Thematische Bibliographien / School camp

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Auswahl der wissenschaftlichen Literatur zum Thema „School camp“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 9. Februar 2022

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Zeitschriftenartikel zum Thema "School camp"

Kulegel, Selin, und Unsal Umdu Topsakal. „Secondary School Students’ Perceptions About Space Camp: Space Camp Turkey“. Journal of Education and Learning 9, Nr. 3 (28.05.2020): 154. http://dx.doi.org/10.5539/jel.v9n3p154.

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The aim of this research is to investigate the effects of outdoor learning environments such as space camp on the perceptions of secondary school students about astronomy, career choices, and development of 21st century skills. Izmir space camp trip was organized in 2019. Qualitative study was conducted with secondary school 5th grade students attending the space camp (N = 24). Semi-structured interview form, focus group interview, space camp evaluation form and researcher observation notes were used as data collection tools. Data analysis was evaluated with content analysis and open coding. Students participated in the program of stars and planets adventure. In this program, the participants had the opportunity to use astronaut training simulators that give the feeling of living and working in space, to perform simulated shuttle missions, to learn new information from experts in the field and to get more detailed information about the professions. At the end of the study, it was revealed that out of school learning environments such as space camps had a positive effect on students. As a result of the study, it has been observed that the students perform their duties in a team collaboration in shuttle mission and develop their critical, questioning and thinking skills by experiencing the discussions about the subject with the experts. In addition, the misconception about Pluto was also determined.

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Siew-Eng, Ling, Lai Kim-Leong und Ling Siew-Ching. „Mathematics Camp Model for Primary School“. Procedia - Social and Behavioral Sciences 8 (2010): 248–55. http://dx.doi.org/10.1016/j.sbspro.2010.12.034.

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McCarty, Tricia, Lisa Kauffman und Nichole Bobo. „School Nurses Go to Diabetes Camp“. NASNewsletter 23, Nr. 3 (Mai 2008): 9–10. http://dx.doi.org/10.1177/104747570802300305.

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Trulson, Chad, Ruth Triplett und Clete Snell. „Social Control in a School Setting: Evaluating a School-Based Boot Camp“. Crime & Delinquency 47, Nr. 4 (Oktober 2001): 573–609. http://dx.doi.org/10.1177/0011128701047004005.

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In the past few years, several dramatic incidents have spurred renewed efforts to control violence and prevent crime in schools. Although it has yet to become a matter of much public discussion, what is particularly notable about many of these efforts is the increased collaboration of criminal and juvenile justice agencies with schools in their capacity as formal agents of control. In the present study, the authors evaluate one program that embodies this type of collaboration—Specialized Treatment and Rehabilitation (STAR). STAR is an innovative juvenile boot camp program in a public school setting that is operated through the combined efforts of the school, the juvenile court, and the juvenile probation department. Results of the evaluation revealed that although the program had a relatively small impact on recidivism, perceptions garnered from parents, teachers, and STAR participants were quite favorable for the program overall.

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Woods, Mary C., und John R. Burns. „School Camp Refusal and Reluctance: The Role of the School Psychologist“. Journal of Psychologists and Counsellors in Schools 28, Nr. 2 (10.07.2018): 235–47. http://dx.doi.org/10.1017/jgc.2018.11.

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Attendance at overnight school camp is an integral component of the Australian educational landscape. However, some students are reluctant to attend camp, while others refuse to attend at all. School psychologists play an important part in supporting these students and their families, and teachers. While much is published about general school refusal, there is surprisingly little attention given to the specific management of school camp refusal and reluctance. This article summarises the contribution of the related theoretical areas of childhood anxiety, school refusal, and homesickness. It then outlines, through a case study example, a management approach for school psychologists, from presentation of the problem to assessment, through to informed intervention, including a suite of strategies to support the student, parents and teachers, who have duty of care during camps.

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Petrash, Elena, Tatyana Sidorova und Inna Pradun. „PEDAGOGICAL PREPARATION OF CAMP COUNSELORS FOR WORKING IN MODERN SCHOOL“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (20.05.2020): 470. http://dx.doi.org/10.17770/sie2020vol3.4853.

