Auswahl der wissenschaftlichen Literatur zum Thema „New England Vocational School“
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Zeitschriftenartikel zum Thema "New England Vocational School"
Markowitsch, Jörg, und Günter Hefler. „Staying in the Loop: Formal Feedback Mechanisms Connecting Vocational Training to the World of Work in Europe“. International Journal for Research in Vocational Education and Training 5, Nr. 4 (17.12.2018): 285–306. http://dx.doi.org/10.13152/ijrvet.5.4.3.
Der volle Inhalt der QuelleHupkau, Claudia, Sandra McNally, Jenifer Ruiz-Valenzuela und Guglielmo Ventura. „Post-Compulsory Education in England: Choices and Implications“. National Institute Economic Review 240 (Mai 2017): R42—R57. http://dx.doi.org/10.1177/002795011724000113.
Der volle Inhalt der QuelleWan, Jun, und Wanyin Hao. „Talent Training Mode Under the Background of School Enterprise Cooperation and the Integration of Industry and Education“. Journal of Theory and Practice of Humanities Science 1, Nr. 01 (30.11.2023): 31–36. http://dx.doi.org/10.53469/jtphs.2023.01(01).05.
Der volle Inhalt der QuelleУсова, С., und S. Usova. „Vocational Guidance in School: Relevance and New Challenges“. Profession-Oriented School 7, Nr. 1 (11.03.2019): 39–46. http://dx.doi.org/10.12737/article_5c666cc4348bb4.74343113.
Der volle Inhalt der QuelleKhubaeva, Lana K. „Vladikavkaz Loris-Melikov Vocational School“. Vestnik of North-Ossetian State University, Nr. 4 (25.12.2021): 73–77. http://dx.doi.org/10.29025/1994-7720-2021-4-73-77.
Der volle Inhalt der QuelleDoyle, Lesley. „Conceptualising a Transition: The Case of Vocational and Academic Learning in England, Scotland and the USA“. Research in Comparative and International Education 7, Nr. 4 (01.01.2012): 446–64. http://dx.doi.org/10.2304/rcie.2012.7.4.446.
Der volle Inhalt der QuelleLUO, Qi. „School-based Training for Novice Teachers in Vocational Colleges“. Journal of Social Science Studies 9, Nr. 1 (02.03.2022): 25. http://dx.doi.org/10.5296/jsss.v9i1.19612.
Der volle Inhalt der QuelleLi, Qian. „Promoting Comprehensive Reform of Vocational School Education with Innovative Management“. Frontiers of Engineering and Scientific Research 1, Nr. 1 (29.05.2022): 12. http://dx.doi.org/10.56028/fesr.1.1.12.
Der volle Inhalt der QuelleOhara, Eric, Slamet Prawiro Harto und Rita Fransina Maruanaya. „Policy Shift to Reduce Unemployment of Vocational School Graduates in Indonesia (A National Study)“. Jurnal Pendidikan Teknologi dan Kejuruan 26, Nr. 2 (25.09.2020): 129–39. http://dx.doi.org/10.21831/jptk.v26i2.33144.
Der volle Inhalt der QuelleGolle, Jessika, Norman Rose, Richard Göllner, Marion Spengler, Gundula Stoll, Nicolas Hübner, Sven Rieger et al. „School or Work? The Choice May Change Your Personality“. Psychological Science 30, Nr. 1 (08.11.2018): 32–42. http://dx.doi.org/10.1177/0956797618806298.
Der volle Inhalt der QuelleDissertationen zum Thema "New England Vocational School"
Zhou, Joe Xiongwei. „Chinese immigrant entrepreneurs in New England area“. Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44438.
Der volle Inhalt der QuelleMore and more Chinese immigrants came to the U.S. to start a whole new life. Some of them became entrepreneurs. This study focused on Chinese new immigrant entrepreneurs in New England area, and analyzed what factors have the most effective impact of the Chinese new immigrants to become an entrepreneur. This is first survey to study the career choice and entrepreneurship experience of Chinese immigrants in the New England area. From 190 complete responses, 66 of them are entrepreneurs. In this survey study, we have gained valuable information of the well-educated Chinese immigrants in the New England area. Also, we studied the specific characteristics of these Chinese entrepreneurs, and tried to identify some features that are helpful to becoming a successful entrepreneur. Based on the survey result, (1) working in a small company, (2) having responsibilities relating to greater China, (3) holding a position in general management or sales and marketing, and (4) attending social activity at least once per month are positive factors contributing to Chinese immigrant entrepreneurs.
by Joe Xiongwei Zhou.
M.B.A.
Whitman, Robert Leader. „Literacy, new capitalism, and new work orders: Case studies from school-to-work education“. Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280663.
Der volle Inhalt der QuellePatrick, Rachel, und r. patrick@rmit edu au. „New teachers, professional knowledge and educational reform in New Zealand“. Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081022.073150.
