Relevant bibliographies by topics / Educational orientation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational orientation'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Educational orientation"

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Alsalem, Abeer Saleh. "Curriculum Orientations and Educational Philosophies of High School Arabic Teachers." International Education Studies 11, no. 4 (March 29, 2018): 92. http://dx.doi.org/10.5539/ies.v11n4p92.

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This study aims to investigate the curriculum orientations of High school Arabic teacher in Riyadh city and to examine the relationship between curriculum orientation and their educational philosophies. The quantitative method (descriptive study) was adopted in this questionnaire survey-based study. Mean and standard deviation for the overall of the curriculum orientations and for each orientation were obtained and Pearson correlation coefficient was also used to examine the relationship between the curriculum orientations and their educational philosophies. The results show that Arabic teachers of High school considered all five curriculum orientations with the self-actualization/ Humanism ranked the highest orientation and the cognitive process ranked the lowest orientation. The current study also indicates that there is a positive relationship at the level of (0.05) between the curriculum orientations and the educational philosophies of the Arabic language teachers in High school.
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Tait, Bill. "Object Orientation in Educational Software." Innovations in Education and Training International 34, no. 3 (August 1997): 167–73. http://dx.doi.org/10.1080/1355800970340302.

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Jung, Jihye, and Vikas Mittal. "Political Identity and Preference for Supplemental Educational Programs." Journal of Marketing Research 58, no. 3 (April 22, 2021): 559–78. http://dx.doi.org/10.1177/00222437211004252.

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The market for supplemental educational programs (SEPs)—tutorials, educational materials, summer programs—has burgeoned. Thus, it is important to understand factors that may influence parents’ choices for SEPs. This article examines how parents’ political identity affects their preference for SEPs contingent on their focus on self. Using two main educational orientations—conformance orientation and independence orientation—the authors argue that SEPs with conformance-oriented pedagogy may be preferred more by conservative parents due to their higher need for structure. This association of political identity with preference for SEPs is moderated by self-focus. Counterintuitively, when using political orientation to target messages for SEPs, firms should frame messages to focus parents on themselves for identity-consistent effects to manifest. Five studies, including a field study, test this theorizing and replicate key results using different measures of political identity and self-focus.
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Flum, Hanoch, and Avi Kaplan. "Exploratory Orientation as an Educational Goal." Educational Psychologist 41, no. 2 (June 2006): 99–110. http://dx.doi.org/10.1207/s15326985ep4102_3.

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Figlio, David, Paola Giuliano, Umut Özek, and Paola Sapienza. "Long-Term Orientation and Educational Performance." American Economic Journal: Economic Policy 11, no. 4 (November 1, 2019): 272–309. http://dx.doi.org/10.1257/pol.20180374.

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We study the role of Long-Term Orientation on the educational attainment of immigrant students. Controlling for the quality of schools and socioeconomic characteristics, students from long-term oriented cultures perform better in third grade reading and math, have larger test score gains over time, fewer absences and disciplinary incidents, are less likely to repeat grades, more likely to enroll in advanced high school courses, and are more likely to graduate from high school in four years. Evidence on mechanisms suggests that both parents’ educational choices for their children and social learning from peers are important mechanisms. (JEL H75, I21, I26, J15, Z13)
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Devins, David, Reina Ferrández-Berrueco, and Tauno Kekale. "Educational orientation and employer influenced pedagogy." Higher Education, Skills and Work-Based Learning 5, no. 4 (November 9, 2015): 352–68. http://dx.doi.org/10.1108/heswbl-03-2015-0010.

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Purpose – The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe. Design/methodology/approach – The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK. Findings – The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy. Research limitations/implications – The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration. Practical implications – The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies. Originality/value – The paper provides a new framework and a unique analysis of programme level case studies from three European countries.
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FILATOV, V. O. "SIGNIFICANT DIRECTIONS IN EDUCATIONAL AND PROFESSIONAL ACTIVITIES OF PSYCHOLOGIST STUDENTS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2, no. 1 (2021): 81–85. http://dx.doi.org/10.36871/ek.up.p.r.2021.01.02.010.

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The article deals with the question of life-meaning and value orientations, personality orientation and worldview of psychology students. Revealed significant indicators and analyzed the features of these integral personality characteristics. The results of the correlation analysis made it possible to identify and describe the relationship between life-meaning and value orientations with the characteristics of life and professional self-determination.
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Fishman, Boris E., Bogdana S. Kuzmina, Olga A. Fokina, Natalia G. Bogachenko, Natalia B. Moskvina, and Svetlana P. Mashovetz. "On Strategic Orientation of Student Educational Activity." SHS Web of Conferences 50 (2018): 01056. http://dx.doi.org/10.1051/shsconf/20185001056.

