Auswahl der wissenschaftlichen Literatur zum Thema „Educational counsellors“
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Zeitschriftenartikel zum Thema "Educational counsellors"
Tan, Soo Yin, und Chih Chin Chou. „Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors“. Journal of Psychologists and Counsellors in Schools 28, Nr. 1 (21.12.2017): 18–32. http://dx.doi.org/10.1017/jgc.2017.19.
Der volle Inhalt der QuelleJoubert, Carmen, und Johnnie Hay. „Registered psychological counsellor training at a South African faculty of education: Are we impacting educational communities?“ South African Journal of Education, Nr. 40(3) (31.08.2020): 1–9. http://dx.doi.org/10.15700/saje.v40n3a1840.
Der volle Inhalt der QuellePandang, Abdullah, Soli Abimanyu, Alimuddin Mahmud und Sulaiman Samad. „Factors Affecting Competence of School Counselors in South Sulawesi“. Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 4, Nr. 2 (17.03.2019): 145. http://dx.doi.org/10.26858/jpkk.v4i2.8657.
Der volle Inhalt der QuelleBarletta, John. „Supervision for school counsellors: when will we get what we really need?“ Australian Journal of Guidance and Counselling 6, Nr. 1 (November 1996): 1–8. http://dx.doi.org/10.1017/s1037291100001448.
Der volle Inhalt der QuelleFLORENCE ADEOTI, Yusuf, Ayoade Ejiwale Okanlawon und Imran Moshood Adesile. „Challenges and Solutions: The Experiences of Newly-Qualified Counsellors“. Journal of Education in Black Sea Region 6, Nr. 2 (21.05.2021): 70–84. http://dx.doi.org/10.31578/jebs.v6i2.233.
Der volle Inhalt der QuelleStudd, David. „Counsellor education: preparing counsellors and teachers for curriculum approaches“. Pastoral Care in Education 6, Nr. 3 (September 1988): 18–21. http://dx.doi.org/10.1080/02643948809470625.
Der volle Inhalt der QuelleZainudin, Zaida Nor, Alia Sarah Asri, Yusni Mohamad Yusop, Nor Aniza Ahmad, Siti Aishah Hassan und Lee Wei Rong. „Model of Relationship between e-Counselling Skills, e-Counselling Ethics and e-Counselling Limitations with Counselling Self-efficacy“. International Journal of Information and Education Technology 12, Nr. 9 (2022): 921–33. http://dx.doi.org/10.18178/ijiet.2022.12.9.1702.
Der volle Inhalt der QuelleDonald, Sara L., und Emma E. Walter. „Examining the relationship between perceived worry and self-efficacy in NSW department of education school counsellors“. Journal of Psychologists and Counsellors in Schools 32, Nr. 2 (09.11.2022): 148–58. http://dx.doi.org/10.1017/jgc.2022.7.
Der volle Inhalt der QuelleDianovi, Agatha, Damayanti Siregar, Indi Mawaddah und Suryaningsih Suryaningsih. „Guidance and Counselling in Education“. World Psychology 1, Nr. 2 (28.08.2022): 27–35. http://dx.doi.org/10.55849/wp.v1i2.95.
Der volle Inhalt der QuelleAbubakar, Isa Ado. „Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria“. Asian Journal of University Education 15, Nr. 2 (27.12.2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.
Der volle Inhalt der QuelleDissertationen zum Thema "Educational counsellors"
Benjamin, Arlene. „Community counsellors' experiences of trauma and resilience in a low-income community“. Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86553.
Der volle Inhalt der QuelleENGLISH ABSTRACT: Violence is considered a global mental health problem. The rate of violence in South Africa is amongst the highest in the world and much of this violence is disproportionately skewed towards the poorer and historically disadvantaged communities. Low-income communities continue to bear the brunt of historical legacies of violence which are perpetuated through current ongoing cycles of interpersonal and community violence. While much has been documented about trauma and resilience in environments where the violence or traumatic event has ceased, there is a dearth of literature conceptualising trauma and resilience in contexts where the violence persists. Furthermore, even fewer studies have captured how trauma and resilience are conceptualised from the perspectives of the voices who experience this violence daily. The social constructionist framework of this study aims to contribute to the knowledge of how trauma and resilience is constructed by those who experience ongoing violence, and whether resilience and healing does occur in an environment of continuous traumatic stress. The voices of the participants of the study provide an additional perspective from that of community-based counsellors. Their dual experience of living and working in a violent community gives a rich insight into the relationship between trauma and resilience. The study is located in Hanover Park, a low-income community, notorious for its high levels of community violence. The participants are community-based counsellors who volunteer at Organisation X, a community-based ecological intervention that has been developed in response to addressing the cyclical impacts of ongoing violence and continuous trauma. The research design is a purposive in-depth case study of eighteen counsellors, investigating the narratives of their lives within its real-life context. Follow-up focus groups held with the counsellors were guided by ideas and practices of narrative theory. The narratives were analysed using thematic content and experience-centred form analysis. Multi-level themes related to trauma and resilience were constructed by the participants. It was revealed that the trauma effects related to systemic ongoing violence are viewed as maladaptive features of negative resilience. At the same time positive resilience which promotes healing, empowerment and transformation is possible despite negative and violent environments. The perspectives of community counsellors which offer critically important insight into their experience of the context of violence, and the complex interconnecting of individual, interpersonal and social aspects of trauma and healing in disadvantaged communities, could also inform future evidence-based interventions, provide alternate paradigms within which mental health professionals could position themselves to engage in issues of social justice and psychosocial health.