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The article discusses the problem of pedagogical training of camp counselors for working at school. The authors note that the profession of counselor in modern conditions takes on a completely different meaning: the introduction of the counselor position in the staff of the modern school is associated not only with the organization of children's vacation, recreation and rehabilitation, but also with the need to include counselors in the school educational activities during the school year.The article presents an empirical research of the counselors importance and their role in a modern school: a description of diagnostic tools is given, the survey results are analyzed by the authors. Also the authors diagnose the qualities and knowledge needed to the modern counselor, determine the counselor’s mission in a school, conduct a comparative analysis of the counselor’s activities at the school and the summer camp, summarizing the points of view of students and teachers (class teachers, representatives of the administration of educational institutions). The data obtained during the experiment formed the basis to create the educational program “Camp counselor at school”, focused on the pedagogical training of counselors for working at schools. The article is intended for public reading and for those who are interested in the problems of modernization of the general education system.

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Ntshayintshayi, Peaceful, Tshepo Ntho, Leepile Sehularo, Abel Pienaar, Letlhogonolo Chandu und Neo Nare. „School of Nursing Science First Leadership Camp“. Africa Journal of Nursing and Midwifery 19, Nr. 1 (01.06.2017): 214–16. http://dx.doi.org/10.25159/2520-5293/2075.

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Grambo, Gregory. „Camp Armstrong: A middle school orientation program“. Gifted Child Today 18, Nr. 2 (März 1995): 40–48. http://dx.doi.org/10.1177/107621759501800211.

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Franchini, Cinzia, Alice Rosi, Cristian Ricci und Francesca Scazzina. „The EnergyKids Pilot Study: Comparing Energy Balance of Primary School Children during School and Summer Camp“. Nutrients 13, Nr. 1 (30.12.2020): 92. http://dx.doi.org/10.3390/nu13010092.

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Children’s energy requirements may vary during school and summer camp days. To evaluate energy balance during these two periods, seventy-eight children (45% females, 8–10 years) living in Parma, Italy, were enrolled in this observational study. Participants completed a 3-day food diary and wore an activity tracker for three consecutive days during a school- and a summer camp-week to estimate energy intake (EI) and energy expenditure (TEE). Height and body weight were measured at the beginning of each period to define children’s weight status. BMI and EI (school: 1692 ± 265 kcal/day; summer camp: 1738 ± 262 kcal/day) were similar during both periods. Both physical activity and TEE (summer camp: 1948 ± 312; school: 1704 ± 263 kcal/day) were higher during summer camp compared to school time. Therefore, energy balance was more negative during summer camp (−209 ± 366 kcal/day) compared to school time (−12 ± 331 kcal/day). Similar results were observed when males and females were analyzed separately but, comparing the sexes, males had a higher TEE and a more negative energy balance than females, during both periods. The results strongly suggest that an accurate evaluation of children’s energy balance, that considers both diet and physical activity, is needed when planning adequate diets for different situations.

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Nurlailita, Dea. „Metode Pembelajaran Tahfidz Camp di SMAIT As-Syifa Boarding School Subang“. Journal of Education and Teaching 2, Nr. 2 (15.08.2021): 168. http://dx.doi.org/10.24014/jete.v2i2.9862.

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Penelitian ini mempunyai beberapa tujuan yaitu (1) Untuk mengetahui konsep pembelajaran tahfidz camp di SMAIT As-Syifa Boarding School Subang. (2) Untuk mengetahui strategi dan metode tahfidz camp di SMAIT As-Syifa Boarding School Subang. (3) Untuk mengetahui pelaksanaan pembelajaran tahfidz camp di SMAIT As-Syifa Boarding School Subang. (4) Untuk mengetahui faktor pendukung dan penghambat Tahfidz Camp . Dan (5) Untuk mengetahui evaluasi pembelajaran tahfidz camp di SMAIT As-Syifa Boarding School Subang. Metode dalam penelitian ini adalah metode kualitatif deskriptif. Penelitian ini dilaksanakan dengan mendapatkan data dari hasil wawancara dan dokumentasi yang bisa membantu mengetahui secara mendalam bagaimana kegiatan tahfidz camp ini. Tahfidz Camp adalah suatu metode untuk mempermudah menghafal al-Qur’an di suatu waktu khusus yang memiliki konsep dan tujuan Ziyadah hafalan selama Tahfidz Camp. Dengan menggunakan metode Talaqqi dan Murojaah dengan pembimbing yang bersanad. Pelaksanaan Tahfidz Camp ini dilaksanakan setiap tahun dan hanya berfokus pada kajian al-Qur’an dan hafalannya. Faktor pendukung Tahfidz Camp ini yaitu fasilitas yang dimilikinya dan pembimbing yang kompeten. Adapun penghambatnya yaitu keadaan para santri itu sendiri. Menurut hasil yang di paparkan oleh narasumber setelah mengikuti Tahfidz Camp santri yang biasanya hanya menghafal 1 halaman dalam sehari dengan kegiatan ini santri bisa mencapai hafalan 5 halaman dalam sehari.

