Thematische Bibliographien / Support in education

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Auswahl der wissenschaftlichen Literatur zum Thema „Support in education“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 18. Februar 2022

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Zeitschriftenartikel zum Thema "Support in education"

Aydin, Aydan. „Educational support in mainstreaming practices project: Evaluation of the effectiveness of paraprofessional education“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 1 (26.08.2017): 670–80. http://dx.doi.org/10.18844/prosoc.v4i1.2452.

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A., Krishnamoorthy. „Student Support System in Higher Education Institutions“. International Journal of Psychosocial Rehabilitation 24, Nr. 5 (20.04.2020): 3705–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr202079.

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Nowacek, George A., und Hollis W. Merrick. „Education support for surgery education“. Teaching and Learning in Medicine 9, Nr. 3 (Januar 1997): 200–203. http://dx.doi.org/10.1080/10401339709539841.

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Park, Gayoung, Hyejin Kang und Jakyoung Kim. „Family Supports at the Special Education Support Centers“. Journal of Humanities and Social sciences 21 12, Nr. 4 (31.08.2021): 1881–90. http://dx.doi.org/10.22143/hss21.12.4.133.

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Goldstein, Lou Ann. „Family Support and Education“. Physical & Occupational Therapy In Pediatrics 33, Nr. 1 (11.01.2013): 139–61. http://dx.doi.org/10.3109/01942638.2012.754393.

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Jones, D. „Parenting Education and Support“. Child: Care, Health and Development 27, Nr. 5 (September 2001): 463–64. http://dx.doi.org/10.1046/j.1365-2214.2001.0210a.x.

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Ruffolo, Mary C., Mary T. Kuhn und Mary E. Evans. „Support, Empowerment, and Education“. Journal of Emotional and Behavioral Disorders 13, Nr. 4 (Oktober 2005): 200–212. http://dx.doi.org/10.1177/10634266050130040201.

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Siminerio, Linda M. „Diabetes Education and Support“. NASN School Nurse 30, Nr. 6 (29.10.2015): 320–21. http://dx.doi.org/10.1177/1942602x15608685.

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Marshall, Katherine, und Deborah Hale. „Caregiver Education and Support“. Home Healthcare Now 35, Nr. 6 (Juni 2017): 341–42. http://dx.doi.org/10.1097/nhh.0000000000000554.

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Čičkušić, Belma, Ševala Tulumović, Selma Bakić und Salem Bakić. „SUPPORT IN INCLUSIVE EDUCATION“. Journal Human Research in Rehabilitation 6, Nr. 2 (September 2016): 15–20. http://dx.doi.org/10.21554/hrr.091603.

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In order for inclusive class to be successful, associates are of great help to teachers. Besides associates, teachers' specialization can be accomplished through educational seminars on the inclusion topic. However, information about inclusion, working with children with special needs, can also be found in scientific journals that offer more information on methods of working with children with special needs, didactic materials customized according to abilities of children. Aim of this research was to establish the ways of supporting teachers in their work with children with special needs. The research included 30 respondents. For needs of this research four schools in Sarajevo canton were selected: “Vladislav Skarić”, “Silvija Strahimir Kranjčević”, “Isak Samokovlija”, and “Avdo Smailović”. In all of these schools education of children with special needs is conducted. Based on the analysis, we could conclude that most of the support that teachers receive comes from educational seminars and scientific literature and least of the support comes from associates.

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Dissertationen zum Thema "Support in education"

September, Sean Christian. „Educator training and support for inclusive education“. Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.

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When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners about the future of the educational system in South Africa. Research needs to be done in order to address these concerns. The present study aims to address some of those concerns as well as to investigate what is provided to mainstream educators in terms of training, support and skills in three schools in the Cape Winelands district of the Western Cape Education Department. These educators have all previously received training in inclusive education. The researcher embarked research to establish whether the educators believed the training and support they received was effective. Previous studies, local as well as abroad, indicate the importance of effective training and support for mainstream educators when it comes to the successful implementation of inclusive education. Aspects the researcher attempted to highlight are pre-service and in-service training of educators. A closer look is taken at classroom support, collaboration among all parties involved and peer support in order to get a clear understanding of what is needed, with special reference to the issue of support. The researcher also took a closer look at the types of skills that are required for the successful implementation of inclusive education-Data was collected through the administration of a questionnaire. The main findings revealed that the majority of educators believe that the training, support and skills they received from the Western Cape Education Department were effective. These results were interesting, given the fact that most educators, both locally and abroad, still raise concerns about training and support. Some key focus areas the researcher identified for the successful implementation of inclusive education are the integration of pre-service and in-service training programmes, parental involvement and collaboration between special and mainstream schools.