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The article deals with the research in the field of the strategic orientation of educational activities in higher education. The necessity of applying a student-centered approach in such studies is revealed. It is noted that the factors influencing the strategic orientation of the student educational activity relate either to the space of ‘due’ or to the space of ‘being’. The invariant core of the graduate competence model belongs to the target-oriented space of the ‘due’. It includes 12 clusters of competencies and describes the normative context of the strategic orientation of the student educational activity. The personal context of this orientation is formed on the basis of a va riety of students’ goals in the space of ‘being’. It is characterized by student’s ideas about the relative importance of the qualities that one will need in future after graduation. The technique of establishing a hierarchy of combined graduate qualities is described. This hierarchy is determined by the student’s goals, which can be reflected through the subjective significance of the considered qualities for one. The analysis of results showed that the gender of the student and the character of his future labour activity significantly influence one’s strategic orientation.
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Rashotte, Judy, and Margot Thomas. "Incorporating Educational Theory Into Critical Care Orientation." Journal of Continuing Education in Nursing 33, no. 3 (May 1, 2002): 131–37. http://dx.doi.org/10.3928/0022-0124-20020501-08.

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Gatawa, Mudassir Ibrahim, and Ibrahim Yusuf. "INTERNAL VERSUS EXTERNAL LOCUS OF CONTROL AMONG STUDENTS IN TERTIARY EDUCATIONAL INSTITUTIONS: A REVIEW OF RELATED LITERATURE AND IMPLICATIONS FOR EDUCATIONAL PSYCHOLOGY." Sokoto Educational Review 16, no. 2 (December 31, 2015): 10. http://dx.doi.org/10.35386/ser.v16i2.125.

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This paper examined issues related to the search for means of improving performance among learners through explaining one of the psychological basis of academic achievement, that is, Locus of Control (LOC) which is a personality variable. The concept and different orientations of LOC were discussed. The issue of age, familial origins and gender with relevance to LOC were discussed. The desirability or otherwise of the internal and external LOC was also discussed. The paper concluded that higher external orientation and higher internal orientation could lead to anxiety and frustration in some instances. Implications for Educational Psychology were raised, which included counselling students to realize their mistakes, so that they don’t attribute their expected failures to the teacher or something else. They should also be counselled not to set unachievable goals that when effort put in place failed, the situation would not result into anxiety and frustration.
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Dissertations / Theses on the topic "Educational orientation"

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Romero, Alonso. "Educational Future Orientation of Middle School Latino Students." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/cps_diss/87.

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The lack of educational attainment among Latino youth, as evidenced by high school dropout rates, is a growing and costly problem that affects not only Latinos but society as a whole. Using a sample of 139 middle school Latino students, primarily of Mexican descendant, the current study used cluster analysis to identify a typology of students based on their educational aspirations, expectations, and perceived academic competence. Three distinct profiles emerged: a college-bound-congruent group with college aspirations and similar college expectations, and high academic confidence; a college-bound-incongruent group with college aspirations but vocational expectations, and medium academic confidence; and a vocational-bound congruent group with vocational or technical school aspirations and similar expectations, and low academic confidence. Students’ relationship with teachers was a factor that helped differentiate students across the different profiles. Relationships with parents and peers were not. Students’ gender, immigration status, and ethnic identity did not contribute to the differences in profiles. The findings suggest that future educational profiles of middle school Latino students are an important component of a comprehensive “early warning system” that could help identify students who may be at risk of dropping out school.
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Cagle, Karen E. "Faculty perceptions of principal support and change orientation in Virginia high schools." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618563.

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Similar to other organizations, change is a part of any school setting. In this time of necessary educational transformation, school principals must have the knowledge and skills to be change agents. This study sought to expand on existing research on change orientation by examining how principal support affects the faculty's receptivity to institutional change. Thus, the focus of this study was to explore the relationship between two dimensions of principal support and three aspects of change orientation. The Principal Support Scale (PSS) and Faculty Change Orientation Scale (FCOS) were used to survey 1,276 licensed, professional teachers in 34 public high schools throughout the Commonwealth of Virginia.;Correlational statistics revealed a significant positive relationship between principal support and faculty perception of principal openness to change. When regressed with the other principal support factor, expressive support demonstrated a significant effect on principal openness to change. In addition, a significant relationship emerged between one dimension of principal support and faculty receptivity towards community pressure for change. A significant positive correlation was also found between principal openness to change and faculty openness to change.
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Renfro-Michel, Edina Lynn. "THE RELATIONSHIP BETWEEN COUNSELING SUPERVISEE ATTACHMENT ORIENTATION AND SUPERVISION WORKING ALLIANCE RAPPORT." MSSTATE, 2006. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04102006-111609/.

