Thematische Bibliographien / Education Studies

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Bücher
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Konferenzberichte
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Auswahl der wissenschaftlichen Literatur zum Thema „Education Studies“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 5. März 2023

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Zeitschriftenartikel zum Thema "Education Studies"

White, Cameron. „Internationalizing Education: Critical Qualitative Case Studies in Social Education“. American Journal of Educational Research 3, Nr. 2 (07.02.2015): 211–19. http://dx.doi.org/10.12691/education-3-2-15.

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Mohammad, Noor. „Environmental studies in higher education in Bangladesh: a case study“. International Journal of Academic Research 6, Nr. 2 (30.03.2014): 274–81. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.41.

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Sysoieva, S. „Interdisciplinary studies in education“. Неперервна професійна освіта: теорія і практика. Серія: Педагогічні науки, Вип. 3/4 (52/53) (2017): 7–11.

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Robinson, Deborah Wilburn, Elaine Day und Stan Shapson. „Studies in Immersion Education“. Modern Language Journal 82, Nr. 2 (1998): 266. http://dx.doi.org/10.2307/329215.

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NICHOLS, T. PHILIP, und ANTERO GARCIA. „Platform Studies in Education“. Harvard Educational Review 92, Nr. 2 (01.06.2022): 209–30. http://dx.doi.org/10.17763/1943-5045-92.2.209.

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In this introductory essay in the “Platform Studies in Education” symposium, T. Philip Nichols and Antero Garcia consider the expanding role of platform technologies in teaching, learning, and administration and the contributions of education research to the emerging multidisciplinary literature of platform studies. Their essay outlines theoretical lineages that identify platforms not as standalone tools but as multisided markets linking their users to competing social, technical, and political-economic imperatives. It also highlights connections to related education research that demonstrates the impact of these conflicting imperatives for equitable student learning, teacher education, and policy making. The authors conclude by reflecting on the critical interventions that greater attention to platform relations in education might offer and the forms of coalitional work, across disciplinary and geographic borders, needed to realize these potentials.

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장은아. „Korean education assessment studies“. Bilingual Research ll, Nr. 47 (Oktober 2011): 351–82. http://dx.doi.org/10.17296/korbil.2011..47.351.

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Bottery, Mike. „Book Review: Education Studies“. Educational Management Administration & Leadership 32, Nr. 4 (Oktober 2004): 459–60. http://dx.doi.org/10.1177/1741143204046498.

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Baglieri, Susan, Jan W. Valle, David J. Connor und Deborah J. Gallagher. „Disability Studies in Education“. Remedial and Special Education 32, Nr. 4 (05.03.2010): 267–78. http://dx.doi.org/10.1177/0741932510362200.

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Sefton-Green, Julian. „CULTURAL STUDIES AND EDUCATION“. Cultural Studies 25, Nr. 1 (Januar 2011): 55–70. http://dx.doi.org/10.1080/09502386.2011.534581.

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Hampden-Thompson, Gillian. „Introduction to education studies“. Evaluation & Research in Education 23, Nr. 2 (Juni 2010): 143–44. http://dx.doi.org/10.1080/09500791003637923.

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Dissertationen zum Thema "Education Studies"

Meier, Lori T. „Episode 3: TN Standards for Social Studies“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/3.

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In this episode, we take a quick walkthrough of the specific Tennessee Academic Standards for Social Studies as they relate to social studies teaching and learning in grades K-5. We discuss where you can find the standards, how they are organized, the role of the SSP (Social Studies Practices) standards for K-2 & 3-5, and explore topics and content standards progressively found in each grade level.
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Meier, Lori T. „Episode 6: The Five Themes of Geography“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/6.

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In this episode, we explore the five themes of geography: location, place, human-environment interaction, movement, and regions and consider how they are connected to the development of young geographers in the K-5 classroom.
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Meier, Lori T. „Episode 5: Historical Thinking“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/5.

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In this episode, we take a deeper look at the definitions and five standards for historical thinking in the elementary social studies classroom. What does it mean for young learners and teachers to think like a historian?
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Meier, Lori T. „Episode 1: Get to Know the NCSS“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/1.

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In this episode, we explore the central professional organization for the social studies, the National Council for the Social Studies (NCSS). We review their history and beginning, learn about definitions and purposes for social studies, take a look at key NCSS curriculum standards and frameworks, and explore related NCSS publications and resources for teachers and classrooms.
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Meier, Lori T. „Episode 2: Exploring the 10 Themes“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/2.