Der volle Inhalt der QuelleMoro, Jessica M. „School Improvement Grants at Work| A Study of Urban, Public New England Schools“. Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600004.
Der volle Inhalt der QuelleEducation policy and mandates have changed drastically over the last 40 years. As politicians began adopting educational platforms as part of their political agenda, the educational standards of the United States have risen. Politicians have specifically targeted underserved populations as the focus of their educational reforms. Programs such as Race to the Top, FERPA, and No Child Left Behind are examples of politicians attempting to provide all students with equitable educations, regardless of ethnicity, gender, and economic background.
Just as it is naïve to believe that all students learn the same, it is also naïve to believe that there is one perfect program that will meet the needs of all students in all areas of the country. Under the reauthorization of the Elementary and Secondary Education Act in 2009, the US Department of Education strove to close the education gap with the introduction of School Improvement Grants. The SIG provided federal funds to underserved schools through a rigorous application process. The funds were available to approved schools for 3-year period. The purpose of this grant was to help underserved schools create and implement a program that was tailored to meet the needs of their students, while promoting academic growth.
This study focused on urban, public New England schools who received SIG funds between 2010 – 2016. Through semi-structured interviews with administrators at identified successful SIG schools, a list of best practices has been compiled as a reference for future urban, public New England schools who receive SIG funding. The key findings of this study indicated that communication, strong leadership, collaboration, and good staffing choices played a significant role in the success of the SIG programs. The conclusion of this study indicated that while schools and students have a vast range of needs and difficulties, there are several common shared experiences that could possibly help other administrators in their quest to implement a successful SIG program.
Pope, Earl A. „New England Calvinism and the disruption of the Presbyterian Church“. New York : Garland Pub, 1987. http://catalog.hathitrust.org/api/volumes/oclc/15792178.html.
Der volle Inhalt der QuelleTaylor, Chris. „The geography of the 'new' secondary education market and school choice in England and Wales“. Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30391.
Der volle Inhalt der QuelleTate, Philip Alan. „A comparative study of school music between Central New Jersey U.S.A. and South East England“. Thesis, Institute of Education (University of London), 2000. http://eprints.ioe.ac.uk/18891/.
Der volle Inhalt der QuelleSaville, K. G. „Bilingual education planning through free school reform in England : a case study of new institutional development“. Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1565524/.
Der volle Inhalt der QuelleWashington, Shaneé Adrienne. „Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District“. Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.
Der volle Inhalt der QuelleThis exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Williams, Molly K. „For God and Country: Scriptural Exegesis, Editorial Intervention, and Revolutionary Politics in First New England School Anthems“. University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511862418359819.
Der volle Inhalt der QuelleBücher zum Thema "New England Vocational School"
Pietsch, Susanne. The new craft school. Heijningen: Jap Sam Books, 2018.
Den vollen Inhalt der Quelle findenHamilton, Philip K. New England School of Law. Charleston, SC: Arcadia Pub., 2008.
Den vollen Inhalt der Quelle findenCourtenay, Christina. New England rocks. Camberley, Surrey: Choc Lit, 2013.
Den vollen Inhalt der Quelle findenD, Morgan Robert, Kuther Tara L und Habben Corey J, Hrsg. Life after graduate school in psychology: Insider's advice from new psychologists. New York: Psychology Press, 2005.
Den vollen Inhalt der Quelle findenCovin, Carol L. Covin's New England computer job guide. Arlington, VA: Vandamere Press, 1991.
Den vollen Inhalt der Quelle findenPaul, Wehman, Hrsg. Transition from school to work: New challenges for youth with severe disabilities. Baltimore: Paul H. Brookes, 1988.
Den vollen Inhalt der Quelle findenD, Bragg Debra, Hrsg. The new vocationalism in community colleges. San Francisco: Jossey-Bass, 2001.
Den vollen Inhalt der Quelle findenAinley, Pat. From school to YTS: Education and training in England and Wales, 1944-1987. Milton Keynes: Open University Press, 1988.
Den vollen Inhalt der Quelle findenLaurel, Tumarkin, Browne Daniel 1978-, González Isabel und New York (N.Y.). Office of the Public Advocate., Hrsg. Blue school, pink school: Gender imbalance in New York City CTE high schools. NY [i.e. New York City], NY: New York City Public Advocate, 2008.
Den vollen Inhalt der Quelle findenBailey, Larry J. Working: Skills for a new age. Albany, N.Y: Delmar Publishers, 1990.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "New England Vocational School"
Little, Chris. „The School Mathematics Project: Some Secondary School Assessment Initiatives in England“. In New ICMI Study Series, 85–97. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-0980-4_8.
Der volle Inhalt der QuelleMiddleton, Stuart. „Secondary/Tertiary High School, Changing Student Experiences Through VET“. In Reshaping Vocational Education and Training in Aotearoa New Zealand, 191–207. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12168-5_11.
