Auswahl der wissenschaftlichen Literatur zum Thema „Relationships to school, schooling category“
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Zeitschriftenartikel zum Thema "Relationships to school, schooling category"
COSTACHE, Luminita, Eugen CRAI und Claudiu IVAN. „Exploring Educational Inclusion and School Segregation: New Perspectives from the Case Study of Romania“. Revista de Cercetare si Interventie Sociala, Nr. 85 (05.06.2024): 51–78. http://dx.doi.org/10.33788/rcis.85.3.
Der volle Inhalt der QuelleSouza, Heloisia Carneiro de, Roberta Pasqualli, Luiz Mario Lopes Cardoso und Flavio Manoel Cordeiro Borges Cardoso. „YOUTH, WORK AND SCHOOL IN THE RURAL SPACE“. Científic@ - Multidisciplinary Journal 11, Nr. 1 (01.01.2024): 1–10. http://dx.doi.org/10.37951/2358-260x.2024v11i1.7003.
Der volle Inhalt der QuellePutri, Adhelya, und Alfiasari. „FATHERS' PERCEPTIONS OF EDUCATION, CHILDREN'S EDUCATIONAL FACILITIES, CHILD-PARENT COMMUNICATION, AND ADOLESCENTS' SCHOOL CONTINUATION MOTIVATION IN FAMILIES OF CIRCULAR MIGRANT WORKERS“. Journal of Child, Family, and Consumer Studies 2, Nr. 3 (31.10.2023): 190–99. http://dx.doi.org/10.29244/jcfcs.2.3.190-199.
Der volle Inhalt der QuelleGee, James Paul. „Pleasure, Learning, Video Games, and Life: The Projective Stance“. E-Learning and Digital Media 2, Nr. 3 (September 2005): 211–23. http://dx.doi.org/10.2304/elea.2005.2.3.2.
Der volle Inhalt der QuelleEndrika, Sujarwo und Said Suhil Achmad. „Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education“. JPUD - Jurnal Pendidikan Usia Dini 14, Nr. 2 (30.11.2020): 361–78. http://dx.doi.org/10.21009/jpud.142.14.
Der volle Inhalt der QuelleAkhmetzyanova, Anna, Tatyana Artemyeva, Irina Salnikova und Elena Lemekh. „Structural and functional characteristics of prediction in preschool children with speech impairment“. Education & Self Development 16, Nr. 3 (30.09.2021): 398–419. http://dx.doi.org/10.26907/esd.16.3.31.
Der volle Inhalt der QuelleYoung, Michelle D., und Edward J. Fuller. „Notes From the Guest Editors“. Journal of School Public Relations 29, Nr. 2 (01.03.2008): 104–11. http://dx.doi.org/10.3138/jspr.29.2.104.
Der volle Inhalt der QuelleMeyers, C. E., und Jan Blacher. „Parents' Perceptions of Schooling for Severely Handicapped Children: Home and Family Variables“. Exceptional Children 53, Nr. 5 (Februar 1987): 441–49. http://dx.doi.org/10.1177/001440298705300506.
Der volle Inhalt der QuelleBomer, Randy, Joel E. Dworin, Laura May und Peggy Semingson. „Miseducating Teachers about the Poor: A Critical Analysis of Ruby Payne's Claims about Poverty“. Teachers College Record: The Voice of Scholarship in Education 110, Nr. 12 (Dezember 2008): 2497–531. http://dx.doi.org/10.1177/016146810811001201.
Der volle Inhalt der QuelleLewis, Travis, Lawrence Hodgkins und Kelly Wynne. „Trauma and Rural Schooling“. Theory & Practice in Rural Education 13, Nr. 2 (27.10.2023): 125–59. http://dx.doi.org/10.3776/tpre.2023.v13n2p125-159.
Der volle Inhalt der QuelleDissertationen zum Thema "Relationships to school, schooling category"
Bettendorff, Franck. „L’école inclusive et les dispositifs pour élèves à « besoins éducatifs particuliers » : scolarisation ou scolarité ? : l’exemple des EFIV ou la déconstruction d’une catégorie scolaire essentialiste“. Electronic Thesis or Diss., Paris 8, 2022. http://www.theses.fr/2022PA080010.
