Auswahl der wissenschaftlichen Literatur zum Thema „Sudy and teaching (Higher)“
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Zeitschriftenartikel zum Thema "Sudy and teaching (Higher)"
Harris, Victor William, und Heidi Harris. „Toward a Start-to-Finish Cross-Disciplinary Instructional Model for National and International Higher Education“. World Journal of Education 10, Nr. 2 (20.04.2020): 141. http://dx.doi.org/10.5430/wje.v10n2p141.
Der volle Inhalt der QuelleYachmenyk, Maryna, Olesia Kornus, Oksana Braslavska und Inna Rozhi. „FEATURES OF SOFT SKILLS FORMATION IN HIGHER EDUCATION STUDENTS IN THE CONDITIONS OF THE HIGHER EDUCATION PEDAGOGICAL INSTITUTION“. Collection of Scientific Papers of Uman State Pedagogical University, Nr. 2 (29.06.2022): 16–25. http://dx.doi.org/10.31499/2307-4906.2.2022.262819.
Der volle Inhalt der QuelleLiuta, O., S. Lieonov, A. Artyukhov, M. Sushko-Bezdenezhnykh und O. Dluhopolskyi. „Student survey as a tool for quality assurance in higher education: the case of Ukrainian university“. Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, Nr. 4 (2021): 158–64. http://dx.doi.org/10.33271/nvngu/2021-4/158.
Der volle Inhalt der QuelleChyrva, Andrij, Оlena Statsenko und Тetiana Kyrychenko. „Modern State in Higher Education Internationalization at Global and Local Levels (by the Example of SSU, SNAU, SSPU. Ukraine)“. Revista Romaneasca pentru Educatie Multidimensionala 13, Nr. 3 (13.08.2021): 508–29. http://dx.doi.org/10.18662/rrem/13.3/464.
Der volle Inhalt der QuelleOyetunde, Oyewale, und Oyediran Oyedele. „EFFECT OF COMMUNITY –BASED PARTICIPATORY APPROACH ON RURAL COMMUNITIES ENVIRONMENTAL KNOWLEDGE, ATTITUDE AND PRACTICES IN OYO STATE, NIGERIA“. Journal of Poverty, Investment and Development 7, Nr. 1 (19.03.2022): 12–32. http://dx.doi.org/10.47604/jpid.1491.
Der volle Inhalt der QuelleYanishevska, Kateryna D., Tetiana V. Ivakhniuk, Hanna Y. Budko und Yurii V. Smiianov. „EXPERIMENTAL MODEL OF AN INTEGRATED APPROACH TO THE TRAINING OF LEGAL AND HEALTH CARE PROFESSIONALS ON ISSUES OF INFECTION WITH ESPECIALLY DANGEROUS INFECTIOUS DISEASES“. Wiadomości Lekarskie 74, Nr. 5 (2021): 1109–13. http://dx.doi.org/10.36740/wlek202105111.
Der volle Inhalt der QuelleКущ, Ярослав, und В’ячеслав Оліцький. „YOSYP ROZHNOVSKYІ: A BIOGRAPHICAL DOSSIER“. КОНСЕНСУС, Nr. 2 (2024): 163–71. http://dx.doi.org/10.31110/consensus/2024-02/163-171.
Der volle Inhalt der QuelleZbaravska, Lesia, Olha Chaikovska, Ruslana Semenyshena und Viktor Duhanets. „Interdisciplinary approach to teaching physics to students majoring in agrarian engineering and agronomy“. Independent Journal of Management & Production 10, Nr. 7 (01.05.2019): 645. http://dx.doi.org/10.14807/ijmp.v10i7.912.
Der volle Inhalt der QuelleYachmenyk, Maryna. „Media Education of Future Native Language Teachers: Experience of Germany and Ukraine“. Comparative Professional Pedagogy 4, Nr. 2 (01.06.2014): 110–15. http://dx.doi.org/10.2478/rpp-2014-0028.
Der volle Inhalt der QuelleZelinska-Liubchenko, Kateryna, Ludmyla Moroz und Larisa Stakhova. „Speech therapy workshop in the masters’ training system of specialty 016 Special education (Speech therapy).“ Actual problems of the correctional education (pedagogical sciences) 19 (29.06.2022): 102–11. http://dx.doi.org/10.32626/2413-2578.2022-19.102-111.
Der volle Inhalt der QuelleDissertationen zum Thema "Sudy and teaching (Higher)"
Quinn, Lynn. „Teaching in higher education“. Routledge, 2014. http://hdl.handle.net/10962/66557.
Der volle Inhalt der QuelleAs Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.