AFRIKAANSE OPSOMMING: Geweld word wêreldwyd as 'n geestesgesondheidsprobleem beskou. Die voorkoms van geweld in Suid-Afrika, is tans een van die hoogstes in die wêreld en die meeste van hierdie geweld neig om veral die armer en histories benadeelde gemeenskappe negatief te raak. Gemeenskappe in die laer inkomstegroepe is dus die mense wat die spit afbyt, omdat hierdie historiese nalatenskap van geweld deur die huidige voortdurende kringloop van interpersoonlike en gemeenskapsgeweld voortleef. Alhoewel daar alreeds baie dokumentêre bewyse bestaan oor trauma en veerkragtigheid in omgewings waar geweld of traumatiese gebeure beëindig is, is daar 'n gebrek aan literatuur wat trauma en veerkragtigheid vasvang waar geweld die orde van die dag is. Daar is verder nog minder studies wat vaslê hoe trauma en veerkragtigheid uit die oogpunt van die betrokkenes wat geweld daagliks ervaar, gekonseptualiseer word. Die sosiale konstruksionisme raamwerk van hierdie studie beoog om 'n bydrae te lewer oor hoe , indien wel, trauma en genesing beleef word deur diegene wat voortdurende geweld ervaar in 'n omgewing waar aanhoudende traumatiese stres voorkom. Die deelnemers aan hierdie studie verskaf 'n addisionele perspektief van die van gemeenskapsberaders. Hul tweeledige ervaring van leef en werk in 'n gewelddadige gemeenskap verskaf 'n dieper insig in die verhouding tussen trauma en veerkragtigheid. Die buurt waar die studie gedoen is, is Hanover-park - 'n lae inkomste gemeenskap wat berug is vir hoe vlakke van gemeenskapsgeweld. Die deelnemers is beraders uit die gemeenskap wat vrywillige werk doen by Organisasie X - 'n gemeenskapsgebaseerde ekologiese intervensie wat ontwikkel is om die sikliese impak van voortdurende geweld en trauma te verminder. Die navorsingstudie is 'n doelgerigte diepgaande gevallestudie van agtien beraders wat hul lewensverhale binne die werklike konteks ondersoek. Die beraders het die opvolg fokus-groepe gelei deur idees en die narratiewe teorie in die praktyk toe te pas. Die vertellings is geanaliseer deur gebruik te maak van die tematiese inhoud en 'n ervarings-gesentreerde analitiese formaat. Veelvlakkige temas wat verband hou met trauma en veerkragtigheid is deur die deelnemers saamgestel. Dit het aan die lig gebring dat die effek van trauma wat verband hou met voortdurende sistemiese geweld geag word as wanaangepaste kenmerke van negatiewe veerkragtigheid. Terselfdertyd is die positiewe veerkragtigheid wat genesing, bemagtiging en verandering evorder moontlik, ten spyte van negatiewe en gewelddadige omgewings. Die vooruitsigte van die gemeenskapsberaders wat belangrike en kritiese insig in hul ervarings binne geweldsverband bied, die ingewikkelde verbondenheid van die indiwiduele, interpersoonlike en sosiale aspekte van trauma en genesing in benadeelde gemeenskappe kan insiggewend wees vir toekomstige ingryping. Dit kan alternatiewe modelle voorsien waarvolgens beroepslui in die geestesgesondheidveld hulself kan inrig om kwessies van sosiale geregtigheid en psigo-sosiale gesondheids-toestande aan te spreek.
Daniels, Diane. „The role of school counsellors in supporting teaching and learning in schools of skills in the Western Cape“. uwc, 2013. http://hdl.handle.net/11394/3244.