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Dissertationen zum Thema "School camp"

McPherson, Maleah Lynne. „Instructor field manual for Camp Highland Outdoor Science School“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2818.

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This project was designed to help instructors at Camp Highland Outdoor Science School in Cherry Valley, California. The camp is drsinged for fifth and sixth grade students. The manual would be a useful tool for instructors to reference information to assist in lession planning and activities. It would familiarize them with the local natual history in the area including geology, climate, plants and Native Americans.

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Montierth, Michelle. „A moving experience the classroom activities and art camp /“. CONNECT TO THIS TITLE ONLINE, 2008. http://etd.lib.umt.edu/theses/available/etd-07082008-152005/.

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Young, Victoria Jewel. „Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4492.

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Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The purpose of this study was to describe the impact of a marine science summer enrichment camp located in the eastern region of the United States on the ocean literacy skills of middle school students who participated in this camp. Weimar's learner centered teaching approach and the definition and principles of ocean literacy formed the conceptual framework. The central research question focused on how a marine science summer enrichment camp impacted the ocean literacy skills of middle grade students. A single case study research design was used with ten participants including 3 camp teachers, four students, and 3 parents of Grade 6-8 students who participated this camp in 2016. Data were collected from multiple sources including individual interviews of camp teachers, students, and parents, as well as camp documents and archival records. A constant comparative method was used to construct categories, determine emergent themes and discrepant data. Results indicated that the marine science camp positively impacted the ocean literacy skills of middle school students through an emphasis on a learner centered instructional approach. The findings of this study may provide a positive social impact by demonstrating active science literacy instructional strategies for teachers which can motivate students to continue studies in science and science related fields.

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Martinez, Edward Regan Eileen Ridder Chad. „Building a collaborative partnership between Camp S.E.A. Lab and the Naval Postgraduate School /“. Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FMartinez.pdf.

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Martinez, Edward, Chad Ridder, Eileen Regan, Edward Martinez, Chad Ridder und Eileen Regan. „Building a collaborative partnership between Camp S.E.A. Lab and the Naval Postgraduate School“. Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/9882.

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MBA Professional Report
Approved for public release; distribution in unlimited.
MBA Professional Report
Approved for public release; distribution is unlimited
The purpose of this project was to work with Camp S.E.A. Lab Monterey Bay to develop an approval strategy to lease government property from Naval Postgraduate School (NPS) on a services-in-kind payment plan. The goal was to help form a collaborative partnership between Camp S.E.A. Lab and NPS. In support of the potential partnership between Camp S.E.A. Lab and NPS, the students reviewed Camp S.E.A. Lab's current long-range business plan and identified recommendations for the creation of a revised plan. The terms and conditions that are required for the type of lease Camp S.E.A. Lab will be requesting were identified and delivered to Camp S.E.A. Lab. The students also developed a Strategic Communication Plan, which identified the requirements that are necessary to form a mutually beneficial partnership with NPS.
The purpose of this project was to work with Camp S.E.A. Lab Monterey Bay to develop an approval strategy to lease government property from Naval Postgraduate School (NPS) on a services-in-kind payment plan. The goal was to help form a collaborative partnership between Camp S.E.A. Lab and NPS. In support of the potential partnership between Camp S.E.A. Lab and NPS, the students reviewed Camp S.E.A. Lab's current long-range business plan and identified recommendations for the creation of a revised plan. The terms and conditions that are required for the type of lease Camp S.E.A. Lab will be requesting were identified and delivered to Camp S.E.A. Lab. The students also developed a Strategic Communication Plan, which identified the requirements that are necessary to form a mutually beneficial partnership with NPS.

