Relevant bibliographies by topics / Equine students

Academic literature on the topic 'Equine students'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Equine students.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Equine students"

1

Janecka, Leslie. "192 Meeting Industry Needs and Changing Dynamics of Equine Students." Journal of Animal Science 98, Supplement_3 (November 2, 2020): 23. http://dx.doi.org/10.1093/jas/skaa054.040.

Full text
Abstract:
Abstract Over the past twenty years, the “typical” equine student has drastically changed. Today’s equine and agriculture students now come from a more urban, rather than rural background, which presents a challenge to the traditional equine programs where research and horse husbandry were the norm. Equine programs at colleges and universities have had to change in order to accommodate these non-traditional students; however, industry needs, especially as it relates to the horse as a production animal have not changed. The challenge therefore is to bring together what the industry needs with the available talent “the students” and what colleges and universities can offer with ever increasing limited budgets. Using data from twenty years of applicants (>1000) to the Kentucky Equine Management Internship program, we compared today’s equine student to those of five, ten and twenty years ago to demonstrate the changing dynamics and evolution of today’s equine undergraduate student. We also examined transcripts of these equine interns to assess what courses the students are actually taking. The needs of the modern equine production farm were also analyzed in so that recommendations can be made as to the sustainability of equine programs to meet the needs of the equine industry going forward.
APA, Harvard, Vancouver, ISO, and other styles
2

Guinnefollau, Lauréline, Erica K. Gee, Charlotte F. Bolwell, Elizabeth J. Norman, and Chris W. Rogers. "Benefits of Animal Exposure on Veterinary Students’ Understanding of Equine Behaviour and Self-Assessed Equine Handling Skills." Animals 9, no. 9 (August 28, 2019): 620. http://dx.doi.org/10.3390/ani9090620.

Full text
Abstract:
Horses are one of the most dangerous animals veterinarians have to work with. For many veterinary students, their first exposure to horses occurs during practical classes. To evaluate the level of knowledge students have of equine behaviour and their equine handling competency when entering the programme, 214 veterinary students (1st and 4th year) were recruited to participate in a questionnaire. Participants were asked to choose one out of 12 terms that best represented the affective state of a horse in a picture, and to self-assess their equine handling skills. Half (n = 56/115) of the first-year students correctly interpreted the horse’s behaviour. The majority had (1) a poor understanding of equine learning mechanisms and (2) poor self-rated equine handling skills. A history of pet ownership (p = 0.027) and the presence of horses on their family property (p = 0.001) were significantly associated with a correct understanding of equine behaviour. Fourth-year students were three times more likely to accurately interpret the horse’s behaviour (p = 0.01) and rated their handling skills higher than first-year students (p = 0.006). These results suggest that previous animal experience confers a considerable advantage to interpret equine behaviour and highlight the critical importance of practical training in the veterinary programme.
APA, Harvard, Vancouver, ISO, and other styles
3

Roberts, Florence, Judy Bradberry, and Cheryl Williams. "Equine-Facilitated Psychotherapy Benefits Students and Children." Holistic Nursing Practice 18, no. 1 (January 2004): 32–35. http://dx.doi.org/10.1097/00004650-200401000-00006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Anderson, Kathy. "193 Equine teaching programs – where do they fit?" Journal of Animal Science 98, Supplement_3 (November 2, 2020): 22–23. http://dx.doi.org/10.1093/jas/skaa054.039.