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Gunter, Deborah Ann Hickrod G. Alan. „The financial support to education Illinois /“. Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8907674.

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Thesis (Ph. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 21, 2005. Dissertation Committee: G. Alan Hickrod (chair), Ramesh B. Chaudhari, Edward R. Hines, Franklin G. Matsler, Patricia McKenzie. Includes bibliographical references (leaves 127-132) and abstract. Also available in print.

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Reid, Michael Erickson. „Collective space in support of education“. Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/69356.

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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1996.
Includes bibliographical references (p. 87-89).
Over the last two hundred years formal education has developed into a major component of modern society. It is seen as the training of individuals to be free-thinking, contributing citizens. Education has also been touted as the best way to solve many social ills. It is related to improving health, employment opportunities, racial tolerance, and general improvements in the quality of life. Despite our hopes for formal education many of our schools are not meeting even our minimal expectations. The fundamental question this thesis seeks to answer is: How can the architectural experience of a school reinforce the educational experience of the students as well as the school's value in society? Before we can answer this question we have to ask: What is a good educational experience? While there are a wide variety of opinions in relation to this question, I propose that a good educational experience is one that is based on the natural educative experience of living life in a society. This I would cal I 'informal' education and involves five basic principles: observation, imitation, instruction, experimentation, and discussion. These five basic principles are best supported in a community. If this is the natural way that one learns in a non institutionalized setting, and if schools are an institutionalized abstraction of the larger society, then it follows that these activities should take place in the school setting so that education is effective in producing active creative citizens. Based on the premises stated above th is thesis seeks to test the following hypotheses: 1) A cohesive community needs to have a genius loci or "spirit of place" to operate. A necessary condition for a genius loci is a collective space. If a school is meant to be a microcosm of this larger society then it needs to operate as its own community. Therefore it needs a genius loci and a collective place for this genius loci to exist. A successful school should thus have the built opportunity for collective gathering. 2) The school cannot be isolated it must have built exchanges with the larger community so that the school's community is sustained. 3) If the school is the institutionalization of 'informal' education then the school must have a variety of spaces that will allow the five basic activities of 'informal' education to take place at a variety of size gatherings as they do in the larger community. 4) The school's form should be non hierarchical but reflect democracy. To test these hypotheses I have designed a small public high school in Cambridge, MA that not only functions as a high school but also provides a genius loci for the community through the built integrating of school and community functions. The site is situated next to Sonnet Park, which is heavily used by the surrounding, ethnically, racially, and economically diverse neighborhood.
by Michael Erickson Reid.
M.Arch.

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Galan, Maribel. „Educational practices to support homeless students“. Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556873.

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This study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were conducted to gain the perceptions of site principals and district administrators to learn what they believe are the existing practices contributing to the academic performance of their homeless student population.

The following areas provided background and understanding of the academic needs of homeless students: (a) history of federal legislation (b) federal and state funding and national effort to end the cycle of homelessness (c) accountability for academic achievement (d) successful academic practices as well as the best practices to support the social-emotional needs of homeless students, and, (e) the perceptions of educators and administrators who work with students in homeless situations. Based on the research, the important factors to consider are the needed socialization and relationship-building component that provides homeless students with stability and a connection with the school as well as the teacher and staff awareness and sensitivity needed when working with homeless students.

The results demonstrated three significant areas to consider when educating homeless students; having an awareness of homeless students, accountability and monitoring of homeless students, and the social-emotional organizational practices in place to support these learners.

Recommendations included district level professional development focused on the special needs of homeless students as well as providing school principals with academic data on their homeless student population. Secondly, identifying homeless students in a web based data system for teacher review. Thirdly, site based professional development for both certificated and classified staff to provide strategies in working with student who face homelessness. Finally, to develop a district wide counseling partnership with outside consultants or city resources to allow for more on-site counseling services.