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Peris, Melanie Ellen. „A Boot Camp Approach to Remediating Interdental /s/ in a School-Aged Child“. BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3891.

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The relationship between speech articulation therapy dose (frequency, intensity, duration) and treatment outcomes are poorly understood. Identifying optimal therapy doses for specific articulation disorders is essential to providing efficient clinical care. Recent research indicates that intensive speech therapy doses-known as boot camps-may promote rapid improvement and generalization for certain speech disorders. Therefore the present investigation examined the effects of a boot camp speech therapy approach to remediate interdental /s/ production in an 8-year-old male. The boot camp included two days of speech therapy involving visual, tactile, and auditory feedback approaches. Therapy was administered 5.5 hours per day across morning and afternoon sessions. Treatment outcomes were evaluated using auditory-perceptual ratings of pre- and post-treatment word pairs. The results indicated that /s/ production improved significantly immediately following the boot camp and improvements were sustained at one week post-treatment (p < 0.05). Medial and final /s/ productions improved more so than the initial /s/ productions. These findings suggest that the speech therapy boot camp approach may be effective for certain individuals with speech sound disorders. Future research should explore dose-response relationships among speech articulation therapy dose in other children with speech sound disorders.

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Hamel, Julie. „Career camp : elevating expectations for college-going and career self-efficacy in urban middle school students“. Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18718.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Judith K. Hughey
Many efforts have been directed towards providing equitable access to higher education for youth from low-income, first-generation families. Despite gains, attendance and graduation rates from college are consistently lower for these students (U.S. Department of Education National Center for Education Statistics, 2012). A variety of initiatives have been implemented to support students' entry into college, persistence to graduation, and increased access to professional careers. One such program is Talent Search, which provides middle school students opportunities to achieve academic success and to become knowledgeable about college and career options. KU Talent Search offers a summer career camp as part of its programming. The Career Horizons Summer Program (CHSP) exists to help students between 6th and 7th grades explore career possibilities, build potential for success in academics and careers, and become more comfortable in a college environment (Dukstein, 2012b). This study examined beliefs about college and careers in a group of 52 students, as well as the impact of the CHSP on the intervention group. Educational aspirations and expectations, and career and college-going self-efficacy were assessed. It was predicted that participation in the camp would result in an increase in college-going and career self-efficacy. The study also provided additional insight into the construct of college-going self-efficacy. Using a quantitative comparison group design, data were collected from camp participants and from students who were eligible to participate but did not. Pre and posttest surveys assessed educational aspirations and expectations and included scales to measure career self-efficacy (Fouad & Smith, 1997) and college-going self-efficacy (Gibbons & Borders, 2010a). Educational aspirations and expectations were high in all participants and a bivariate correlation analysis revealed that career self-efficacy and college-going self-efficacy were highly correlated. Comparisons between the intervention and the comparison group suggested that the CHSP did have an impact on career and college self-efficacy. It is important to understand the characteristics of a successful college and career access program, and to identify interventions that are most impactful. The findings of this study add to understanding of one such intervention and may have implications for specific practices that can increase potential for college success.

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Feldhausen, Russell A. „Mission to Mars: a computer science curriculum for middle school STEM camps“. Thesis, Kansas State University, 2018. http://hdl.handle.net/2097/38864.

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Master of Science
Department of Computer Science
Daniel A. Andresen
This thesis presents a curriculum designed for 5th and 6th grade students attending a summer camp for science, technology, engineering, and mathematics (STEM) disciplines. The curriculum uses several concepts from educational theory and computer science education research. It also uses techniques such as cognitive apprenticeship, expansive framing, and scaffolded lessons to increase student learning outcomes. It was taught during two cohorts of a STEM summer camp. The curriculum is analyzed through self-efficacy surveys both before and after the class, measuring how students judged their own capability to use skills learned during the class. Analysis of the data shows that the increase in student self-efficacy has a medium to large effect size overall, as well as student self-efficacy with many computational thinking skills. Data from various population groups based on gender, previous STEM experience, and socio-economic status indicators is also analyzed. Finally, many areas of future work and improvement are presented and discussed. The outcome of this work is to demonstrate the effectiveness of the curriculum presented in increasing student self-efficacy with computational thinking skills, specifically by showing the links between content in the curriculum and specific computational thinking skills.