Full text
Abstract:
Abstract Equine teaching programs in Animal Science Departments throughout the Midwest region land grant institutions have greatly expanded over the past 20 years. However, private schools with equine programs focused on large equitation programs have shown a reduction in recent years. Most indicated cost and reduced student numbers as factors to the decline. In evaluation of 12 land-grant institutions in the Midwest Animal Science region, 100% offer one or more equine Animal Science courses with a range of 1 to 16 different equine focused courses. Nearly all schools offer a combination of lecture and “hands-on” courses. Lecture courses focused on management, nutrition, evaluation, etc. were offed at all 12 institutions with most offering between 2 to 4 equine lecture type courses. Enrollments in these courses range between 10 – 50 students or more. However, highly popular hands on courses covering training, equitation, and handling have lower enrollment limits (10-15), lab fees, and schools offer between one to 6 different courses. Makeup of students enrolling in all courses is highly diverse from students with extensive prior horse skills and experience, to those with minimal experience. Furthermore, all of the institutions evaluated used the equine courses within their Animal Science major and three offered an Equine Option within Animal Science. However, this may be reflective of the structure of each Animal Science Department. Equine courses tend to be highly popular and attract students from various majors across intuitions. Offering courses to serve and attract this diverse student population is a challenge to departments, especially with the increased cost of maintaining herds for highly popular hands on courses. However, departments must strive to find a balance between lecture/distance and hands-on courses to provide students the educational experience exposing them to the equine industry and future careers.
APA, Harvard, Vancouver, ISO, and other styles
5

Lee, Samantha, Katie Cagle-Holtcamp, Molly Nicodemus, Holly Evans, Avery Walters, and Alicia Gilmore. "PSIV-32 Do self-assessments reflect actual skill level of the student in an introductory equine laboratory course?" Journal of Animal Science 98, Supplement_4 (November 3, 2020): 469. http://dx.doi.org/10.1093/jas/skaa278.817.

Full text
Abstract:
Abstract In the hiring process, employers look for confidence in a potential employee. This confidence is particularly important in the equine industry when a lack of confidence can create safety issues for both the handler and horse. Earlier studies report previous exposure to horses gives students an advantage in the understanding of equine behavior and self-reported equine handling abilities. However, does this understanding and perceived ability reflect actual equine handling skills? Course assessments by instructors in determining student learning and abilities often defer to student self-assessments, but the exposure to the horse may only develop a perceived confidence and not an actual skill set. Therefore, the objective of the study was to compare students’ perceived confidence in equine handling to actual skill level. Study participants were enrolled in introductory equine laboratory courses (n = 83) during the fall semester. Laboratories consisted of basic equine handling activities that were covered over 30 contact hours throughout the semester. Students worked with horses on a weekly basis for 2 hours each week for 10 weeks. A survey instrument consisting of 18 questions was given at the beginning (pre-) and end (post-) of the semester. Questions focused on the student’s confidence in their perceived equine handling skills. Students ranked their confidence with a score from 1 to 5 with 5 indicating a high confidence level. Laboratory instructors completed a 10 question pre- and post- skill assessment. Each question ranked the students’ skills 1–4 with 4 indicating a high skill level. By the end of the semester, students improved both in their self-assessed confidence (P < 0.05) and in their instructor-assessed skill level (P < 0.05) with a positive correlation seen between the two assessment methods. Thus, instructors limited on how they can assess a student can defer to self-assessments when evaluating course impact in an introductory equine laboratory course.
APA, Harvard, Vancouver, ISO, and other styles
6

Walters, Avery, Katie Cagle-Holtcamp, Molly Nicodemus, Holly Evans, Samantha Lee, and Alicia Gilmore. "PSIV-31 Do community-engaged learning courses benefit the equine student over a traditional laboratory setting?" Journal of Animal Science 98, Supplement_4 (November 3, 2020): 468–69. http://dx.doi.org/10.1093/jas/skaa278.816.