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Liu, Shin-Yuh. „Women's Educational Support Needs in Entering or Reentering Higher Education in Taiwan /“. The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114112166.

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Van, Waardhuizen Sarah Nicole. „Perceptions of administrative autonomy-support and teacher autonomy-support in music education“. Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6319.

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Autonomous learning is defined as an individual being actively engaged in the learning process to further his or her own interests and pleasure (Evans, 2016). This study measured music educators’ self-reported perceptions of autonomy-support provided by their principal and music educators’ self-reported perceptions of the autonomy-support they offered to their students. Bonneville-Roussy, Lavigne, and Vallerand (2011), Bonneville-Roussy, Vallerand, and Bouffard (2013), and Evans (2015) researched autonomous learning in music teaching and learning. They suggested music educators need to create a learning environment where students are motivated to learn for their own interests, pleasure, and passion for music. Autonomous learning research has focused not only on the autonomous learning of the students, but on the support offered by the teacher to motivate the autonomous learning (Reeve, 1998). Reeve (2009) defined autonomy-supportive teaching as “the interpersonal sentiment and behavior teachers provide to identify, nurture, and develop students’ inner motivational resources” (p. 159). Building from that definition, Deci and Ryan (2016) asserted through autonomy-supportive efforts in the classroom, a student will be “moved to act” in the motivational process (Ryan, 2016; Ryan & Deci, 2016). Autonomy-supportive teaching centers on the careful alignment of the teacher’s motivating action with student needs. For this study, current music educator participants (N = 295) took an online survey that included demographic information, the Work Climate Questionnaire-Schools (Baard, Deci, & Ryan, 2004; adapted for schools with permission), and the Situations in Schools Questionnaire (Aelterman et al., 2017; used with permission from J. Reeve, 2016). Descriptive statistical analysis, correlation analysis, MANOVA, and ANOVA resulted in no significant differences in the correlation analysis between Work Climate Questionnaire – School and Situations in Schools – Controlling-Teaching or Work Climate Questionnaire – School and Situations in Schools – Autonomy-Support. There was significant negative correlation between Situations in Schools – Controlling-Teaching and Situations in Schools – Autonomy-Support, r (293) = -.160, p < .01, one-tailed. The MANOVA design indicated a main effect for area taught by level taught by highest education attained, Өᵢ = 0.031, F (2, 276) = 4.26, p = .015. There was a statistically significant difference between highest education level attained and the Situations in Schools – Controlling-Teaching Scale, F (1, 290) = 4.923, p < .05. The negative relationship between controlling-teaching and autonomy-supportive teaching promotes the relevance for the newly established Situations in Schools (Aelterman et al., 2017) measurement tool. The data suggest music educators who possess graduate degrees tend to utilize less controlling-teaching practices. Future research in undergraduate teacher training and professional development in autonomy-supportive teaching could enhance the development of teachers-in-training and current music educators.

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Patterson, Andrew Joseph 1974. „Tool support for introductory software engineering education“. Monash University, School of Computer Science and Software Engineering, 2002. http://arrow.monash.edu.au/hdl/1959.1/7738.

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Cote, Dalton James. „Web-based technology to support medical education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ34881.pdf.

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Rattananuntapat, Malinee. „Student financial support in Thai higher education“. Master's thesis, Universidade de Aveiro, 2008. http://hdl.handle.net/10773/3376.