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Robinson, Diana Lynn. „Outdoor nature program for Azalea Trails Girl Scout Resident Camp“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2553.

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This project offers a nature program that can be implemented into youth camp programs. Outdoor Residential Camp programs offered by youth organizations provide an outdoor camp experience for many children in the communty. Many offer participants resident summer camp programs which is a perfect venue for the outdoor experience. Children exposed to outdoor experiences develop a greater sense of responsibility to the natural environment around them. The schools are not doing enough to educate youth about the natural environment. This project was written specifically for the Azalea Trails Girl Scout Camp located in the San Jacinto Mountains of Southern California however, it could be adapted to be used at any residental camp setting.

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Alabdullah, Ghanima. „Promoting Healthy Eating Habits and Physical Activity among School-aged Children in Kuwait – “My Healthy Habits" Summer Camp“. FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3704.

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The effectiveness of an eight-week nutrition and physical activity intervention at a summer camp to prevent obesity, and promote healthy eating habits and physical activity among children in Kuwait was studied. Two summer camps were recruited for intervention and comparison groups. Convenient sampling was used (N= 79). Pre-test/post-test assessment were used for the participants in the intervention and comparison groups. Modified Healthy Habits Survey (HHS) was used to measure children’s knowledge, behavior and attitude about nutrition, screen time and physical activities, BMI-for age percentile were collected. Statistical analysis included independent t-test, paired t-test, chi-squared test, McNemar's test, and multiple regression. Results indicated that there was a significant increase in nutrition knowledge score (Pp= 0.013, p = 0.007, p = 0.002, and p = 0.012, respectively). There was no significant decrease in the number of servings of unhealthy foods for french-fries and chips, fruit flavored drinks or soft drinks. The only significant decrease in the unhealthy food intake was seen in the number of servings of sweets and candies. Thirty-three-point-three percent of participants in the intervention group decreased their consumption of sweets and candies to 1 time or less per day (P=0.001). There was a significant increase in the intervention group in both physical activity and screen time knowledge (Pp

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Bücher zum Thema "School camp"

Kaye, Marilyn. Camp Sunnyside friends back to school special: School daze. New York: Avon Camelot, 1992.

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Stafford, David. Camp X. New York: Dodd, Mead, 1987.

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Stafford, David. Camp X. New York: Dodd, Mead, 1987.

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Camp X. New York: Dodd, Mead, 1987.

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Stafford, David. Camp X. New York: Pocket Books, 1988.

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Stafford, David. Camp X. New York: Pocket Books, 1988.

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Walters, Eric. Camp X. TORONTO: PENGUIN GROUP (CANADA), 2009.

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Childs, Tera Lynn. Goddess Boot Camp. New York: Penguin USA, Inc., 2009.

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Alice-Miranda at Camp. North Sydney, NSW: Random House Australia, 2014.

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Hodgson, Lynn-Philip. Inside Camp X. Oakville, Ont., Canada: L.P. Hodgson, 1999.

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Buchteile zum Thema "School camp"

Levy, David H., Larry A. Lebofsky und Nancy R. Lebofsky. „School, Home, Camp: Differences in Approach“. In Sharing the Sky, 95–112. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-6371-0_6.

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Al-Najjar, Enas, Nur Sabahiah Abdul Sukor und Lina I. Shbeeb. „The Criteria of Evaluating Active School Travel at Jerash Camp“. In Proceedings of AICCE'19, 1407–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32816-0_108.

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Tokgöz, Emre. „Increasing High School Students’ Interest in Industrial Engineering Through a Summer Camp“. In FlexSim in Academe: Teaching and Research, 33–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04519-7_3.

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Brookes, Andrew. „School and Youth Group Camp and Excursion Catastrophic Events on Land: Lessons for Prevention“. In International Explorations in Outdoor and Environmental Education, 101–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89882-7_5.