Full text
Abstract:
Abstract Vocational training is essential in developing both the skills and confidence to perform these activities within a profession. This type of training can be achieved through a traditional laboratory setting or within a laboratory centered around community engagement activities. While the benefits of both types of pedagogical strategies have been documented, comparison of these approaches to teaching in the equine environment is limited, and yet, development of skills and confidence is essential to the equine student as they step into the equine industry. Therefore, the objective of the study was to compare development of students’ confidence levels and skills through a traditional equine laboratory-setting to that of a community-engaged pedagogy. The study was conducted over the fall semester. A survey instrument was given at the beginning (pre-) and end (post-) of each semester for a weekly 2-hour traditional equine laboratory (TL; n = 36) and an equine course with a weekly 2-hour equine community engagement activity (CE; n = 47). Students in both course types completed a total of 30 hours handling horses during the semester. The survey consisted of 18 questions evaluating the student’s confidence in their perceived equine horsemanship skills. Students ranked their confidence from 1–5 with 5 indicating higher confidence. A skill assessment was completed by course instructors in conjunction with the students’ self-evaluation surveys. The skill assessment consisted of 10 questions with instructors ranking skills from 1–4 with 4 indicating higher skill level. Paired samples t-tests showed significant differences by the end of the semester in the skill assessment scores for both the TL and CE courses (P < 0.01) and in the student-perceived confidence levels for the CE course (P < 0.01). Although results indicate that both pedagogical strategies can be beneficial in equine skill development, community-engaged learning courses can provide a more effective approach to improving confidence in equine students.
APA, Harvard, Vancouver, ISO, and other styles
7

Mortensen, C. J., and A. C. Thoron. "Learning style preferences of equine industry focused students." Journal of Equine Veterinary Science 33, no. 5 (May 2013): 392. http://dx.doi.org/10.1016/j.jevs.2013.03.159.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Murphy, Lynne, Jacqueline Wilson, and Stacey Greenberg. "Equine-Assisted Experiential Learning in Occupational Therapy Education." Journal of Experiential Education 40, no. 4 (June 16, 2017): 366–76. http://dx.doi.org/10.1177/1053825917712732.

Full text
Abstract:
Equine-assisted occupational therapy (EAOT) employs horse and human cooperation in activities that facilitate social, emotional, and cognitive development. The potential benefits of equine-assisted activities for students may influence the development of these types of skills in professional occupational therapy practice. This study explored the experience of students who participated in EAOT, related to problem-solving skills, analysis of activities, tolerance for ambiguity, effective communication, and reflection skills. Sixty occupational therapy students participated in EAOT, and completed a pretest and posttest survey regarding the experience. Changes in students’ perceptions of comfort with ambiguity, problem solving, reflection, and activity analysis skills were examined. Student responses to broad questions allowed for thematic review of the benefits and challenges of this form of experiential learning. Students were initially fearful of experiential learning; however, a statistically significant improvement in tolerance to ambiguity was identified following the session. In addition, students perceived improved problem-solving skills, ability to analyze activities, and more effective communication skills. Clear benefits were identified in the equine-assisted experience for occupational therapy students. Additional study is warranted to allow for objective measures of tolerance for ambiguity and to explore additional learning outcomes related to readiness for clinical practice.
APA, Harvard, Vancouver, ISO, and other styles
9

Gronqvist, Gabriella, Chris Rogers, Erica Gee, Audrey Martinez, and Charlotte Bolwell. "Veterinary and Equine Science Students’ Interpretation of Horse Behaviour." Animals 7, no. 12 (August 15, 2017): 63. http://dx.doi.org/10.3390/ani7080063.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Pelyva, Imre Zoltán, Réka Kresák, Etelka Szovák, and Ákos Levente Tóth. "How Equine-Assisted Activities Affect the Prosocial Behavior of Adolescents." International Journal of Environmental Research and Public Health 17, no. 8 (April 24, 2020): 2967. http://dx.doi.org/10.3390/ijerph17082967.

Full text
Abstract:
Multiple studies have investigated the positive effects of human–animal interactions and showed that animal-assisted activities can be successfully used to better human physical and mental health. Equine-assisted activities have also raised considerable attention within the field. Our research focuses on healthy students (aged 14–18) without deviations or special educational needs. We analyze the occurrence of behavior problems and prosocial behavior among adolescents who regularly have interactions with horses, and those who have no connection to horses at all. The subjects of our investigation completed the strengths and difficulties questionnaire (SDQ), and we use a ‘quasi’ 2 × 2 before-after control-impact design to analyze the data. Students studying equine-related vocations and students of other vocations are compared, at the beginning and at the end of their studies. Our results indicate that students of equine-related vocations are more helpful and empathetic, and have fewer behavior problems, than those studying other vocations. There is a negative correlation between prosocial behavior and behavior problems. The development of the prosocial behaviors of students with regular horse–human interactions is more remarkable than of those who have no connection to horses. With these results, we are going to confirm the hypothesis that equine-assisted activities correlate with positive behavioral traits among healthy adolescents.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Equine students"