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In this episode, we explore the national curriculum standards and organizing strands of the NCSS “10 Themes” and review the various, related disciplinary content areas that contribute broadly to the whole social studies curriculum in the K-12 classroom.
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Meier, Lori T. „Episode 4: Primary & Secondary Sources“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.

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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.
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Meier, Lori T. „Episode 7: Civic Competence for Young Learners“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.

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In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.
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Henry, Colin, und edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. „CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE“. Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.

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This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.

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Meier, Lori T. „Social Studies Education in a Multicultural Society (Elementary Education)“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etsu-oer/7.

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The materials in this OER collection are designed to complement the course, Social Studies Education in a Multicultural Society. This course, designed for senior-level students in an elementary education teacher preparation program, explores the foundations, themes, content, and pedagogies of elementary social studies education in a multicultural society. Presented as a series of video episodes, each episode focuses on a foundational element of social studies teaching and learning. From curriculum frameworks to national social studies publications to historical thinking to geographic awareness, each episode is meant to support the development of the elementary social studies teacher.
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Tosam, Ful John. „Implementing educational change in Cameroon : two case studies in primary education“. Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.

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Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.

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Bücher zum Thema "Education Studies"

Ward, Stephen, Hrsg. Education Studies. Abingdon, UK: Taylor & Francis, 2004. http://dx.doi.org/10.4324/9780203478233.

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Quality Assurance Agency for Higher Education. Education studies. Gloucester: Quality Assurance Agency for Higher Education, 2000.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1991.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1989.

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Exploring education studies. New York: Longman, 2011.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1991.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1991.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1991.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1991.

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Branch, Alberta Curriculum Standards. Career & technology studies: Program of studies. Edmonton, AB: Alberta Education, Career and Technology Studies, 1997.

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Buchteile zum Thema "Education Studies"

Luis Aldama, Frederick, und Christopher González. „Education“. In Latinx Studies, 41–46. Other titles: Latino/a studiesDescription: New York, NY : Routledge, 2019. | Series: Routledge key guides: Routledge, 2018. http://dx.doi.org/10.4324/9781315109862-6.

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Mitchell, Ian, und Gaynor Govias. „Case Studies“. In Asthma Education, 613–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77896-5_17.

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Pöchhacker, Franz. „Education“. In Introducing Interpreting Studies, 200–218. 3. Aufl. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003186472-15.

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Penney, Dawn, und Andrew Jones. „Physical Education Studies“. In Digital Representations of Student Performance for Assessment, 169–95. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-341-6_7.

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Focaccia, Miriam. „Education and Studies“. In Pietro Blaserna and the Birth of the Institute of Physics in Rome, 11–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10825-0_2.

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Willan, Jennifer. „Early education“. In Early Childhood Studies, 199–221. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-27402-1_11.

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„Education“. In Introducing Interpreting Studies, 191–207. Routledge, 2016. http://dx.doi.org/10.4324/9781315649573-13.

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„EDUCATION“. In Third World Studies, 93–106. Duke University Press, 2016. http://dx.doi.org/10.2307/j.ctv11smhvq.9.

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„Radical Education“. In Education Studies, 148–60. Routledge, 2004. http://dx.doi.org/10.4324/9780203073650-19.

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„Higher Education Studies“. In The International Encyclopedia of Higher Education Systems and Institutions, 772. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_300328.

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Konferenzberichte zum Thema "Education Studies"

Nurnindyah, Dewi, Andrian Pramadi und Lena Pandjaitan. „Student Engagement in Military Education“. In International Conference on Psychological Studies. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010810300003347.

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Sarudin, Norraida, und Nur Riza Mohd Suradi. „Multilevel applications in education studies“. In THE 2ND ISM INTERNATIONAL STATISTICAL CONFERENCE 2014 (ISM-II): Empowering the Applications of Statistical and Mathematical Sciences. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4907520.

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Warsono, Mr. „Social Studies Education in Indonesia“. In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.95.

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Tsyrempilova, Ekaterina A. „Assessment Of The Quality Of Educational Services In Higher Education In Russia“. In Conference on Land Economy and Rural Studies Essentials. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.80.