Der volle Inhalt der QuelleThe phenomenon of inconstant school attendance by pupils who have been termed “EFIV” (“children of itinerant and transient families”) since 2012 by the French Ministry of Education has led us to question not only a public classification but also policies and apparatuses pertaining to them. The research presented herein is a department-wide analysis of an area where a school attendance policy for this group has been applied for over ten years. By questioning the categories of research which in the past served to assess sporadic school attendance by “traveler” or “Gypsy” children, this analysis deconstructs the anthropological explanations concerning resistance to writing, to objectivating processes and to scholastic skills. Based on a qualitative survey mainly established via interviews with middle school children and their parents, the analysis likewise indicates how pupils’ situations cannot be reduced to mere family practices alone but also integrates the pupils’ differentiated roles, as per the diversity of their relationships to school, to scholastic knowledge and to the future. This same analysis also covers the roles played by the scholastic institutions themselves. Since some pupils remain insufficiently schooled, while others, even though attending school, never acquire middle school knowledge sets, it was necessary to create a distinction between schooling (the pupils’ use of scholastic knowledge) and school attendance (their presence in class). Last of all, through the analysis of a collection of documents and interviews with personnel, this thesis explores institutional action as an apparatus and challenges the policy of “the inclusive school”
Ebato, Michiko. „Agency and community participation in primary schooling in Mukono District, Uganda“. Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246435.
Der volle Inhalt der QuelleRoche, Agnes Marie. „Encounters with schooling : Mien American families in an urban school district /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7518.
Der volle Inhalt der QuelleRiegle, Pamela B. „An analysis of the relationships between Indiana home-school families and public-school superintendents“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117118.
Der volle Inhalt der QuelleDepartment of Educational Leadership
Simons, Ronnie. „Classroom communication and schooling: a case-study of teaching and learning in a secondary school in Soweto“. Thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/23628.
Der volle Inhalt der QuelleEdwards, Anna. „Collaborating and competing within the schooling marketplace : an exploration of inter-school relationships in an urban local authority“. Thesis, University of Bristol, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.752768.
Der volle Inhalt der QuelleYoung, Peter. „Non-shelter outcomes of housing : a case study of the relationships between housing and children's schooling /“. Connect to full text, 2002. http://setis.library.usyd.edu.au/adt/public_html/adt-NU/public/adt-NU20030206.225025.
Der volle Inhalt der QuelleYoung, P. „Non-shelter outcomes of housing a case study of the relationships between housing and children's schooling /“. Connect to full text, 2002. http://hdl.handle.net/2123/479.
Der volle Inhalt der QuelleTitle from title screen (viewed Apr. 28, 2008). Submitted in fulfilment of the requirements for the degree of Master of Philosophy to the Dept. of Architecture, Design Science and Planning, Faculty of Architecture. Degree awarded 2003; thesis submitted 2002. Includes bibliography. Also available in print form.
Kippax, Rodney A. „The institutional limits to, and possibility of, understanding young people diagnosed with 'mental disorders', within inclusive teacher-student relationships“. Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62023/1/Rodney_Kippax_Thesis.pdf.
Der volle Inhalt der QuelleMontmasson-Michel, Fabienne. „Enfances du langage et langages de l'enfance. Socialisation plurielle et différenciation sociale de la petite enfance scolarisée“. Thesis, Poitiers, 2018. http://www.theses.fr/2018POIT5004/document.