Grandi, Suzete. „A constituição do sujeito na formação científica do profissional fisioterapeuta“. reponame:Repositório Institucional da UCS, 2010. https://repositorio.ucs.br/handle/11338/511.
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The processes of scientific formation of the professionals in Physiotherapy involve, besides the scientific knowledge comprised in the curriculums, professional practice which, along with the service settings, marks the constitution of subjects. In this sense, the modes of being of the future professionals are influenced by the organization of the curriculum of their formation course, in this case, Physiotherapy. As the health work address issues that involve the human existence, the objective of this study is to show the conditions and possibilities of determination, as well as the implications of the constitution of the subject and the professional formation in the scientific and nonscientific dimensions of professionals in Physiotherapy. Coherent with this objective, the constitution of the subject defines the scope of the research problem to be examined in the areas of Education and Health. This study is supported by the thinking of Michel Foucault, especially the works "The History of Sexuality" and "The Hermeneutics of the Subject", and it is also complemented by contributions from experts in Healthcare, as Silvio Paulo Botomé and Rubens Rebelatto, among others. The method employed consisted of raising, identifying and analyzing some determinations in the formation of the subject that depend on the type of scientific formation. In order to do this, the work took into consideration the teaching experience at the Course of Physiotherapy of the University of Caxias do Sul and the Clinic of Physiotherapy at the same university and it is further complemented by interviews with students, teachers and professionals in the field. The dissertation includes, besides the introduction and conclusion, three chapters. The first is entitled The Constitution of the Subject and the professional formation, the second, The Constitution of the subject in professional scientific formation in Physiotherapy and the third, The Constitution of the Subject in the learning / teachingservice integration. The relevance of this dissertation lies in its contribution to assess and qualify the services as well as the graduation courses, in this case Physiotherapy, but also for other courses of the healthcare field, both from the University of Caxias do Sul, and other institutions. It is equally inferred from these studies the social relevance present in the activities of healthcare professionals.
Gray, Carole. „Teaching styles in higher art education“. Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.
Der volle Inhalt der QuelleVolmer, Abby. „Co-teaching as a Clinical Model of Student Teaching| Perceptions of Preparedness for First Year Teaching“. Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877174.
Der volle Inhalt der QuelleCollege of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching.
The purpose of this study is two-fold: (1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the coteaching model of student teaching and (2) assess the model’s effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows:
Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?
Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?
Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model’s ability to prepare student teachers for their first year of teaching?
The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience.
The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson & Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model’s barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher.
On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.
Sparrow, Heather. „Teaching excellence : an illusive goal in higher education teaching and learning“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/582.
Der volle Inhalt der QuelleWyke, Rebecca Martha C. „Teaching creativity and innovation in higher education“. Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592900.
Der volle Inhalt der QuelleA principal goal of higher education is to prepare students for the real-world challenges they will encounter upon graduation in their everyday life, in their work and in society. While discipline specific content knowledge is an important component of a college education, a 2010 survey of employers conducted for the Association of American Colleges and Universities reflected the changing expectations of employers for recent college graduates. Approximately ninety percent of employers surveyed said college graduates entering the workplace need a broader set of skills than in the past in order to meet increasingly complex workplace challenges. Among the top four workplace skills in demand are creativity and innovation.
This study employs a qualitative phenomenological approach to examine a particular curricular program designed to impart creativity and to promote the generation of new ideas that lead to innovation. Through the use of student surveys and in-depth interviews with students and faculty who have participated in the program, the study offers a synthesized description of the student experience of the curriculum and the pedagogies used in the program. The study identifies the key benefits of the program for students; offers guidance on what kind of pedagogical approaches are necessary for faculty to successfully implement this kind of program; and addresses the challenges involved in advancing a curriculum for creativity and innovation that utilizes unconventional pedagogies.
What seems clear from the student experience is that the curricular program is effective in imparting the knowledge and skills to practice creativity and innovation. Also evident is that the constructivist learning environment and the pedagogies employed in teaching the program, including hands-on and collective learning, critical thinking and problem-based learning, and formative assessment, contribute to a feeling of confidence in the mastery of the skills and results in deep learning by the students. Through the experience, students are empowered with a creative capacity and an ability to innovate, as well as with skills in communication, collaboration, critical thinking and problem-solving. These are abilities that will prepare students for the complexities of rapidly changing world.
Burwell, Kim. „Instrumental teaching and learning In Higher Education“. Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523523.
Der volle Inhalt der QuelleMcMurtry, Kim. „Effective Teaching Practices in Online Higher Education“. NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.
Der volle Inhalt der QuelleShuster, David R. „Teaching Hope| The Influence of College Faculty Teaching Practices on Undergraduate Student Success“. Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936358.
