Zeitschriftenartikel zum Thema „Relationships to school, schooling category“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Relationships to school, schooling category" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
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 QuelleJonas, Anne. „'Not Just a Computer Screen:' Distributed Attunement in Virtual School Environments“. Proceedings of the ACM on Human-Computer Interaction 8, CSCW1 (17.04.2024): 1–27. http://dx.doi.org/10.1145/3641012.
Der volle Inhalt der QuelleAryal, Shiva. „Cultural Nexus Between School and Community“. AMC Journal 3, Nr. 1 (23.08.2022): 128–41. http://dx.doi.org/10.3126/amcj.v3i1.45469.
Der volle Inhalt der QuelleFerreira, Bertus R. „An assessment of relationships among schooling, school performance and delinquency“. International Journal of Comparative and Applied Criminal Justice 22, Nr. 2 (September 1998): 235–48. http://dx.doi.org/10.1080/01924036.1998.9678620.
Der volle Inhalt der QuelleLo, Pang Van, und Neil Welch. „The Path from the Village: The Education of Thai Ethnic Students in Vietnam“. Australian and International Journal of Rural Education 29, Nr. 1 (19.02.2019): 72–87. http://dx.doi.org/10.47381/aijre.v29i1.178.
Der volle Inhalt der QuelleYakovleva, Svitlana. „Motivation of behavior of elementary school children with auditory sensory deprivation“. Social welfare : interdisciplinary approach 3, Nr. 2 (30.12.2013): 98–108. http://dx.doi.org/10.15388/sw.2013.28226.
Der volle Inhalt der QuelleChun Sing Ho, Maxwell, und Jiafang Lu. „School competition in Hong Kong: a battle of lifting school academic performance?“ International Journal of Educational Management 33, Nr. 7 (04.11.2019): 1483–500. http://dx.doi.org/10.1108/ijem-07-2018-0201.
Der volle Inhalt der QuelleBrooms, Derrick R., und Keisha M. Wint. „Caring Now and Later: Black Boys’ Schooling Experiences of Relational Care“. Teachers College Record: The Voice of Scholarship in Education 123, Nr. 9 (September 2021): 112–43. http://dx.doi.org/10.1177/01614681211051995.
Der volle Inhalt der QuelleKhanna, Gaurav. „Does Affirmative Action Incentivize Schooling? Evidence from India“. Review of Economics and Statistics 102, Nr. 2 (Mai 2020): 219–33. http://dx.doi.org/10.1162/rest_a_00848.
Der volle Inhalt der QuelleFurlong, Michael J., Jeffrey J. Froh, Meagan E. Muller und Victoria Gonzalez. „The Role of Gratitude in Fostering School Bonding“. Teachers College Record: The Voice of Scholarship in Education 116, Nr. 13 (April 2014): 58–79. http://dx.doi.org/10.1177/016146811411601316.
Der volle Inhalt der QuelleFrye, Margaret. „Cultural Meanings and the Aggregation of Actions: The Case of Sex and Schooling in Malawi“. American Sociological Review 82, Nr. 5 (04.08.2017): 945–76. http://dx.doi.org/10.1177/0003122417720466.
Der volle Inhalt der QuelleFitrianingrum, Safira, und Budi Murtiyasa. „Private Student's Junior High School and Their Numeracy Literacy Competency“. Jurnal Penelitian Pendidikan IPA 9, Nr. 9 (25.09.2023): 7645–50. http://dx.doi.org/10.29303/jppipa.v9i9.4640.
Der volle Inhalt der QuelleShin, Eunyoung. „The Relationship between Early Adolescence School Violence Victimization, Peer Relationships, and the Moderating Effect of School Transfer Experience“. Korean Association For Learner-Centered Curriculum And Instruction 23, Nr. 19 (15.10.2023): 149–58. http://dx.doi.org/10.22251/jlcci.2023.23.19.149.
Der volle Inhalt der QuelleAndjelkovic, Biljana, und Sasa Nedeljkovic. „The epidemic as a ‘regulator’ of interpersonal relationships: The impact of ‘combined’ schooling on the relationship among primary school students“. Bulletin de l'Institut etnographique 69, Nr. 3 (2021): 625–39. http://dx.doi.org/10.2298/gei2103625a.