Der volle Inhalt der QuelleCurrent debates in education and education support focus on the importance of schools needing to facilitate the holistic development of learners and also ensuring the achievement of educational objectives. This study focused on the need for counsellors to support teaching and learning in Schools of Skills and investigated challenges that emerged when school counsellors facilitate school development. The research question which framed this study was, what is the role school counsellors play in supporting teaching and learning and school development? A mixed methods approach that employed both qualitative and quantitative techniques was adopted in an attempt to construct a rich and meaningful picture of school counselling practice within School of Skills. Participants included principals, counsellors and educators at four schools of skills situated in the Western Cape. The data collection process included interviews and questionnaires. Semi-structured individual interviews were conducted with the four principals and the four school counsellors and questionnaires including both open-ended and closed questions were completed by educators. The findings illuminate the psycho-social barriers experienced by learners and how school counsellors can support learners. Roles of school counsellors are varied and involve the provision of support to various members of the school community in addition to teaching and administration. Challenges faced by school counsellors were highlighted as lack of human resources, lack of support and workload. The recommendations are presented as suggestions for consideration at various levels in the system, from micro (level of the individual) to macro (level of the state).
Hachemi, Sofia. „LE « DISPOSITIF CONCOURS » EN FRANCE : Le cas du concours de conseiller principal d'éducation“. Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1262.
Der volle Inhalt der QuelleThis research focuses on the "concours device" and competitive recruitment practices in the French national education system. It is based on the case of the principal education councellor (CPE) competitive examination. I examine the way in which the competitive examination is conceived and experienced, through the analysis of interviews conducted with human resources managers at the Ministry of National Education, jury chairmen, jury members and student candidates for the competitive examination. The official prescriptions and different definitions of the competitive entrance examination proposed in the scientific literature reflect varied perceptions of public service, its aims and the role of the State in selection and recruitment. It articulates bureaucratic techniques for rationalizing recruitment practices, which produce effects of power, i.e., effects of standardisation and disciplinarisation of practices and bodies. In this sense, the competitive examination is not only an act of recruitment, but also an institution to be analysed as a device of knowledge-power.The research falls within the theoretical framework of institutional analysis, and has mobilised both a socio-clinical, and a socio-historical approach. The socio-clinical study was carried out with subjects involved in the "competition device". The socio-historical study is based on three corpuses of texts (jury reports, legal texts and the CPE professional journal). Certain concepts, such as the institution, the analyser, the order, the implications and the institutional interferences, have particularly supported this research work.Contemporary developments in the CPE competitive examination since the body was created in 1970 are the product of a set of political and social factors that need to be taken into account, on the one hand to understand how the competitive examination came to be imposed as a recruitment mechanism in the French national education system, and on the other to identify the effects, real or supposed, of the competitive examination on the construction of the CPE professional group
Bonnell, Perry. „The role of the school counsellor as consultant“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0034/MQ47438.pdf.
Der volle Inhalt der QuellePaterson, David. „Elementary counsellor education, perspectives from the field“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ38955.pdf.
Der volle Inhalt der QuelleDavis, Paula Anne. „A culturally responsive education program for trauma counsellors in developing countries“. Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/7451c1eb9f88a39889e77487cc726753d1dea9affdf5b0e387e1a237dc1963d7/62276450/Davis_2016_A_culturally_responsive_education_program_for.docx.
Der volle Inhalt der QuelleWinterhalt, Ruth A. „A narrative inquiry into counsellor education, two lives in evolution“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ27592.pdf.
Der volle Inhalt der QuelleCarlhed, Carina. „Medicinens lyskraft och skuggor : ― om trosföreställningar och symbolisk makt i habiliteringen 1960―1980“. Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8327.
Der volle Inhalt der QuelleThe dissertation examines the formation of specific groups, their interests and positions related to children with disabilities and their education and care in Sweden developed during 1960―1980. The theoretical framework is based on Pierre Bourdieu’s sociological theory of social space, which assumes that social life is based on symbolic and cultural systems of beliefs with respectively specific doxas and symbolic economies. Consequently, the analysis has focused on the agents’ position-takings and their struggle for recognition and preferential rights of interpretations. The reconstruction of a “habilitation sphere” was conducted through agents, their positions of interests and position-takings as analytical tools. The positions were mainly reconstructed on articles in journals of 10 professional organizations covering 6 occupations and 4 disability organizations. The occupational groups were paediatric doctors/child psychiatrists, physiotherapists, occupational therapists, social workers, psychologists and pre-school teachers. The other positions were related to the county council union, four disability organizations (DHR, FUB, RBU and HCK), two of which were parent organizations and in addition, the research field of social medicine. Other materials were e.g. reports of commissions of inquiry. In order to explore the social foundations of the occupational positions, materials from archives have been used. The conclusion shows the significance of: a) historical structures related to the exceptional position of medicine in society, the development of the Swedish health care system in general and the organizations of “special” children b) commissions of inquiry as consecration authorities and processes of social mobilization, both important contributions in shaping symbolic economies, c) myths and ideologies in the exercising of symbolic power, d) alliances between the state and medicine, and between occupational groups and clients. The analysis also shows the strengths of the doxas which could work as a shield for the agents but also as obstacles for external agents when entering the habilitation sphere.