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Barov, Sergey, Tatiana Orlova und Yurii Medvedev. „REGIONAL STUDIES IN EDUCATION OF RUSSIA AND EDUCATIONAL LINGUISTIC AND CULTURAL STUDIES PROGRAM ON CHINESE LANGUAGE“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1167.

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„THE COMMUNICATION PROCESS IN EDUCATION“. In Advanced Studies in Science: Theory and Practice. Global Partnership on Development of Scientific Cooperation LLC, 2015. http://dx.doi.org/10.17809/14(2015)-14.

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Warmansyah Abbas, Ersis. „Prophetic Education of Guru Sekumpul for Social Studies Education“. In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.24.

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Oros, Ramona-Georgiana. „WiTAG system involved in education studies“. In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402142.

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Carver, Jeffrey C., Sarah Heckman und Mark Sherriff. „Designing Empirical Education Research Studies (DEERS)“. In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162350.

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Heckman, Sarah, Jeffrey C. Carver und Mark Sherriff. „Designing Empirical Education Research Studies (DEERS)“. In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3017836.

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Berichte der Organisationen zum Thema "Education Studies"

Belue, Lisa M., Carmen L. Branham, Shirley R. Bryant-Harper, Joanne T. Callahan und Thomas A. Carlson. 2002 Industry Studies: Education. Fort Belvoir, VA: Defense Technical Information Center, Januar 2002. http://dx.doi.org/10.21236/ada426499.

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Lundy, Sarah. Leveraging Digital Technology in Social Studies Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1742.

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Nefodov, Dmytro. Local Studies in the System of School Historical Education. Intellectual Archive, Dezember 2022. http://dx.doi.org/10.32370/ia_2022_12_8.

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The aim of the article is to comprehensively study the place and role of historical local studies in the system of historical education of general educational institutions in Ukraine. Being a component of national education, historical local studies contributes to the revival of regional traditions and nation’s consolidation. Nowadays historical local studies in Ukraine has become a powerful means of the Ukrainians’ national self-awareness awakening, their national-historical memory, without which the process of establishing independent Ukrainian statehood would be impossible.

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Harrigan, M. Energy education on the move: A national energy education survey and case studies of outstanding programs. Office of Scientific and Technical Information (OSTI), März 1992. http://dx.doi.org/10.2172/10144165.

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Chaves, Fernanda, Maria Alvarez, Liliana Rodrigues, Marilene Souza und Tiago Silva. The educational inclusion of trans people in higher education: a systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0021.

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Review question / Objective: What are the means of intervention (I) for the inclusion (O) of trans people (P) in higher education? Condition being studied: Identification of scientific production on the work of education professionals who promote the inclusion of trans people in Higher Education and analyze the potential of studies; Understanding of epistemological approaches and theoretical-methodological concepts involved in the inclusion process of access, permanence and success of trans students; Apprehension of strategies and actions of education professionals, to achieve the consecration of the sociocultural, economic and political rights of trans students; Research on the interventions adopted in Higher Education Institutions have fostered the integral development of trans academics.

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Aizenman, Joshua, Yothin Jinjarak, Nam Ngo und Ilan Noy. Vocational Education, Manufacturing, and Income Distribution: International Evidence and Case Studies. Cambridge, MA: National Bureau of Economic Research, Oktober 2017. http://dx.doi.org/10.3386/w23950.

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Rybalko, Lina, und Elena Lavrentieva. Innovative Technologies Application in Education as a Condition for Education for Society Sustainable Development. International Journal of Engineering & Technology, 2018. http://dx.doi.org/10.31812/123456789/4573.

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The article presents the results of the scientific research on the issue of environmental studies based on ecological-evolutionary approach. The meaning and content of the term ecological-evolutionary approach and the conceptual ideas of ecological-evolutionary approach (the idea of evolution and ecocentrism) are explained. Teaching technologies based on ecological-evolutionary approach are characterized with the approach explained as the innovative technology that, in use, will provide modernization of environmental studies within the educational aspect for the society’s sustainable development. The pedagogical experiment results are presented, confirming the technology’s effectiveness based on ecological-evolutionary approach and the implementation of ecological-evolutionary approach concepts and didactic fundament in teaching environmental subjects.

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Schulte, Rebecca. Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1028.

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Ræbild, Ulla, und Vibeke Riisberg. How to design out obsolescence in fashion? - exploring wardrobe studies as strategy in design education. University of Limerick, 2021. http://dx.doi.org/10.31880/10344/10260.

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