Der volle Inhalt der QuelleWithin the framework of hope defined by Snyder et al. (1991) as being comprised of agency and pathways thinking in the context of goal achievement, this study investigated the potential of faculty hopeful teaching practices to positively influence college student hope and success. Hope functions in student success frameworks as a factor that contributes to improved academic outcomes including test scores, GPA, persistence, and graduation. It has state and trait-like qualities that may be influenced during a student’s time on campus, particularly through interaction with faculty. Hope has been previously shown to correlate with improved outcomes across multiple life-domains relevant for post-graduation and lifelong success, achievement, and happiness.
Using a quantitative, self-report survey methodology, student perceptions of the frequency of hopeful faculty teaching behaviors were collected from a convenience sample of undergraduate students (N=236) via the Hopeful Teaching Practices Inventory (HTPI), an instrument developed specifically for this study. Factor analysis resulted in the HTPI structure consisting of three distinct scales representing faculty caring, hope, and feedback practices as suggested by Snyder (2005), all with α reliability scores > .84.
The frequency of the teaching practices measured by these scales were moderately correlated to student hope, and significantly related when controlling for background characteristics. The HTPI scale scores, and particularly the scale representing Snyder et al.’s (1991) conceptualization of hope, predicted student success when controlling for background characteristics. Student hope was also found to be a significant predictor of student success, confirming prior research on the positive benefits of hope. Several interactions with student and professor background characteristics were also observed, yielding further insight into how student-faculty interactions based in hopeful teaching may individually influence student hope and success outcomes.
Mumpower, Lee F. „College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers“. Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.
Der volle Inhalt der QuelleBücher zum Thema "Sudy and teaching (Higher)"
Lindkvist, Julia. Att bygga kunskapsstaden: En studie av högskolornas framväxt i Stockholm 1850-1960. Stockholm: Avdelningen för teknik- och vetenskapshistoria, Kungliga Tekniska högskolan, 2008.
Den vollen Inhalt der Quelle findenGraham, Gibbs, und Open University. Institute of Educational Technology., Hrsg. Teaching in higher education. Milton Keynes: Open University, 1998.
Den vollen Inhalt der Quelle findenAndy, Northedge, und Open University. Institute of Educational Technology., Hrsg. Teaching in higher education. Milton Keynes: Open University, 1998.
Den vollen Inhalt der Quelle findenGregory, Marshall. Teaching Excellence in Higher Education. Herausgegeben von Melissa Valiska Gregory. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137373762.
Der volle Inhalt der QuelleMande, Wilson Muyinda. Effective teaching in higher education. Entebbe, Uganda: Nkumba University, 2001.
Den vollen Inhalt der Quelle findenDominic, Upton, und Trapp Annie, Hrsg. Teaching psychology in higher education. Malden, MA: Wiley-Blackwell, 2010.
Den vollen Inhalt der Quelle findenGregory, Melissa Valiska, Hrsg. Teaching excellence in higher education. New York, USA: Palgrave Macmillan, 2013.
Den vollen Inhalt der Quelle findenNarula, Manjula. Effective teaching in higher education. New Delhi: Commonwealth Publishers, 2000.
Den vollen Inhalt der Quelle findenBrown, Susan C. Teaching inclusively in higher education. Charlotte, N.C: Information Age Pub. Inc., 2010.
Den vollen Inhalt der Quelle findenC, Brown Susan, und Fallon Moira A, Hrsg. Teaching inclusively in higher education. Charlotte, N.C: Information Age Pub. Inc., 2010.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Sudy and teaching (Higher)"
Barnett, Ronald. „Teaching“. In The Philosophy of Higher Education, 109–19. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003102939-13.
Der volle Inhalt der QuelleRoberts, Jay W. „Uncertainty in Higher Education“. In Risky Teaching, 16–35. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003029809-3.
Der volle Inhalt der QuelleThelin, John R. „Teaching and Learning“. In American Higher Education, 64–91. 2. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003319641-4.
Der volle Inhalt der QuelleMacPherson, Seonaigh, und Patricia Rockman. „Higher Education“. In Mindfulness-Based Teaching and Learning, 77–98. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003182467-9.
Der volle Inhalt der QuelleWoodruff, Gayle, Kate Martin und Mary Katherine O’brien. „Internationalizing Teaching and Learning“. In Internationalizing Higher Education, 63–86. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-980-7_5.
Der volle Inhalt der QuelleMehrotra, Chandra M., und Lawrence McGahey. „Online teaching.“ In Evidence-based teaching for higher education., 59–76. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13745-004.