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This study examined the relationship between supervisee attachment orientation, rapport of the supervision working alliance over time, the change of supervisee attachment orientation, and the perceived impact of supervision on the lives of the supervisees. Participants were 117 master?s level counseling student at the entry (34), practicum (45), and internship (38) levels, counseling clients with supervision. This study used the Relationship Questionnaire and the Rapport score from the Supervision Working Alliance Inventory. Data was collected via e-mail at the beginning, middle, and end of the semester. Data was examined using Two-Way Factorial ANOVAs, Bowker Tests, and Chi-Square Tests. There were statistically significant changes in attachment orientation over time, and a statistically significant relationship between working alliance rapport scores and supervisee attachment. A change in attachment from preoccupied and fearful toward secure and dismissing orientations occurred. These findings may indicate the importance of considering attachment in the supervision relationship.
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Anderson, Sarah, and Loyd Lee Glenn. "Effect of Gender on Intentional Learning Orientation." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/532.

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Knowledge of how gender affects learning is scarcely understood in the realm of nursing education. Prior studies have indicated certain learning styles are predictors of passing board examinations. Pinpointing specific learning styles could improve educational outcomes and produce thoroughly equipped nurses. Previous researchers have studied the differences in learning preferences according to gender; however, no studies have solely concentrated on gender specific learning preferences among undergraduate nursing students. Learning Interest, as well as Goal Orientation, were found to be statistically significant between genders.
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Heath, John Lionel Potgieter. "An investigation into the present system of orientation for pupils entering high school under the jurisdiction of the Cape Education Department, leading to an orientation programme." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1004769.

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Cho, Christina Y. "An Innovation Diffusion and Adoption Model| A Comparative Multiple Case Study of an Intensive Academic-Orientation Boot Camp Program." Thesis, University of Nevada, Reno, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10266523.

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The purpose of this multiple comparative case study was to examine why and how an intensive academic-orientation innovation was diffused and adopted at five different public research universities. The innovation under study was the Louisiana State University (LSU) Biology Intensive Orientation for Students (BIOS) program. Everett Rogers’ (2003) diffusion of innovation theory served as the theoretical framework for this study. Program documentation was collected and reviewed, an on-line survey was administered and completed by each program coordinator/director, and telephone interviews were conducted with each program coordinator/director. The study found there was relative fidelity in the adoption of BIOS and supported the presence of Rogers’ (2003) innovation attributes. A model was developed through this study to describe a successful innovation adoption process; essential elements, roles, and relationships were identified. Key findings of the study included the following: (a) need for a catalyst that the innovation addressed and impacted in a positive way; (b) a credible change agent, who was available to share knowledge about the innovation; (c) a champion, who was committed to the successful adoption of the innovation; and (d) an opinion leader, who supported the innovation adoption. The model further indicates there must be a productive and positive working relationship between the change agent and the champion, as well as an established positive working relationship between the champion and opinion leader. Discontinuation of the innovation adoption is possible if there is a change in opinion leadership or a less complex or less costly solution to the initial catalyst is discovered.

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Rinholm, Joanne. "The mediating role of task orientation in the relation between parenting practices and children's cognitive performance." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7927.

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The present study was designed to clarify the relations between parenting practices and cognitive performance in school-aged children. Particular attention was directed toward the identification of gender differences in the pattern of relations among variables and toward investigating a model of how parenting practices may influence children's cognitive performance. The model postulated that parenting practices affect children's task orientation (i.e., mastery behaviors and impulse control), which in turn affects their cognitive performance. Using path analysis, the model was assessed in a sample of 63 female and 62 male Grade 6 children. The measure of cognitive performance was academic grades, and the possible confounding influence of cognitive ability upon academic grades was controlled. As expected, maternal encouragement of independence predicted both boys' and girls' academic performance, with mastery behaviors mediating the relation in the female sample. Paternal nurturance also predicted girls' academic performance, with impulse control mediating this association. The remaining findings of the study provided support for individual components of the model. With respect to the relations between parenting practices and task orientation, maternal nurturance predicted both higher mastery behaviors and impulse control in the female sample. For girls, paternal restrictive control predicted lower impulse control, whereas maternal restrictive control predicted higher impulse control. For boys, both maternal and paternal nurturance predicted higher impulse control. In both the male and female samples, the expected associations between academic performance and both mastery behaviors and impulse control were obtained. The implications of the results and suggestions for future research were discussed.
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Toscano, Linda A. "The Influence of Diversity Experiences on Undergraduate Students' Universal Diverse Orientation (UDO)." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353011574.