1

Southworth, Jennifer Williams. "Student Demographics, Academic Performance, and Faculty Perceptions of Equine Students at The Ohio State University." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397654291.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zhang, Minxuan. "Concepts of equity and policies for university student financial support Chinese reforms in an international context /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295946.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Brown, Jane Thierfeld. "Access to equity : the next step for women students with disabilities on the college campus /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11690586.

Full text
Abstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Cynthia Johnson. Dissertation Committee: Dawn Person. Includes bibliographical references (leaves 104-115).
APA, Harvard, Vancouver, ISO, and other styles
4

張民選 and Minxuan Zhang. "Concepts of equity and policies for university student financial support: Chinese reforms in an internationalcontext." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242674.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Boateng, Agyeman Siriboe. "A Case Study of Equity and Student Experience in a California Community College." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/934.

Full text
Abstract:
In California community colleges, students of color reach educational milestones and culminating outcomes disproportionately less often than their peers. In the past decade, the state has committed renewed energy to refining student equity plan regulations requiring individual colleges to identify and develop strategies to close such gaps. This dissertation sought to focus on the intended beneficiaries of these efforts, asking how students themselves define and experience equity. Using semistructured, narrative interviews to explore the experiences of nine students of color at a California community college, this qualitative case was supported by institutional documents, participant observation, and interviews with college personnel. This inquiry was conceptually framed by Dowd and Bensimon’s (2015) insights on equity’s meaning as a standard of justice, California student equity plan success indicators, and Yosso’s (2005) community cultural wealth. Students’ stories wove tapestries of struggles and triumphs. Their engagement with the college and coursework was often mediated by the external circumstances and internal tumult of their lived experiences and hurdles that derived from college’s personnel or processes. Alternately, students found informational, material, social, and motivational resources in their home networks, college programs, relationships with personnel, and their own recognition of personal growth. Students’ experiences with the college denoted equity by its presence and its absence. While affirmatively identifying instances of caring, validation, and growth, less positive experiences revealed the extent to which equity remains aspirational. These findings give voice to the asymmetries between policy/regulatory efforts to redress entrenched educational inequities and the realities of students’ lived experience.
APA, Harvard, Vancouver, ISO, and other styles
6

Macdonald, Maritza B. "Teaching to learn : an expert teacher's quest for an equity pedagogy /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1179186x.

Full text
Abstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: A. Lin Goodwin. Includes bibliographical references (leaves 220-230).
APA, Harvard, Vancouver, ISO, and other styles
7

Hurt, James Matthew. "A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1487.

Full text
Abstract:
Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws to provide free, appropriate public education to students with disabilities. In the first decade of the 21st Century the government has produced legislation requiring schools to be responsible for improving instruction for students with disabilities. One of the major trends in accomplishing this task is a move toward inclusive education. This study determined the relationships of assessment type (Standards of Learning (SOL) assessments versus Virginia Grade Level Alternative (VGLA) assessments) and models of service delivery (general education inclusion classes versus special education pullout classes) for students with disabilities in grades 3 through 8 on student achievement in 4 counties in Southwest Virginia. Similar studies have been conducted with varying results noted. The review of the literature includes 18 studies that compared the achievement of students with disabilities who were instructed in the general education classroom with the achievement of students with disabilities who were instructed in the special education classroom. Significant differences were noted in 11 of the reviewed studies. The data were analyzed using chi-square analysis and pairwise comparisons. The findings indicate that there is a relationship between instructional delivery method (inclusion or pullout) and proficiency in reading and math. Students who were educated in the inclusion classrooms tended to have a higher incidence of pass proficient ratings and students in the pullout classrooms tended to have a higher incidence of pass advanced ratings. The findings also indicate that there is a relationship between assessment method (SOL assessment or VGLA) and proficiency in reading and math. Students who were assessed via the SOL assessment tended to have a higher incidence of pass proficient ratings and students who were assessed via the VGLA assessment tended to have a higher incidence of pass advanced ratings.
APA, Harvard, Vancouver, ISO, and other styles
8

Byrd, Terre D. M. "East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1721.