Der volle Inhalt der QuelleAt the end of the 20th century, the French nursery school has become the school of language for a whole age group, early childhood, in order to reduce school inequalities. However, both language and childhood are not unique and uniform because both of them are socially variable. This thesis questions the primacy of language in the nursery school from a double point of view: how do norms of school language, i.e. early literacy, affect children from socially different backgrounds? What are childhood’s languages and how are they connected? By taking language socialization as a research object, this thesis studies the plural socialization and social differentiation in schooled early childhood. The sociohistorical analysis shows that the primacy of language in nursery school came from social attention towards the young child. After having studied his fragile body, it invested his symbolic productions, revealed by an ethnocentric “science of the child”. Gradual-ly, the young child becomes a “cultural object”. Over the 19th century, this process took place in the educated and dominant parts of the upper class and the aristocracy. Women from these social groups took a close interest in early childhood. A first pedagogy of language was invented, at least ideally, in the Third Republic’s nursery school which aim was to bring up a reasonable citi-zen. But over the second half of the 20th century, language became a school issue, when the social problem of “school failure” appeared with mass schooling. A professional intervention field of early literacy was formed and imposed contents and norms for legitimate practices. Those early literacy entrepreneurs convey the educational standards and expectations of the cultivated middle class towards an “ideal customer”: by the elitist definition of a young child as someone with pre-supposed political and cognitive autonomy. The ethnographic inquiry describes plural socializa-tion involving several instances together and their socially differentiated products: school accul-turation, socialization among peers, family socializations, children material and symbolic culture (i.e. playful, fictional, graphic, alphabetical and reading culture, “school traditions”, legitimate culture). It reveals how the unequal distribution of these language products structures social rela-tions (both class & gender) between children at nursery school, at the crossroads between school acculturation and peer language. It reproduces social structure. The study concludes that the dif-ferential functions of nursery school are structured around both a real curriculum, (which part of the working class is comfortable with), and a hidden reflexive curriculum, (i. e. as a principal of extended literacy). This latter one belongs to social groups with education resources (i. e. middle class) and is the legitimate object of the professional intervention field in early literacy. Finally, the thesis shows that language established as a priority in order to reduce school inequalities actually perpetuates school domination. It happens through the pedagogical domination imposed by the norms entrepreneurs on the early language socialization’s agents
Bücher zum Thema "Relationships to school, schooling category"
B, Hiatt-Michael Diana, Hrsg. Promising practices for family involvement in schooling across the continents. Greenwich, Conn: Information Age Pub., 2005.
Den vollen Inhalt der Quelle findenHartley, Robyn. Getting a lot further--: Some factors influencing decisions which ethnic families make about children's schooling and post-school futures. Melbourne: Government Printer, 1987.
Den vollen Inhalt der Quelle findenReay, Diane. Class work: Mothers' involvement in their children's primary schooling. London: UCL Press, 1998.
Den vollen Inhalt der Quelle findenReed-Danahay, Deborah. Education and identity in rural France: The politics of schooling. Cambridge [England]: Cambridge University Press, 1996.
Den vollen Inhalt der Quelle findenReed-Danahay, Deborah. Education and identity in rural France: The politics of schooling. Cambridge [etc.]: Cambridge University Press, 1996.
Den vollen Inhalt der Quelle findenGriffiths, Alex. Learning at home: The parent, teacher, child alliance. London: Methuen, 1987.
Den vollen Inhalt der Quelle findenSanthakumar, V., Namita Gupta und Rama Murthy Sripada. Schooling for All: Can We Neglect the Demand? Oxford University Press India, 2016.
Den vollen Inhalt der Quelle findenTeachers, pupils, and primary schooling: Continuity and change. London: Cassell, 1996.
Den vollen Inhalt der Quelle findenDin, Suma. Muslim Mothers and their Children's Schooling. Trentham Books, 2017.
Den vollen Inhalt der Quelle findenDin, Suma. Muslim Mothers and Their Children's Schooling. Institute of Education Press (IOE Press), 2017.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Relationships to school, schooling category"
Nicolau, Lurdes. „Roma at School: A Look at the Past and the Present. The Case of Portugal“. In Social and Economic Vulnerability of Roma People, 153–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.
Der volle Inhalt der QuelleSimola, Mari, und Raisa Ahtiainen. „Contradictions and Opportunities in Contexts of Everyday Leadership in Education“. In Leadership in Educational Contexts in Finland, 235–56. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37604-7_12.
Der volle Inhalt der QuelleDuyar, Ibrahim, Keri D. Mina und Jeremy S. Owoh. „Promoting Student Creative Problem-Solving Skills“. In Advances in Educational Marketing, Administration, and Leadership, 78–99. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7772-0.ch005.