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Tankersley, Christopher James. "Becoming an Orientation Leader: A Catalyst for Self-Authorship Development." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365413596.

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Hoogendoorn, Anne Roberta, and n/a. "The relationship of personality factors to the educational orientation of adult educators." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20061110.095037.

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This research study was in the field of adult education, focusing on the role of adult educators. Sixty four adult educators in the Australian Capital Territory, from a wide range of institutions took part in the study. The educational orientation of the adult educators, on an andragogical-pedagogical continuum, was measured by The Educational Orientation Questionnaire, (Hadley, 1974). This test was based on Knowles, theory of andragogy "the art and science of helping adults learn" and its corollary, pedagogy, "the art of teaching children" (Knowles, 1985). The E.O.Q. tested adult educators' attitudes in six areas of education to discover the extent to which educators were more andragogical or pedagogical in their orientation. Four personality dimensions of adult educators were measured by The Personal Style Inventory (Champagne and Hogan, 1979) - a test based on Jung's theory of psychological types. The data was analysed and four null hypotheses were tested. Two were rejected and two were accepted. The findings revealed that there was a statistically significant correlation at the .01 level of significance, showing a definite relationship between two of the dimensions, extraversion-introversion and sensing-intuition, and the educational orientation of adult educators: extraversion and intuition with a more andragogical orientation and introversion and sensing with a more pedagogical orientation. The interpretation of these findings raised numerous questions and issues on the role of adult educators as well as recommendations for further research on the correlation of other variables with the educational orientation of adult educators.
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Books on the topic "Educational orientation"

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Berthelot, Jean-Michel. Ecole, orientation, société. Paris: Presses universitaires de France, 1993.

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Boursier, Sylvie. L' orientation a-t-elle un sens? Paris: Editions Entente, 1993.

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Danvers, Francis. Modèles, concepts et pratiques en orientation des adultes. Villeneuve d'Ascq: Presses universitaires du Septentrion, 2006.

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Comoros. Loi no 94-035/AF: Portant orientation sur l'éducation. [Comoros]: République fédérale islamique des Comores, Assemblée fédérale, 1994.

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Dhume-Sonzogni, Fabrice. Orientation scolaire et discrimination: De l'inégalité de traitement selon l'"origine". Paris: La Documentation française, 2011.

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Grove, Cornelius Lee. Orientation handbook for youth exchange programs. [Yarmouth, Me.]: Intercultural Press, 1989.

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Wim H. M. L. Hoppers. Searching for relevance: The development of work orientation in basic education. Paris: Unesco, International Institute for Educational Planning, 1996.

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Orientation to the counseling profession: Advocacy, ethics, and essential professional foundations. Upper Saddle River, N.J: Merrill, 2009.

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Zbarovskai͡a, N. V. Obuchai͡ushchie igry v biblioteke: Tekhnologii͡a igrovogo imitat͡sionnogo modelirovanii͡a. Sankt-Peterburg: Izd-vo Professii͡a, 2001.

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Orientierung und Gesellschaft: Gesellschaftstheoretische und individualwissenschaftliche Grundlagen politischer Orientierungen Jugendlicher in Strukturen sozialer Ungleichheit. Frankfurt am Main: P. Lang, 1996.

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Book chapters on the topic "Educational orientation"

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Cooley, William W., and William E. Bickel. "Client Orientation." In Decision-Oriented Educational Research, 25–39. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4227-1_3.

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Romero-Trillo, Jesús. "Teaching Prosody with a Pragmatic Orientation: A Synthesis." In Educational Linguistics, 231–34. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3883-6_14.

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Robinson, Elizabeth, Zhongfeng Tian, Elie Crief, and Maíra Lins Prado. "Learning to Teach English for Justice from a Translanguaging Orientation." In Educational Linguistics, 135–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47031-9_7.

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Scheerens, Jaap, Hans Luyten, and Jan van Ravens. "The Selectivity and Vocational Orientation of Education Systems." In Perspectives on Educational Quality, 103–27. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0926-3_5.

