFA, 1996.
Den vollen Inhalt der Quelle findenDepartment of Education & Science. The Education Reform Act 1988: Religious education and collective worship. London: The Department, 1989.
Den vollen Inhalt der Quelle findenCouncil, Education Transfer. Education Transfer Council: Account. London: Stationery Office, 1999.
Den vollen Inhalt der Quelle findenChitty, Clyde. Education policy in Britain. 2. Aufl. New York: Palgrave Macmillan, 2009.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Education (Sectarian), Great Britain"
French, Nick, und Scarlett Palmer. „Great Britain“. In Real Estate Education Throughout the World: Past, Present and Future, 149–64. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0869-4_10.
Der volle Inhalt der QuelleGoodman, Joyce. „Class and Religion: Great Britain and Ireland“. In Girls’ Secondary Education in the Western World, 9–24. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106710_2.
Der volle Inhalt der QuelleCrossley, Mark. „Departures: Creative and Cultural Journeys Across Great Britain“. In Contemporary Theatre Education and Creative Learning, 59–129. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63738-5_3.
Der volle Inhalt der QuelleDobbins, Michael, und Christoph Knill. „Great Britain: Policy “Doubling-down” as a Response to Transnationalization?“ In Higher Education Governance and Policy Change in Western Europe, 110–38. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137399854_5.
Der volle Inhalt der QuelleSmart, George A. „Medical Education, Care, and Research in Britain (United Kingdom of Great Britain and Northern Ireland)“. In Ciba Foundation Symposium 21 - Medical Research Systems in Europe, 27–39. Chichester, UK: John Wiley & Sons, Ltd., 2008. http://dx.doi.org/10.1002/9780470720042.ch4.
Der volle Inhalt der QuelleMoore, Michael Grahame. „From Correspondence Education to Online Distance Education“. In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_2-1.
Der volle Inhalt der QuelleMoore, Michael Grahame. „From Correspondence Education to Online Distance Education“. In Handbook of Open, Distance and Digital Education, 27–42. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_2.
Der volle Inhalt der QuelleMiller, Alisa. „Towards a Popular Canon: Education, Young Readers and Authorial Identity in Great Britain between the Wars“. In Reading and the First World War, 45–60. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137302717_3.
Der volle Inhalt der QuelleDale, William. „Frontispiece Image of ‘The “Upas” of the Medical Profession’, The Present State of the Medical Profession in Great Britain and Ireland, with Remarks on the Preliminary and Moral Education of Medical and Surgical Students“. In Women in Medicine in the Long Nineteenth Century, 33–36. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003265238-2.
Der volle Inhalt der QuelleFaraday, Michael. „'Observations on the Education of the Judgment. A Lecture Delivered at the Royal Institution of Great Britain', in E. Youmans (ed.), Modern Culture: Its True Aims and Requirements (London: Macmillan, 1867), pp. 195–6, 198–9, 206–8, 210–16, 218, 219, 220–30.“ In Victorian Science and Literature, Part I Vol 1, 123–37. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003552574-10.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Education (Sectarian), Great Britain"
Tymenko, M. „Competencies and skills in modern education of Great Britain“. In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-305-306.
Der volle Inhalt der QuelleVinnikova, Liliia, und Maria Prokopchuk. „HISTORICAL PHASES OF HIGHER MEDICAL EDUCATION DEVELOPMENT IN GREAT BRITAIN“. In Relevant Issues of the Development of Science in Central and Eastern European Countries. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-588-11-2_49.
Der volle Inhalt der QuelleSmolnikova, Olena. „Meta-Learning Application into Higher Education Institutions of Great Britain“. In INTEGRITY, OPEN SCIENCE AND ARTIFICIAL INTELLIGENCE IN ACADEMIA AND BEYOND: MEETING AT THE CROSSROADS. Baltija Publishing, 2023. http://dx.doi.org/10.30525/978-9934-26-397-2-46.
Der volle Inhalt der QuelleSoshenko, Svitlana, Ksenia Sizova, Nataliya Maftyn, Anfisa Serhiienko, Viktoria Perevozniuk und Ruslana Bilous. „Pedagogical Discourse and Communicative Norms of Electrical Engineering Education in Great Britain and USA“. In 2023 IEEE 5th International Conference on Modern Electrical and Energy System (MEES). IEEE, 2023. http://dx.doi.org/10.1109/mees61502.2023.10402371.
Der volle Inhalt der QuelleStaritsina, I. A. „PROSPECTS FOR VETERINARY EDUCATION ABROAD“. In DIGEST OF ARTICLES ALL-RUSSIAN (NATIONAL) SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF VETERINARY MEDICINE: EDUCATION, SCIENCE, PRACTICE", DEDICATED TO THE 190TH ANNIVERSARY FROM THE BIRTH OF A.P. Stepanova. Publishing house of RGAU - MSHA, 2021. http://dx.doi.org/10.26897/978-5-9675-1853-9-2021-69.
Der volle Inhalt der QuelleKovacova Svecova, Zuzana, Milena Lipnicka und Dagmara Smalley. „COMPLEMENTARY SCHOOLS OF NATIONAL MINORITIES IN GREAT BRITAIN WITH A FOCUS ON SLOVAK EDUCATIONAL CENTRES“. In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1715.
Der volle Inhalt der QuelleRubesova, Stepanka. „SWITCHING BETWEEN SCHOOLS: BEING A PUPIL OF CZECH SCHOOL WITHOUT BORDERS IN LONDON, GREAT BRITAIN“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0355.
Der volle Inhalt der QuelleVasilenko, Ludmila A. „Sociology of Information Processes: Modern Сulture of Scientific Research and Citation in Russia and in Great Britain“. In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-527-533.
Der volle Inhalt der QuelleShapovalova, O. „Development of pedagogical education of Great Britain in conditions of improving the quality of educational services“. In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-410-412.
Der volle Inhalt der QuelleKubickova, Dana, und Vladimir Nulicek. „THE PERCEPTION OF THE FINANCIAL REPORTING AND ACCOUNTING PROFESSION IN DIFFERENT CULTURAL ENVIRONMENTS: COMPARISON OF THE CZECH REPUBLIC, THE CHINA REPUBLIC, GREAT BRITAIN AND IRELAND“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2087.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Education (Sectarian), Great Britain"
Stark, Sasha, Heather Wardle und Isabel Burdett. Examining lottery play and risk among young people in Great Britain. GREO, April 2021. http://dx.doi.org/10.33684/2021.002.
Der volle Inhalt der QuelleMorehart, Miriam. "Children Need Protection Not Perversion": The Rise of the New Right and the Politicization of Morality in Sex Education in Great Britain, 1968-1989. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2204.
Der volle Inhalt der QuelleTheory of change: Bet You Can Help. Addiction Recovery Agency, Beacon Counselling Trust, Juni 2021. http://dx.doi.org/10.33684/2021.004.
Der volle Inhalt der QuelleTheory of change: The Safer Gambling Movement. Addiction Recovery Agency, Beacon Counselling Trust, Januar 2021. http://dx.doi.org/10.33684/2021.001.
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