Der volle Inhalt der QuelleJha, Pushpam Kumar. „TEACHING AS CIVILISING MISSION: AN ETHNOGRAPHIC REFLECTION OF SCHOOLING IN RURAL BASTAR“. SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 10, Nr. 73 (01.09.2022): 17667–80. http://dx.doi.org/10.21922/srjis.v10i73.11669.
Der volle Inhalt der QuelleZecca, Luisa, und Valeria Cotza. „Distance relationships and educational fragilities: A Student Voice research in digital third spaces“. Research on Education and Media 12, Nr. 1 (01.12.2020): 34–41. http://dx.doi.org/10.2478/rem-2020-0005.
Der volle Inhalt der QuelleStritikus, Tom, und Diem Nguyen. „Strategic Transformation: Cultural and Gender Identity Negotiation in First-Generation Vietnamese Youth“. American Educational Research Journal 44, Nr. 4 (Dezember 2007): 853–95. http://dx.doi.org/10.3102/0002831207308645.
Der volle Inhalt der QuelleOreopoulos, Philip, und Kjell G. Salvanes. „Priceless: The Nonpecuniary Benefits of Schooling“. Journal of Economic Perspectives 25, Nr. 1 (01.02.2011): 159–84. http://dx.doi.org/10.1257/jep.25.1.159.
Der volle Inhalt der QuelleMcCulloch, Gary. „Constructing the Community: Secondary Schools and Their Neighbourhoods in 20th Century Auckland“. Australian Journal of Education 36, Nr. 2 (August 1992): 143–56. http://dx.doi.org/10.1177/000494419203600203.
Der volle Inhalt der QuelleBrooms, Derrick R. „Black Otherfathering in the Educational Experiences of Black Males in a Single-Sex Urban High School“. Teachers College Record: The Voice of Scholarship in Education 119, Nr. 11 (November 2017): 1–46. http://dx.doi.org/10.1177/016146811711901102.
Der volle Inhalt der QuelleCharteris, Jennifer, und Angela Page. „School bonding, attachment, and engagement through remote learning: Fostering school connectedness“. Teachers' Work 18, Nr. 2 (10.12.2021): 91–108. http://dx.doi.org/10.24135/teacherswork.v18i2.329.
Der volle Inhalt der QuelleKillen, Andrew, und Chris Holligan. „Something wasn't right … Democratic experiences for children in a Scottish primary school“. FORUM 64, Nr. 3 (15.11.2022): 140–53. http://dx.doi.org/10.3898/forum.2022.64.3.14.
Der volle Inhalt der QuelleRohmatillah, Wulida, und Nanik Kholifah. „Stress Akademik antara Laki-laki dan Perempuan Siswa School from Home“. Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan 8, Nr. 1 (21.03.2021): 38–52. http://dx.doi.org/10.35891/jip.v8i1.2648.
Der volle Inhalt der QuelleФедоришин, Олександр Петрович. „SOCIALIZATION IN THE SCHOOLING PROCESS VIA COOPERATIVE LEARNING“. Інноватика у вихованні 1, Nr. 11 (30.05.2020): 167–74. http://dx.doi.org/10.35619/iiu.v1i11.270.
Der volle Inhalt der QuelleHeuser-Spura, Katharina M., Julia Jaekel und Dieter Wolke. „The Impact of Formal School Entry on Children’s Social Relationships with Parents, Siblings, and Friends“. Children 8, Nr. 10 (06.10.2021): 891. http://dx.doi.org/10.3390/children8100891.
Der volle Inhalt der QuelleFitzgerald, Scott, Susan McGrath-Champ, Meghan Stacey, Rachel Wilson und Mihajla Gavin. „Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork“. Journal of Industrial Relations 61, Nr. 5 (14.11.2018): 613–36. http://dx.doi.org/10.1177/0022185618801396.
Der volle Inhalt der QuelleMourgues, Catalina V., Sascha Hein, Mei Tan, Ray Diffley III und Elena L. Grigorenko. „The Role of Noncognitive Factors in Predicting Academic Trajectories of High School Students in a Selective Private School“. European Journal of Psychological Assessment 32, Nr. 1 (Januar 2016): 84–94. http://dx.doi.org/10.1027/1015-5759/a000332.
Der volle Inhalt der QuelleMalmberg, Lars-Erik, Brigitte Wanner und Todd D. Little. „Age and school-type differences in children's beliefs about school performance“. International Journal of Behavioral Development 32, Nr. 6 (November 2008): 531–41. http://dx.doi.org/10.1177/0165025408095558.