Full text
Abstract:
The purpose of this study was to determine ETSU faculty attitudes and student perceptions in providing academic accommodations to students with disabilities. Participants of the study were ETSU students with disabilities who are registered with the Disabilities Services office and faculty members of ETSU. Students with disabilities were interviewed. An online survey was sent to faculty members via the ETSU email system. Disability law and disability compliance year books served as the primary documents that were reviewed for pertinent information. Grounded theory using a constant-comparison methodology served as the conceptual framework for the study. The grounded-theory approach allowed for the perspectives of students and faculty to be shared and analyzed. Constant-comparison methodology was used to interpret the data through the critical lens perspectives and experiences of students with disabilities. Interview, online survey, and document review were 3 methods of data collection used in this study. The findings of the study indicated that the experiences and perspectives of ETSU students with disabilities differ regardless of visible or invisible disability. Findings also indicated that faculty attitudes towards providing accommodations to students with disabilities were generally positive. However, attitudes of faculty members at ETSU did mirror the attitudes of faculty members at other universities in the provision of certain accommodations based on type (classroom or testing.) In general, faculty members were less willing to alter a test than to provide extended time for a test. Also, faculty members were less willing to provide lecture notes as opposed to allowing a student to record a lecture. It is suggested that the willingness of a faculty member to provide accommodations may hinge on knowledge, experience, and ease of providing the accommodation.
APA, Harvard, Vancouver, ISO, and other styles
9

Miller, Maria. "SCIENCE SELF-EFFICACY IN TENTH GRADE HISPANIC FEMALE HIGH SCHOOL STUDENTS." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3444.

Full text
Abstract:
Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy (M=19.35). Each factor showed a significant positive correlation (p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science, It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts respectively. Triangulation of interview and quantitative data showed that classroom factors, specifically academic engagement, influenced participant perceptions of science self efficacy the greatest. Suggested further studies on the impact of science self-efficacy and science achievement are discussed. Information gleaned from the continued study of science self-efficacy may influence the ability of traditionally underrepresented racial/ethnic females to persist in their science preparation and training in an effort to prevent leaving the STEM pipeline at this crucial juncture.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
APA, Harvard, Vancouver, ISO, and other styles
10

Gleerup, Andreas, and Marcus Harborn. "How do students choose their banks?" Thesis, Kristianstad University College, School of Health and Society, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5888.

Full text
Abstract:

The purpose of this dissertation is to investigate customer behaviour in the banking industry of students at Kristianstad University. We wanted to test the theory of Customer based brand equity in the banking industry but also to challenge this theory with other independent theories which we have identified as important concerning customer behaviour the banking industry.

The banking industry is an interesting business since it affects nearly everyone. Banks are known to focus much of their marketing on customer retention which makes this specific industry extra interesting for an investigation about customer behaviour.

Kevin Keller‟s theories on Customer based brand equity was the catalyst that created our interest in this subject. The combination of this theory and the specific nature of the banking industry helped us form our problem. The chosen segment to investigate was students at Kristianstad University. Mainly because of the specific time limit this segment was the most suitable for this dissertation.