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Mestrado em Ensino Superior
Este estudo procura analisar as percepções dos administradores de acção social em relação às políticas de apoio financeiro aos alunos, nomeadamente: “Government Scholarship Schemes, Student Loan Fund Schema (SLF) e Income Contingent Loan Scheme (ICL)”. Estes sistemas são providenciados aos alunos de formação inicial através das instituições de ensino superior. Foi elaborado e administrado um questionário a todos os administradores cujos dados foram submetidos a análise quantitativa e qualitativa. Dos 141 questionários distribuídos 73 foram devolvidos o que representa uma taxa de resposta de 52%. Os dados revelam a existência de um forte consenso nos administradores relativamente aos assuntos em análise. Em geral, os administradores reconhecem a importância das políticas e os seus efeitos na sociedade, no sistema e nas instituições. A análise revela a existência de percepções positivas em relação aos resultados das políticas e desejos para melhorar a concepção administrativa. Os sistemas de apoio aos alunos foram percepcionados como possuindo papéis e características distintas. Entre estes, o SLF é percepcionado como o mais adequado para o sistema de ensino superior Tailandês, enquanto o ICL corresponde ao que tem níveis menos satisfatórios para estes administradores. As percepções dos administradores foram reveladas tanto com base em questões fechadas como abertas tratadas com base em análise quantitativa e qualitativa. ABSTRACT: This study explores the perceptions of student affair administrators concerning the role of three student financial support policies consisting of: Government Scholarship schemes, Student Loan Fund scheme (SLF), and Income Contingent Loan scheme (ICL) which Thai government provided for undergraduate students and their implementation in the higher education institutions. A survey instrument was developed and administered for quantitative and qualitative analysis. 73 of the possible 141 surveys distributed were returned for an overall response rate of 52%. The findings in this study revealed that a general consensus exists among the student affair administrators. In general, the administrators realized the importance of the policies and their effect on the society, the higher education system and its institutions. The analyses showed positive perceptions on the outcomes of the policies and desired for improvement on the policies administration. Each student support policy had its own distinctive roles and characteristics. Among these, the SLF was chosen to be the most suitable policy for the Thai higher education system. While most administrators revealed that they were not quite satisfied with the ICL policy. Their similar perceptions were shown in both numerical responses (rating) and findings from open questions.

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Westling, Allodi Mara. „Support and Resistance : Ambivalence in Special Education“. Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-18165.

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Support and Resistance discusses the interaction between pupils of different abilities and the school organisation. The dissertation has its point of departure in the views of pupils, both those with special support and their classmates. It outlines how school is – and how it should be – in the views of schoolchildren. The results show that the presence in a class of a child with disability correlates with better class climate. Contradictions between goals and values in the educational system are supposedly solved with a compartmentalisation of goals and values, in which the differentiated settings take more responsibility for the goals of socialisation and democratic participation, while the regular settings concentrate on the goals of selection and achievement. This tends to be unsatisfactory, however. The theoretical framework of the dissertation relates to concepts from the fields of sociology, group psychology, psychoanalysis, the history of ideas and the history of education. The empirical studies concern pupils’ self-concept, their perceptions of class climate and school in relation to organisational aspects of learning settings such as homogeneity/heterogeneity, the special support offered at school, the presence of differentiated settings and the opportunity of participation. These studies are based upon questionnaires and texts written by children in comprehensive schools, and on interviews and observations of educational settings. The results and their implications are related to the goals of socialisation, democratic education and social participation. This work is of interest to educators, school administrators, policy-makers and scholars in the fields of education, special education and disability research.

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Bücher zum Thema "Support in education"

Support for education. Hockessin, Delaware: Mitchell Lane Publishers, 2015.

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DeStefano, Joseph. Education reform support today. Washington, D.C: United States Agency for International Development, 2006.

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E, Snell Martha, und Elliot Johnna, Hrsg. Behavioral support. Baltimore, Md: Paul H. Brookes Pub., 2000.

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Thompson, Amy. Exploring bilingual support in the secondary school: Bilingual Support Project. Hounslow: Hounslow Language Service, 1991.

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Lee, Manning M., Hrsg. Support services renewal in education. Lancaster, Pa: Technomic Pub. Co., 1995.

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White, Michael Reginald Maurice. Corporate support for higher education. London: Policy Studies Institute, 1991.

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NEPI Support Services Research Group. Support services. Cape Town: Oxford University Press/NECC, 1994.

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Pant, Lok Bilas. Education For All: Secondary Education Support Program & Community School Support Program : status report-2007. Bhaktapur, Nepal: Govt. of Nepal, Ministry of Education and Sports, Dept. of Education, Monitoring and Supervision Section, 2007.

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Pant, Lok Bilas. Education for All: Secondary Education Support Program & Community School Support Program : status report-2007. Bhaktapur, Nepal: Govt. of Nepal, Ministry of Education and Sports, Dept. of Education, Monitoring and Supervision Section, 2007.