Der volle Inhalt der QuelleAkinnaso, F. Niyi. „Schooling, Language, and Knowledge in Literate and Nonliterate Societies“. Comparative Studies in Society and History 34, Nr. 1 (Januar 1992): 68–109. http://dx.doi.org/10.1017/s0010417500017448.
Der volle Inhalt der QuelleNurwanto, Nurwanto, und Wahdan Najib Habiby. „Penyemaian Sikap Hidup Damai di Sekolah: Tinjauan Pendidikan Perdamaian dan Multi-Dimensi Kurikulum“. Scholaria: Jurnal Pendidikan dan Kebudayaan 10, Nr. 1 (24.01.2020): 1–11. http://dx.doi.org/10.24246/j.js.2020.v10.i1.p1-11.
Der volle Inhalt der QuelleZambrana Vargas, Jaime. „The school in the Quechua peasant world: sociocultural tensions between modes of socialization of knowledge“. education policy analysis archives 14 (28.11.2006): 32. http://dx.doi.org/10.14507/epaa.v14n32.2006.
Der volle Inhalt der QuelleAu, Kathryn H. „Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds“. Journal of Literacy Research 30, Nr. 2 (Juni 1998): 297–319. http://dx.doi.org/10.1080/10862969809548000.
Der volle Inhalt der QuelleSarroub, Loukia. „The Sojourner Experience of Yemeni American High School Students: An Ethnographic Portrait“. Harvard Educational Review 71, Nr. 3 (01.09.2001): 390–416. http://dx.doi.org/10.17763/haer.71.3.m8190855254316p1.
Der volle Inhalt der QuelleAli, Karamat, und Rana Ejaz Ali Khan. „Simultaneous Decision Making of Child Schooling and Child Labour in Pakistani Urban Households“. LAHORE JOURNAL OF ECONOMICS 9, Nr. 1 (01.01.2004): 127–48. http://dx.doi.org/10.35536/lje.2004.v9.i1.a6.
Der volle Inhalt der QuelleGottfried, Michael A., und Darryl Williams. „STEM Club Participation and STEM Schooling Outcomes“. education policy analysis archives 21 (07.10.2013): 79. http://dx.doi.org/10.14507/epaa.v21n79.2013.
Der volle Inhalt der QuelleGutman, Dasia Black. „Aboriginal Children Want to Learn ‘Good School Work’“. Aboriginal Child at School 20, Nr. 2 (Mai 1992): 12–24. http://dx.doi.org/10.1017/s031058220000777x.
Der volle Inhalt der QuelleGallo, Sarah, und Andrea Ortiz. „“Airplanes Not Walls”: Broaching Unauthorized (Im)migration and Schooling in Mexico“. Teachers College Record: The Voice of Scholarship in Education 122, Nr. 8 (August 2020): 1–40. http://dx.doi.org/10.1177/016146812012200810.
Der volle Inhalt der QuelleBirnhack, Michael, und Lotem Perry-Hazan. „School Surveillance in Context: High School Students’ Perspectives on CCTV, Privacy, and Security“. Youth & Society 52, Nr. 7 (27.05.2020): 1312–30. http://dx.doi.org/10.1177/0044118x20916617.
Der volle Inhalt der QuelleWadham, Ben, Larry Owens und Grace Skryzpiec. „Taking Relationships to School: Power, Authority and Identity Work in Young People's Dispositions to Schooling“. Power and Education 6, Nr. 2 (Januar 2014): 130–44. http://dx.doi.org/10.2304/power.2014.6.2.130.
Der volle Inhalt der QuelleKatz, Susan Roberta. „Teaching in Tensions: Latino Immigrant Youth, Their Teachers, and the Structures of Schooling“. Teachers College Record: The Voice of Scholarship in Education 100, Nr. 4 (Januar 1999): 809–40. http://dx.doi.org/10.1177/016146819910000405.
Der volle Inhalt der QuelleQuaynor, Laura, und Bright Borkorm. „Remapping citizenship: Relationships between education levels and ethnonational identities in Côte d’Ivoire, Ghana, and Liberia“. Education, Citizenship and Social Justice 15, Nr. 1 (05.11.2019): 47–63. http://dx.doi.org/10.1177/1746197919861075.
Der volle Inhalt der Quelle