The result indicates that the factors from the CBBE-model were not significantly connected to students‟ customer behaviour in the banking industry. However, it can be argued that some factors are still relevant when explaining customer behaviour in the banking industry. One of the challenging theories, Intergenerational Influence, proved to have a significant connection to customer behaviour. It can be argued that Intergenerational Influence is the most important factor when explaining students‟ customer behaviour in the banking industry. The results of this dissertation can be useful for banks in order to make their marketing strategy more efficient.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Equine students"

1

Equine diseases: A textbook for students and practitioners. Berlin: P. Parey, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pasquini, Chris. Student's guide to equine clinics. Pilot Point, Texas: Sudz Publishing, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Pasquini, Chris. Student's guide to equine clinics. Pilot Point, Tx: Sudz Pub., 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bray, Judith. A student's guide to equity and trusts. Cambridge: Cambridge Univ. Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Philemon, Holcombe James. An introduction to equity jurisprudence on the basis of Story's Commentaries: With notes and references to English and American cases, adapted to the use of students. Littleton, Colo: F.B. Rothman, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

A student's guide to equity and trusts. Cambridge: Cambridge Univ. Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Slavin, Robert E. Student team learning: An overview and practical guide. 2nd ed. Washington, D.C: NEA Professional Library, National Education Association, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Student team learning: A practical guide to cooperative learning. 3rd ed. Washington, D.C: NEA Professional Library, National Education Association, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

1938-, Johnson Roger T., ed. Assessing students in groups: Promoting group responsibility and individual accountability. Thousand Oaks, Calif: Corwin Press, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

1950-, Thousand Jacqueline S., Villa Richard A. 1952-, and Nevin Ann, eds. Creativity and collaborative learning: A practical guide to empowering students and teachers. Baltimore: P.H. Brookes Pub. Co., 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Equine students"

1

Cureton, Debra, and Phil Gravestock. "Supporting Students’ Learning: The Power of the Student–Teacher Relationship." In Achieving Equity and Quality in Higher Education, 51–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78316-1_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Monaghan, Meg, and Barbara F. Hartigan. "Gender Equity in the Classroom." In Supervising Student Teachers, 107–6. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Callender, Claire. "Undergraduate Student Funding in England: The Challenges Ahead for Equity." In Equity Policies in Global Higher Education, 117–41. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_6.

Full text
Abstract:
AbstractSince 1990, a series of cost-sharing policies in England have changed how higher education and undergraduates are funded. A funding system predicated on student loan debt emerged, informed by neo-liberal thinking and ideas underpinning the marketization of higher education. Annual tuition fees of £9000 were introduced in 2012 for all full-time undergraduates, repaid by loans with repayments linked to graduates’ ability to pay. Sustaining these reforms and evidenced in the policy rhetoric, are a range of unsubstantiated assumptions about their impact, the benefits of student loans, and their effect on student behaviour. Loans sought to protect students from tuition fee increases, to make higher education more affordable, to encourage and widen higher education participation, and to promote student choice. But these aims have been realised only partially, and the 2012 reforms can undermine these aims. Student loans have not been embraced equally by all students, as anticipated. The financial and psychic costs of borrowing can limit students’ higher education and post-graduation choices, opportunities, and experiences. But such occurrences are not random—they are socially stratified. Those students who are already disadvantaged are the most negatively affected. The student funding reforms in England, therefore, have helped to perpetuate rather than just ameliorate existing inequalities.
APA, Harvard, Vancouver, ISO, and other styles
4

Schnee, Emily. "Engaging Students in the Community of College." In Education, Equity, Economy, 223–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22945-4_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nilsen, Trude, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig, and Hege Kaarstein. "Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderation." In Equity, Equality and Diversity in the Nordic Model of Education, 173–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_7.

Full text
Abstract:
AbstractEven though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.
APA, Harvard, Vancouver, ISO, and other styles
6

Norton, Andrew. "Equity and Markets." In Student Equity in Australian Higher Education, 183–206. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0315-8_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Schmidt, Catarina. "Pedagogical Segregation from Students' Perspectives." In Equity, Teaching Practice and the Curriculum, 123–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003218067-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hughes, Hilary E. "Working Through the Uncertainties in Equity-Oriented Supervision." In Supervising Student Teachers, 123–35. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Stefkovich, Jacqueline A., and William C. Frick. "Equity, Equality, and Equal Protection." In Best Interests of the Student, 257–76. 3rd ed. 3rd edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367816032-16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bertolin, Julio, and Tristan McCowan. "The Persistence of Inequity in Brazilian Higher Education: Background Data and Student Performance." In Equity Policies in Global Higher Education, 71–88. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_4.