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Cutt, James. Support systems for learning: Finance. Victoria: British Columbia Royal Commission on Education, 1988.

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Buchteile zum Thema "Support in education"

Hodges, Jeremy, und Ronald Freeze. „Knowledge Management Capability in Education“. In Decision Support, 113–29. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6181-5_6.

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de Mejía, Anne-Marie, und Christine Hélot. „Teacher Education and Support“. In The Handbook of Bilingual and Multilingual Education, 270–81. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118533406.ch16.

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Akcora, Damla Ezgi, Andrea Belli, Marina Berardi, Stella Casola, Nicoletta Di Blas, Stefano Falletta, Alessandro Faraotti et al. „Conversational Support for Education“. In Lecture Notes in Computer Science, 14–19. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93846-2_3.

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Elton, Caroline, und Nicole J. Borges. „Career progression and support“. In Understanding Medical Education, 421–31. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch29.

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Elton, Caroline, und Nicole J. Borges. „Career Progression and Support“. In Understanding Medical Education, 471–83. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch32.

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Bonnarens, Liesbet, Ingrid Moons, Patrick De Pelsmacker, Annouk Lievens und Koenraad Keignaert. „Experiences of Students with Auxiliary Services Journeys in Higher Education“. In Student Support Services, 1–27. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_42-1.

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Bisset, Donna. „Role of Educational Designers in Higher Education Institutions“. In Professional and Support Staff in Higher Education, 1–20. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1607-3_14-1.

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Bisset, Donna. „Role of Educational Designers in Higher Education Institutions“. In Professional and Support Staff in Higher Education, 1–19. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-1607-3_14-2.

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Bisset, Donna. „Role of Educational Designers in Higher Education Institutions“. In Professional and Support Staff in Higher Education, 71–89. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6858-4_14.

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Konferenzberichte zum Thema "Support in education"

Nunes, Samara Soares, Valeria Farinazzo Martins und Ana Grasielle Dionisio Correa. „Open educational resources to support musical education“. In 2015 10th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2015. http://dx.doi.org/10.1109/cisti.2015.7170522.

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Smakman, Matthijs, Koen Smit, Eline Lan, Thomas Fermin, Job van Lagen, Julia Maas, David van Vliet und Sam Leewis. „Social Robots for Reducing Mathematics Hiatuses in Primary Education, an Exploratory Field Study“. In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.46.

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Since the outbreak of COVID-19 schools have gone into lockdown and teachers have had to teach pupils online from home. When pupils go back to school, standard, contemporary learning methods do not seem to be enough to reduce incurred hiatuses. Social robots are slowly becoming an integral component of our society and have great potential as educational technology. This study explores how social robots in classrooms can contribute to reducing mathematics-related hiatuses in Dutch primary education (pupils from four till twelve years old). A social robot as a tutor is evaluated by means of a field study with children (n = 43) to compare a class working with the robot, to a class working without the robot. Multiple factors on learning effect are taken into account by using a survey. Our results demonstrate that a robot can take the role of a tutor and practice with pupils. The results are of interest to researchers in the field of human-robot interaction as well as to educational institutes who wish to understand the implications of adopting robots in education.

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Wu Xiao Fen und Xu Jia Cheng. „Using educational technology to support education for deaf students“. In 2nd International Conference on Computer and Automation Engineering (ICCAE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccae.2010.5451670.

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Panarina, Elena. „STUDENT SEXUAL SUPPORT IN EDUCATION“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0738.

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Mercier-Laurent, Eunika, und Rabih Haddad. „Decision Support Systems Aiming in Reducing Globalization Burdens in Education“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9431.

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The potential drawbacks that globalization might have on education are increasing and becoming a main worry. The number of international students is increasing and students’ mobility is becoming a crucial phenomenon to obtain a good degree and secure a decent job. Universities have tripled their efforts to recruit and attract international students but their educational ecosystem is still missing some fundamentals. Ensuring that all international students are admitted using an adapted automated admission system, receiving assistance and decent welcome from international faculty and staff, and building their career after are factors that reduce the negative impacts of globalization in education. This paper presents our Decision Support System using knowledge management (KM) approach and AI techniques contributing to achieve those fundamentals and reduce its impacts.