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Finlay, Cheryl. „Gay and lesbian adolescents : the role of school counsellors /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36120.pdf.
Der volle Inhalt der QuelleGossman, Marion. „Student Counsellors’ Perceptions of the Effects of Recording the Counselling Interview“. Thesis, University of Canterbury. Educational Studies and Human Development, 2009. http://hdl.handle.net/10092/3192.
Der volle Inhalt der QuelleBücher zum Thema "Educational counsellors"
Association, Ontario School Counsellors'. Ethical guidelines for Ontario school counsellors. 5. Aufl. Winnipeg: Naylor Publications, 2003.
Den vollen Inhalt der Quelle findenCentre, Alberta Education Response. Alberta career events: A planning guide and workbook for counsellors and teachers. Edmonton, Alta: Alberta Education, Education Response Centre, 1992.
Den vollen Inhalt der Quelle findenOrganizing an Alberta career day: A guide for teachers, counsellors and administrators. Edmonton, Alta: Alberta Education, Special Education Services, 1986.
Den vollen Inhalt der Quelle findenSanderson, R. L. Native teachers as counsellors of native children: A needs assessment and workshop. St. Catharines, Ont: College of Education, Brock University, 1990.
Den vollen Inhalt der Quelle findenWatts, A. G. Occupational profiles of vocational counsellors in the European Community: A synthesis report. Berlin: CEDEFOP, 1992.
Den vollen Inhalt der Quelle findenO'Higgins-Norman, James. Education matters: Readings in pastoral care for school chaplains, guidance counsellors, and teachers. Dublin, Ireland: Veritas, 2014.
Den vollen Inhalt der Quelle findenUrquhart, Margaret A. Coping with junior high guidance: A resource book for teachers and counsellors. Toronto: Guidance Center, Faculty of Education, University of Toronto, 1985.
Den vollen Inhalt der Quelle findenBranch, Alberta Curriculum. Business education manual for administrators, counsellors and teachers. [Edmonton, Alta.]: Alberta Education, 1987.
Den vollen Inhalt der Quelle findenBranch, Alberta Curriculum Standards. Off-campus education guide for administrators, counsellors & teachers. Edmonton, AB: Alberta Education, 1995.
Den vollen Inhalt der Quelle findenBranch, Alberta Curriculum. Off-campus education guide for administrators, counsellors & teachers. Edmonton, AB: Alberta Learning, 2000.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Educational counsellors"
Lomos, Catalina. „The Relationship Between Teacher Professional Community and Participative Decision-Making in Schools in 22 European Countries“. In Accountability and Educational Improvement, 41–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_4.
Der volle Inhalt der QuelleWihak, Christine. „Development of Anti-Racist White Identity in Canadian Educational Counsellors“. In Transgressions, 111–22. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-869-5_13.
Der volle Inhalt der QuelleKatz, Y. J., und B. Offir. „The Use of Information Technology in Educational Counselling: Applications for High School Counsellors“. In Information Technology in Educational Management, 195–200. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_26.
Der volle Inhalt der QuelleSobrado-Fernández, Luis M., Cristina Ceinos-Sanz, Elena Fernández-Rey, Miguel A. Nogueira-Pérez, Camilo I. Ocampo-Gómez und María L. Rodicio-García. „Competences Analysis in Initial Training of Secondary Education Counsellors and European Standards“. In International Perspectives on Research in Educational and Career Guidance, 141–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26135-1_9.
Der volle Inhalt der QuelleMäkelä, Marja-Liisa, und Mira Kalalahti. „Negotiated, Given and Self-Made Paths: Immigrant Origin Girls and Post-compulsory Educational Transition in Finland“. In Finland’s Famous Education System, 335–49. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_21.
Der volle Inhalt der QuelleBartholomaeus, Clare, und Damien W. Riggs. „Cisgender School Counsellors and Psychologists“. In Transgender People and Education, 149–66. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95309-7_7.
Der volle Inhalt der QuelleNamusoke, Jane. „Counsellor training and supervision in Uganda“. In The Education Systems of Africa, 1–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_25-1.