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Alyasin, Abdulqader. „ELT in a War-Affected Context: One Teacher’s Coping Strategies and Practical Responses in a Syrian Camp School“. In International Perspectives on Teaching English in Difficult Circumstances, 155–74. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-53104-9_8.

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Moebius, Stephan. „Reconstruction and Consolidation of Sociology in West Germany from 1945 to 1967“. In Sociology in Germany, 49–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_3.

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AbstractThis chapter will focus on the two decades after 1945, the period of the “post-war society” (1945–1967), which in the historical sciences is also characterized as a period of boom (keywords: “Wirtschaftswunder” (“economic miracle”), expansion of the welfare state, expansion of the educational sector, certainty about the future) and which comes to an end in the 1970s. Germany was undergoing a profound process of change: socio-structural changes in an advanced industrial society, structural changes in the family and a retreat into the private sphere, new opportunities in the areas of consumption and leisure due to the “Wirtschaftswunder,” urbanization and changes in communities, “Western Integration” (“Westbindung”), the ban on the KPD (Communist Party of Germany) in 1956, remilitarization, the development of the mass media and mass motorization, and the repression of the Nazi past were central social and sociological issues. At the same time, fascist tendencies were still virulent during the 1950s and 1960s. After 1945, sociology had to be rebuilt. Journals were refounded or newly founded, the German Sociological Association was restored and sociology was re-established as a teaching subject. Different “schools” and regional centers of sociology emerged. The so-called Cologne School centered around René König, the Frankfurt School around Adorno and Horkheimer, and the circle around Helmut Schelsky should be mentioned in particular; but also, Wolfgang Abendroth, Werner Hofmann, and Heinz Maus (Marburg School), Otto Stammer (Berlin), Arnold Bergstraesser (Freiburg i.Br.), and Helmuth Plessner (Göttingen). Despite their theoretical and political differences, up until the 1950s, they all had in common the decisive will for political and social enlightenment regarding the post-war situation. Furthermore, the particular importance that empirical social research and non-university research institutions had for the further development of sociology after 1945 is worth mentioning.At the end of the 1950s, field-specific dynamics gained momentum. The different “schools” and groups tried to secure and expand their position in the sociological field and their divergent research profiles became increasingly visible. The so-called civil war in sociology drove the actors further apart. Additionally, disciplinary struggles and camp-building processes during the first 20 years of West German sociology revolved around the debate on role theory and the dispute over positivism. By the end of the 1950s, an institutional and generational change can be observed. The so-called post-war generation, which included Ralf Dahrendorf, Jürgen Habermas, Niklas Luhmann, Erwin K. Scheuch, Heinrich Popitz, Hans Paul Bahrdt, M. Rainer Lepsius, and Renate Mayntz, assumed central positions in organizations, editorial boards of journals, and universities. While the early “schools” and circles (König, Schelsky, Adorno, and Horkheimer) initially focused on the sociology of the family and empirical research, the following generation concentrated foremost on industrial sociology, but also on topics of social structure and social stratification as well as on social mobility.

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Keefer, Katrina. „Initiation camps, karanthes and mission schools“. In Children, Education and Empire in Early Sierra Leone, 71–96. Other titles: Global Africa; 10.Description: New York: Routledge, 2018. | Series: Global Africa ; 10: Routledge, 2018. http://dx.doi.org/10.4324/9781351134439-4.

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Geisler, Michael. „‘Language Boot Camp’: 100 Years of Middlebury Language Schools“. In Foreign Language Education in America, 151–68. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_8.

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Tolppanen, Sakari, und Maija Aksela. „The International Millennium Youth Camp as an Active Learning Ecosystem for Future Scientists“. In Finnish Innovations and Technologies in Schools, 145–53. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-749-0_12.

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Kalsnes, Signe. „Developing Craftsmanship in Music Education in a Palestinian Refugee Camp and Lebanese Schools“. In Music Education as Craft, 133–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67704-6_11.

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Konferenzberichte zum Thema "School camp"

Chen, Yesheng, Zhen Chen, Shyamala Gumidyala, Annabella Koures, Seoyeon Lee, James Msekela, Halle Remash, Nolan Schoenle, Sarah Dahlby Albright und Samuel A. Rebelsky. „A Middle-School Code Camp Emphasizing Digital Humanities“. In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287509.