Der volle Inhalt der QuelleStalder, Barbara E., Marlise Kammermann, Iris Michel und Marie-Theres Schönbächler. „Successful Integration of Refugees in Vocational Education and Training: Experiences from a New Pre-vocational Programme“. In Migration, Education and Employment, 133–54. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41919-5_9.
Der volle Inhalt der QuelleAvis, James, und Kevin Orr. „The New Professionalism: An Exploration of Vocational Education and Training Teachers in England“. In International Handbook of Research in Professional and Practice-based Learning, 1099–124. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8902-8_40.
Der volle Inhalt der QuelleWagner, Cornelia, und Dina Kuhlee. „Performance Management, Quality Management and Leadership within German State School Administration? The Changing Agenda of Governance in Vocational Schools and its Effects on Teachers“. In Governance in der Lehrerausbildung: Analysen aus England und Deutschland, 245–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-05894-4_15.
Der volle Inhalt der QuellePrasasti, Devita Dwi Annisa, und Luluk Ria Rakhma. „Differences in Vitamin C Intake Among Vocational School Students in the New Normal Era Based on Their Nutrition and Immunity Knowledge“. In Advances in Health Sciences Research, 92–107. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-184-5_10.
Der volle Inhalt der QuelleOude Groote Beverborg, Arnoud, Maarten Wijnants, Peter J. C. Sleegers und Tobias Feldhoff. „Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research“. In Accountability and Educational Improvement, 219–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_11.
Der volle Inhalt der QuelleOda, Michiyo, Yoko Noborimoto und Tatsuya Horita. „Implications for Computer Science Curricula in Primary School: A Comparative Study of Sequences in England, South Korea, and New Zealand“. In IFIP Advances in Information and Communication Technology, 641–52. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-43393-1_57.
Der volle Inhalt der QuelleLakkala, Suvi, Tuija Turunen, Merja Laitinen, Katja Norvapalo und Kaisa Thessler. „Does it Matter Where You Live? Young People’s Experiences of Educational Transitions from Basic Education to Further Education in Finnish Lapland“. In Springer Polar Sciences, 97–112. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_7.
Der volle Inhalt der QuelleSpencer, Ruth Viola. „Improvement of Human and Environmental Health Through Waste Management in Antigua and Barbuda“. In Fostering Transformative Change for Sustainability in the Context of Socio-Ecological Production Landscapes and Seascapes (SEPLS), 215–28. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6761-6_12.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "New England Vocational School"
Mercer, Tim, und Jonathan Francis. „Education and Industry Partnership: A Case Study of Co-Delivery“. In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16065.
Der volle Inhalt der QuelleKrystof, David, und Petr Adamec. „AREAS OF EVALUATION OF VOCATIONAL HIGH SCHOOL TEACHERS“. In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0412.
Der volle Inhalt der QuelleSzőköl, István, Branislav Pupala und Ondrej Kováč. „KEY COMPETENCES OF A SECONDARY VOCATIONAL SCHOOL GRADUATE“. In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0009.
Der volle Inhalt der QuelleBass, R. A. Daniel, und Michael O’Rourke. „Observations of Snow Load Effects on Four School Buildings in New England“. In Structures Congress 2017. Reston, VA: American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784480397.026.
Der volle Inhalt der QuelleMaltsev, Aleksey, Tatjana Kasyanova, Olga Zakrevskaya und Larissa Zubova. „VOCATIONAL TRAINING FOR SCHOOL STUDENTS: FROM THE TEACHER’S POINT OF VIEW“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0147.
Der volle Inhalt der QuelleSerafin, Cestmir. „DECISION-MAKING PROCESS OF SECONDARY VOCATIONAL SCHOOL GRADUATES WHEN CHOOSING COLLEGE“. In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0154.
Der volle Inhalt der QuelleSmékalová, Lucie, und Karel Němejc. „TRANSFERABLE COMPETENCIES OF STUDENTS IN TECHNICAL FIELDS AT A SECONDARY VOCATIONAL SCHOOL“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1695.
Der volle Inhalt der QuelleYamamoto, Fernanda. „INTEGRATED TECHNICAL/VOCATIONAL TRAINING IN SECONDARY SCHOOL: DEVELOPMENT OF AN INNOVATIVE CURRICULUM“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0319.
Der volle Inhalt der QuelleGreany, Toby. „A New Economy of Knowledge: Responses to the Marketization of School Improvement Services in England“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578169.
Der volle Inhalt der QuelleZatti, José Pablo, und Maria da Graça Nicoletti Mizukami. „THE CONTRIBUTION OF LEARNING SEQUENCES DESIGN FOR TEACHER PROFESSIONAL DEVELOPMENT IN HIGH SCHOOL VOCATIONAL EDUCATION“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end026.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "New England Vocational School"
Doran, Helen, Louise Skowron, Nick Roberts, Avindri Chandraharan und Charlotte Evans. School Food Standards Compliance Pilot: Discovery and Feasibility Research. Food Standards Agency, November 2023. http://dx.doi.org/10.46756/sci.fsa.evh922.
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