Der volle Inhalt der QuelleUddin, Emaj. „Social Origin, Psychosocial Adjustment, and School Achievement in Minority Children in Bangladesh“. In Advances in Educational Marketing, Administration, and Leadership, 196–211. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8837-9.ch010.
Der volle Inhalt der QuelleCastillo, Dante, und Alejandro Vega-Muñoz. „Sociological Perspectives on Migrant Children's Education“. In Advances in Early Childhood and K-12 Education, 107–37. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1847-2.ch005.
Der volle Inhalt der QuelleKalimaposo, Kalisto. „Understanding ADHD“. In Handbook of Research on Shifting Paradigms of Disabilities in the Schooling System, 116–31. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5800-6.ch009.
Der volle Inhalt der QuelleTreanor, Morag C. „Education“. In Child Poverty, 77–96. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447334668.003.0005.
Der volle Inhalt der QuelleAdela, Bradea, und Blandul Valentin. „Teacher Attitudes Towards the School Integration of Students With Special Educational Needs“. In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 138–52. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch008.
Der volle Inhalt der QuelleAdela, Bradea, und Blandul Valentin. „Teacher Attitudes Towards the School Integration of Students With Special Educational Needs“. In Analyzing Paradigms Used in Education and Educational Psychology, 170–88. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1427-6.ch008.
Der volle Inhalt der QuelleTopa (Four Arrows aka Don Trent Jacobs), Wahinkpe, und Jessica London Jacobs. „The Kinship Worldview“. In Supporting Children and Youth Through Spiritual Education, 181–96. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6371-0.ch010.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Relationships to school, schooling category"
Bors, Andra-Ramona. „Family-school partnership practices“. In Scientific-Practical Сonference ‘FAMILY RESILIENCE PERSPECTIVES IN THE CONTEXT OF MULTIPLE CRISES’. X Edition. Stratum plus I.P., High Anthropological School University, 2023. http://dx.doi.org/10.55086/prfcmcx4348.
Der volle Inhalt der QuelleAluko, Folake Ruth, und Mays, Tony Mays, Tony. „Promoting Equity and Inclusion: The Dire State of Out-of-School-Children in African Commonwealth Countries“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5400.
Der volle Inhalt der QuelleBeutel, Denise Ann, Donna Tangen und Rebecca Spooner-Lane. „An exploratory study of early career teachers as culturally responsive teachers“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.
Der volle Inhalt der QuellePerera, P. Y. O., und W. G. A. D. Pieris. „Unveiling the Unspoken: A Content Analysis of ‘School Girl’ Sri Lankan Online Pornography“. In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/xdkz9855.
Der volle Inhalt der QuelleNechytailo, Tetiana, Halyna Fesun, Tetiana Kanivets und Alla Simak. „Psychological Features of Manifestation of Coping-Resources of Schoolteachers“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/20.
Der volle Inhalt der QuellePerumal, Juliet, und Andrea Dawson. „Racial Dynamics at an Independent South African Educational Institution“. In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.
Der volle Inhalt der QuelleIordache, Dragos daniel, und Aurel Patru. „FACEBOOK USE BY VISUALLY IMPAIRED STUDENTS“. In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-165.
Der volle Inhalt der QuelleRamirez, Jason, Christine Lee, Elliot Wallace und Kristen Lindgren. „Development and Initial Validation of Marijuana Identity Implicit Associations Tests among Late Adolescents in Washington State“. In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.13.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Relationships to school, schooling category"
De Bortoli, Lisa, Catherine Underwood, Tim Friedman und Eveline Gebhardt. PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics. Australian Council for Educational Research, Mai 2024. http://dx.doi.org/10.37517/978-1-74286-726-7.
Der volle Inhalt der QuelleMcKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles und Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.
Der volle Inhalt der QuelleFawcett, Caroline S. Latin American Youth in Transition: A Policy Paper on Youth Unemployment in Latin America and the Caribbean. Inter-American Development Bank, Juli 2002. http://dx.doi.org/10.18235/0008409.
Der volle Inhalt der QuelleBarjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.
Der volle Inhalt der QuelleSchooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.
Der volle Inhalt der QuelleNational report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, Dezember 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.
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