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Yang, Ming, and Hao Ni. "Moving Towards Market Orientation: The System of Employment in China." In Educational Governance in China, 171–91. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0842-0_6.

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de Vries, Marc J. "Approaches To Technology Education and the Role of Advanced Technologies: An International Orientation." In Advanced Educational Technology in Technology Education, 139–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_10.

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Scarino, Angela. "Mediation in the Assessment of Language Learning Within an Interlingual and Intercultural Orientation: The Role of Reciprocal Interpretation." In Educational Linguistics, 43–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35081-9_3.

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Pantoja-Vallejo, Antonio, and Beatriz Berrios-Aguayo. "TIMONEL: Recommendation System Applied to the Educational Orientation of Higher Education Students." In Learning and Analytics in Intelligent Systems, 14–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-36778-7_2.

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Ma, Guogang. "The Strategic Orientation of High-Quality Development of Higher Continuing Education in China." In Educational Communications and Technology Yearbook, 25–37. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6681-9_3.

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Herbstrith, Julie C. "Using a systems approach to creating equitable educational environments for gender and sexually diverse families." In Supporting gender identity and sexual orientation diversity in K-12 schools., 121–42. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000211-007.

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Conference papers on the topic "Educational orientation"

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"Using Fact-orientation for Educational Design." In 2nd International Workshop on Interaction Design in Educational Environments. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004539800140023.

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"Caring Orientation in College Music Education." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0001001.

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Růžičková, Veronika. "Spatial Orientation Of People With Visual Impairment." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.81.

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Magomedova, A. N. "Contradictions of educational standards and eco-bioethical orientation." In General question of world science. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/gq-31-03-2018-30.

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Spetsian, L. M. "SOCIAL ORIENTATION OF YOUTH IN THE EDUCATIONAL SPACE." In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-401.

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Lmati, Imane, Fatima Zahra Guerss, Mohammed Aitdaoud, Khadija Douzi, Habib Benlahmar, Mohammed Talbi, Naceur Achtaich, and Abdelouahed Namir. "Alignment between two domain ontologies (Case of educational orientation in mathematics education)." In 2015 5th International Conference on Information & Communication Technology and Accessibility (ICTA). IEEE, 2015. http://dx.doi.org/10.1109/icta.2015.7426911.

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Kuracki, Kamil. "Positive Orientation, Hope For Success And Acquiring Bibliotherapeutic Competences." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.53.

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Xu, Ming, Meng Meng, and Yueyue Hou. "Theoretical Orientation and Educational Application of Visual Art Therapy." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456887.3457499.

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Ruíz Pérez, Odalis, Antonio Díaz-Torriente, Alexo Rodríguez Milian, and José Daniel Prado Mursulí. "The Educational Orientation offered by the Physical Education discipline in the Education-Pedagogy-Psychology specialty." In MOL2NET 2019, International Conference on Multidisciplinary Sciences, 5th edition. Basel, Switzerland: MDPI, 2019. http://dx.doi.org/10.3390/mol2net-05-06772.

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Kroupová, Kateřina. "Tactile Information As A Facilitating Element In The Spatial Orientation." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.68.

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Reports on the topic "Educational orientation"

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Figlio, David, Paola Giuliano, Umut Özek, and Paola Sapienza. Long-Term Orientation and Educational Performance. Cambridge, MA: National Bureau of Economic Research, August 2016. http://dx.doi.org/10.3386/w22541.

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Nayn, A. Y. Pedagogical Management of Teachers Educational-Cognitive Orientation Development Process in he System of an Additional Professional Education. Prof. Dr Kuznetsov Alexandre Semenovich, March 2015. http://dx.doi.org/10.14526/18_2015_18.

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Turanova, Larisa, and Andrey Styugin. Electronic course "Introduction to engineering class". Science and Innovation Center Publishing House, November 2020. http://dx.doi.org/10.12731/introduction_to_engineering_class.

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The electronic course "Introduction to the engineering class" is an electronic educational course for the implementation of the module of the vocational guidance program of additional education for schoolchildren of a technical orientation. Powered by LMS Moodle platform, contains multimedia and interactive resources. Available through a browser with built-in FleshPlayer, no additional software required. The electronic course includes materials on mathematics, physics, astronomy. Classes based on the e-course involve the use of electronic course resources in teleconference mode and independent work mode.
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You might also be interested in the extended bibliographies on the topic 'Educational orientation' for particular source types:
Journal articles Dissertations / Theses Books
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