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Padhi, Deepak Ranjan, Rohan Jhunja und Anirudha Joshi. „Enabling adults with less education to support their child’s education through hyperlocal educational videos“. In OzCHI '20: 32nd Australian Conference on Human-Computer-Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3441000.3441060.

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Ali, Azad. „Designing Digital Portfolios for Technology Support Students“. In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3239.

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Technology education faces multiple challenges in the new millennium. In light of an increasing, overlapping and widening spectrum of technological fields of study, it has become imperative for students to be able to articulate their course of study and for technology departments to be able to assess the intended outcome of their program of study. The traditional approach of teaching one course at a time and assessing independently does not fully accomplish the requirements that educational regulations are mandating. Thus, a new direction is required in teaching the students how to articulate their education and for the academic departments to be able to provide assessment tools for measuring the cumulative performance of their students. This study describes the preliminary experience of one technology department in introducing digital portfolio as a requirement for their students. The Technology Support and Training (TST) program - Eberly College of Business and Information Technology (ECOBIT) at Indiana University of Pennsylvania (IUP) now requires students to prepare a digital portfolio during their capstone course. This paper explains the steps that this department has taken to implement using digital portfolio as a requirement for their graduating students. While this work is at the earliest stages, the author of this paper acknowledges that more work needs to be done in order to further implement the requirement of the digital portfolio for their students. Thus, the authors plan another study that further tackles the issues highlighted in this paper.

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Guba, Natalya, und Natalya Mosol. „Perinatal psychological support, counseling and education“. In III INTERNATIONAL CONFERENCE ON MENTAL HEALTH CARE “Mental Health: Global challenges of XXI century”. NDSAN (MFC - coordinator of the NDSAN), 2019. http://dx.doi.org/10.32437/pscproceedings.issue-2019.gm.18.

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Zhu, Jun, Heather Richter Lipford und Bill Chu. „Interactive support for secure programming education“. In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445396.

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Soler, Jose. „Virtualization-support cases in engineering education“. In 2011 3rd International Congress on Engineering Education (ICEED 2011). IEEE, 2011. http://dx.doi.org/10.1109/iceed.2011.6235348.

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Berichte der Organisationen zum Thema "Support in education"

Steven Crumb. Grid Computing Education Support. Office of Scientific and Technical Information (OSTI), Januar 2008. http://dx.doi.org/10.2172/922233.

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Hossenlopp, Paul S. Adapting Officer Education to Support Counterinsurgency Warfare. Fort Belvoir, VA: Defense Technical Information Center, März 2010. http://dx.doi.org/10.21236/ada518059.

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Robinson, Natasha Robinson, und Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan. Toronto, Ontario Canada: Mastercard Foundation, März 2019. http://dx.doi.org/10.15868/socialsector.36807.

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Wagner, C. Technology in education: A guidebook for developing a science and math education support program. Office of Scientific and Technical Information (OSTI), September 1992. http://dx.doi.org/10.2172/7173693.

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Wagner, C. L. Technology in education: A guidebook for developing a science and math education support program. Office of Scientific and Technical Information (OSTI), September 1992. http://dx.doi.org/10.2172/10191019.

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Hodge, Emily, Serena Salloum und Susanna Benko. How State Education Agencies Can Support College and Career Ready Standards. Consortium for Policy Research in Education, Mai 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-3.

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Corcoran, Sean, und William Evans. Income Inequality, the Median Voter, and the Support for Public Education. Cambridge, MA: National Bureau of Economic Research, Juni 2010. http://dx.doi.org/10.3386/w16097.

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Coflan, Caitlin Moss, und Thomas Kaye. Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries. EdTech Hub, April 2020. http://dx.doi.org/10.53832/edtechhub.0021.

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Martin, W. R. Support of nuclear engineering education and research at the University of Michigan. Office of Scientific and Technical Information (OSTI), März 1993. http://dx.doi.org/10.2172/6629817.

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Lavecchia, Adam, Philip Oreopoulos und Robert Brown. Long-run Effects from Comprehensive Student Support: Evidence from Pathways to Education. Cambridge, MA: National Bureau of Economic Research, März 2019. http://dx.doi.org/10.3386/w25630.

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