Der volle Inhalt der QuelleNamusoke, Jane. „Counsellor Training and Supervision in Uganda“. In The Education Systems of Africa, 505–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_25.
Der volle Inhalt der QuellePerander, Katarina, Monica Londen und Gunilla Holm. „Policy and Practice in Finland: Teachers’ and Study Counsellors’ Gender-Stereotyped Perceptions“. In Gender and Education in Politics, Policy and Practice, 181–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80902-7_11.
Der volle Inhalt der QuelleJi, Chen. „APP-Based Ideological Education Model for Full-Time Counsellors of Minority Students“. In Advances in Intelligent Systems and Computing, 561–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43309-3_79.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Educational counsellors"
Dislere, Vija, und Natalja Vronska. „Self-Assessment of Career Counsellor Competencies in the Field of Career Guidance Depending on the Place of Residence“. In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.047.
Der volle Inhalt der QuelleAndrei, Angela, und Andreea diana Scoda. „HOW THE POTENTIAL OF ICT IS INTEGRATED IN COUNSELLING AND GUIDANCE THROUGHOUT ROMANIA“. In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-130.
Der volle Inhalt der QuelleAmin, Zakki Nurul, Mulawarman Mulawarman, Edwindha Prafitra Nugraheni und Carti Carti. „Counsellors' Personal Quality in Public Senior High School“. In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.91.
Der volle Inhalt der QuelleSaw, Jo Anne, Salmi Razali, Nurul Azreen Hashim und Siti Aminah Omar. „Content Validity of the School-Based Star-CBT Module: Thoughts From School Counsellors“. In 14th International Conference on Education and Educational Psychology. European Publisher, 2023. http://dx.doi.org/10.15405/epiceepsy.23124.4.
Der volle Inhalt der QuellePizzini, Nigel. „Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates“. In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206008.
Der volle Inhalt der QuelleBotnariuc, Petre. „SUPPORTING SCHOOL GUIDANCE AND COUNSELLING INTERVENTIONS THROUGH THE INTEGRATION OF WEB 2.0 TECHNOLOGIES“. In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-005.
Der volle Inhalt der QuelleBotnariuc, Petre. „A DIAGNOSIS OF THE USE OF WEB 2.0 TECHOLOGIES IN GUIDANCE AND COUNSELLING“. In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-105.
Der volle Inhalt der QuelleBotnariuc, Petre. „HOW DO GUIDANCE COUNSELLORS USE THE WEB 2.0 TECHOLOGIES IN THEIR ACTIVITY - A NATIONAL STUDY“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-061.
Der volle Inhalt der QuelleBotnariuc, Petre, und Dr speranta Tibu. „BUILDING A VIRTUAL COMMUNITY OF PRACTICE - A CASE STUDY ON PARENT COUNSELLORS IN ROMANIAN DISADVANTAGED AREAS“. In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-004.
Der volle Inhalt der QuelleMargaritoiu, Alina, und Simona Eftimie. „PERCEPTIONS TOWARDS ONLINE COUNSELLING AMONG EDUCATIONAL ACTORS FROM SPECIAL SCHOOL“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-025.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Educational counsellors"
Green, Vanessa A., Emma-Jayne Tse und Ulani Kan. Identifying effective support for students with disabilities who have experienced bullying. Journal of the Australian and New Zealand Student Services Association, April 2023. http://dx.doi.org/10.30688/janzssa.2023-1-03.
Der volle Inhalt der QuelleHernandez, Philippe Jose S., Maria Carinnes P. Alejandria, Rowena S. Guiang, Alvie P. Bergado-Timbangcaya, Jean S. Taypa, Peejay D. Bengwasan, Ma Francia Sazon-de Chavez et al. Guidance Counsellors on COVID-19 Experiences: Distance Education Successes and Challenges. Journal of the Australian and New Zealand Student Services Association, Januar 2024. http://dx.doi.org/10.30688/janzssa.2024-1-02.
Der volle Inhalt der QuelleFlottorp, Signe, Claire Glenton und Simon Lewin. Do lay or community health workers in primary healthcare improve maternal, child health and tuberculosis outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160810.
Der volle Inhalt der QuelleFlottorp, Signe, Claire Glenton und Simon Lewin. Do lay or community health workers in primary healthcare improve maternal, child health and tuberculosis outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608103.
Der volle Inhalt der QuelleReimer, David, Astrid Olsen, Bent Sortkær und Rie Thomsen. Reducing inequality in access to Higher Education in Denmark: Technical report for Nextstep 1.0 intervention and data collection. Aarhus University, Januar 2024. http://dx.doi.org/10.7146/aul.511.
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