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Park, Youngah. „Korean Physical Society’s Physics Camp for High School Girls“. In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128385.

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Al-Duwis, M., H. S. Al-Khalifa, M. S. Al-Razgan, N. Al-Rajebah und Afnan Al-Subaihin. „Increasing high school girls awareness of computer science through summer camp“. In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530111.

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Wang, Chaoyi, und Michael Frye. „miniGEMS 2018 Summer Camp Evaluation: Empowering Middle School Girls in STEAM“. In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8881981.

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DeAngelis, Michael T., und René A. Shroat-Lewis. „GEOLOGY SUMMER CAMP: CREATING TRANSFORMATIVE EXPERIENCES FOR ASPIRING HIGH SCHOOL STUDENTS“. In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-305563.

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VIANNA, MONICA R. M., PATRICIA ARDENGHI, PATRICIA PEREIRA, LUCIANA A. IZQUIERDO, DANIELA M. BARROS, ROGER WALZ und IVAN IZQUIERDO. „INVOLVEMENT OF cAMP/PKA SIGNALING PATHWAY IN SHORT-AND LONG-TERM MEMORY OF INHIBITORY AVOIDANCE“. In Proceedings of the International School of Biocybernetics. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812776563_0023.

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Larkins, D. Brian, J. Christopher Moore, Louis J. Rubbo und Laura R. Covington. „Application of the cognitive apprenticeship framework to a middle school robotics camp“. In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445226.

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Bryant, Caelin, Yesheng Chen, Zhen Chen, Jonathan Gilmour, Shyamala Gumidyala, Beatriz Herce-Hagiwara, Annabella Koures et al. „A Middle-School Camp Emphasizing Data Science and Computing for Social Good“. In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287510.

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Bryant, Caelin, Jonathan Gilmour, Beatriz Herce-Hagiwara, Anh Thu Pham, Halle Remash, Marli Remash, Jonah Zimmerman, Sarah Dahlby Albright und Samuel A. Rebelsky. „A Middle-School Code Camp Experience Emphasizing Data Science for Social Good“. In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162313.

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Potaczek, Steven. „Summer Camp: Developing a Recruiting Hotbed That Teaches High School Students Music Production“. In MEIEA Summit 2020. Music and Entertainment Industry Educators Association, 2020. http://dx.doi.org/10.25101/20.25.

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Berichte der Organisationen zum Thema "School camp"

Ramirez, Jorge. Weekend Spanish Immersion Camp: A Non-Traditional Teaching World Language to Middle School American Students. Portland State University Library, Juni 2020. http://dx.doi.org/10.15760/etd.7348.

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Flynn, Leonard, Barbara A. Jezior und Lawrence E. Symington. Survey Evaluation of Marine Corps Food Service Schools at Camp Johnson, North Carolina. Fort Belvoir, VA: Defense Technical Information Center, März 1985. http://dx.doi.org/10.21236/ada201051.

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Golfin, Peggy A., Amanda B. Kraus, Lynda G. Houck, David Gregory und David L. Reese. Analysis of the Navy's Increased Cap on Accessions of Non-High-School-Diploma Graduates in FY99. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada399005.

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Fenton, Virginia. Cubist painting related to the culture from which it came and its validity today in the high school curriculum. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.657.

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Greene, Sapoooq'is Wiiit'es Ciarra. The Impact of Integrating Traditional Ecological Knowledge in Summer Camps on Middle School Students' Understanding of the Nature of Science. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7150.

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Durik, Amanda, Steven McGee, Edward Hansen und Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, April 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.

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Literature review of support tools for school staff to respond to CYP self‐harm – CAMHS around the Campfire. ACAMH, April 2021. http://dx.doi.org/10.13056/acamh.15526.

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A review of literature of support tools for school staff to respond to CYP self‐harm, with the focus on Aureliane Pierret (pic), Dr. Joanna Anderson, Professor Tamsin Ford, and Dr. Anne‐Marie Burn, CAMH paper 'Review: Education and training interventions, and support tools for school staff to adequately respond to young people who disclose self‐harm – a systematic literature review of effectiveness, feasibility and acceptability.'

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