Der volle Inhalt der QuelleThemistocleous, Marinos. „Teaching blockchain“. In Supporting Higher Education 4.0 with Blockchain, 150–65. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003318736-7.
Der volle Inhalt der QuelleSchiefelbein, Ernesto, und Paulina Schiefelbein. „Improve Teaching Methods or Perish“. In Higher Education Dynamics, 167–77. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3383-4_10.
Der volle Inhalt der QuelleMartínez, Glenn, und Elena Foulis. „CLA in Higher Education Contexts“. In Heritage Language Teaching, 212–27. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003148227-15.
Der volle Inhalt der QuelleChristensen, Turid Nørlund. „Teaching Co-Creation“. In Co-Creation in Higher Education, 205–23. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-119-3_12.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Sudy and teaching (Higher)"
Mathien, Lorena D. „Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.
Der volle Inhalt der QuelleKuzmina, Svitlana Anatoliivna, Sue Fan Foo, Olha Vasylivna Matviienko und Tamara Volodymyrivna Glazunova. „Advancing Internationalization Agenda Amidst the War in Ukraine: Kindness and Trauma-Informed Teaching Project in Teacher Education“. In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16252.
Der volle Inhalt der QuelleHitch, Leslie, und Beth-Anne Sullivan. „Higher ed 101 - teaching techies higher ed culture“. In the 34th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1181216.1181249.
Der volle Inhalt der QuelleMardar, Sorina mihaela, und Adriana Risnoveanu. „INTERACTIVE TEACHING - A BASIS FOR HIGHER EDUCATION TEACHING“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-104.
Der volle Inhalt der QuelleRaviolo, Paolo. „Online higher education teaching practices“. In the 10th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3306500.3306548.
Der volle Inhalt der QuelleHerta, Christian, Benjamin Voigt, Patrick Baumann, Klaus Strohmenger, Christoph Jansen, Oliver Fischer, Gefei Zhang und Peter Hufnagel. „Deep Teaching: Materials for Teaching Machine and Deep Learning“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9177.
Der volle Inhalt der QuelleZehetmeier, Daniela, Axel Böttcher, Kathrin Schlierkamp und Veronika Thurner. „Teaching Abstraction“. In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2770.
Der volle Inhalt der QuelleHurtado, Nuria, Elisa Guerrero, Elena Romero und Francisco Rubio. „TOWARDS BILINGUAL TEACHING IN HIGHER EDUCATION“. In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2214.
Der volle Inhalt der QuelleLane, Diarmaid. „‘Centering’ Teaching Excellence in Higher Education“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9408.
Der volle Inhalt der QuelleCaetano, Nidia, und Carlos Felgueiras. „Teaching sustainable development in higher education“. In TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3434780.3436717.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Sudy and teaching (Higher)"
Marnet, Oliver. Reflections on Teaching in Higher Education. Bristol, UK: The Economics Network, Februar 2007. http://dx.doi.org/10.53593/n185a.
Der volle Inhalt der QuelleTofaris, Elizabeth, Tristan McCowan und Rebecca Schendel. Reforming Higher Education Teaching Practices in Africa. REAL Centre, University of Cambridge and The Impact Initiative, März 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii348.
Der volle Inhalt der QuelleCook, Steve, und Duncan Watson. A pedagogically-driven approach to teaching higher-powered unit root testing. The Economics Network, März 2023. http://dx.doi.org/10.53593/n3591a.
Der volle Inhalt der QuelleKLIMENKO, I. M., und O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.
Der volle Inhalt der QuelleLin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.283.
Der volle Inhalt der QuelleGaldames Calderón, Marisol. Protocol for Systematic Review: Revisiting Challenge-Based Learning - Teaching Practices in Higher Education. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Mai 2024. http://dx.doi.org/10.37766/inplasy2024.5.0140.
Der volle Inhalt der QuelleMayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, Mai 2019. http://dx.doi.org/10.53328/guxy9244.
Der volle Inhalt der QuelleBatagova, Ludmila Khazretovna. Teaching History at Higher Educational Establishments as a Factor in the Formation of Russian Identity. DOI СODE, 2021. http://dx.doi.org/10.18411/doicode-2022.035.
Der volle Inhalt der QuellePylypenko, Olha S., Tetiana H. Kramarenko und Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3898.
Der volle Inhalt der QuelleGunness, Sandhya, Rubina D. Rampersad und Tomal K. Chadeea. Technology-Enabled Learning at the Four Public Higher Education Institutions of Mauritius. Commonwealth of Learning (COL), Mai 2023. http://dx.doi.org/10.56059/11599/5359.
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