Full text
Abstract:
AbstractIn the last three decades Brazil’s enrolments grew from approximately 1.5 million to more than 8 million students. Unlike the expansion in the 1990s, when few students from lower socioeconomic backgrounds gained access, the current expansion of Brazilian higher education is changing student profiles. The share of students from lower socioeconomic levels among enrolees and graduates has increased significantly. However, when analysing these changes in terms of the various courses/careers and modes of education present in the Brazilian higher education system, it becomes evident that there are still remnants of an elitist system displaying significant inequity. This chapter shows how the expansion going on in Brazil, despite including new students, does not achieve ‘horizontality’, and instead reproduces inequalities in one of the most unequal societies in the world.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Equine students"

1

Xu, Xuanhui, David Kilroy, Antonella Puggioni, and Abraham G. Campbell. "Co-located Mixed Reality for Teaching Equine Radiology Techniques to Veterinary Students." In 2022 IEEE Games, Entertainment, Media Conference (GEM). IEEE, 2022. http://dx.doi.org/10.1109/gem56474.2022.10017893.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Durgun, Derya Doğan, and Eray Sam. "Equi Integrity Partitions in Graphs." In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.031.

Full text
Abstract:
In this paper some definitions and theorems of equi integrity defined by Sundareswaran and Swaminathan are given. Equi integrity partition of transformation graphs of paths and cycles are calculated where n>3.
APA, Harvard, Vancouver, ISO, and other styles
3

Thomas, Liz. "‘I use my time more wisely…’ The implications for learning and teaching in higher education of more ‘commuter students’." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8165.

Full text
Abstract:
In the UK students have traditionally moved away from home to study in higher education, but this is changing as a consequence of greater participation, and the shift in responsibility for financing study from the State to individual students and their families. This research under took 60 qualitative interviews with students of all ages who defined themselves as ‘commuters’, who continue to live at home whilst studying. The study found that while the students largely viewed themselves as ‘good students’ aiming to engage fully in their academic studies, the stresses and strains – and cost and time – involved in travelling - resulted in students evaluating the utility of a trip to campus, considering whether their resources would be better spent studying at home. In addition, these students tended to be less engaged in ‘enhancement’ activities, and had very little social engagement with HE peers. Commuter students achieve less good outcomes: they are more likely to withdraw early, achieve lower attainment and are less likely to secure graduate employment on completion. This paper considers the implications for student engagement and teaching and learning in higher education of a larger commuter student population, in an effort to achieve greater equity in student outcomes.
APA, Harvard, Vancouver, ISO, and other styles
4

Hurley, Julie, Nico Raddatz, and Debra Satterfield. "Bridging the Gap Between Industry and Education: Engaging Design Professionals in the Education of Student Designers." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002537.

Full text
Abstract:
I-SPACE, Innovation for Students, Practitioners, Alumni, and Community Engagement, is a new model for higher education that uses online and hybrid teaching strategies to facilitate extended interactions between students and design professionals. Using I-SPACE online meetings to bridge the gap between industry and education, students obtain industry collaborations with design professionals, giving an internship-type of experience in the classroom and introducing them to high quality early career networking opportunities. I-SPACE also provides a valuable tool for diversity, equity, and inclusion in professional design education. By using the I-SPACE online and hybrid model of teaching, students from underserved and at-risk populations or those with limited monetary resources can more effectively engage with the professional design community. I-SPACE focuses on three professional practice inspired models of engagement: Co-Creation Student Practitioner, Student Mentorship, and Professional Practice. I-SPACE effectively integrates social networking and complex problem solving into the online curriculum through student collaborations with alumni, design professionals, and community stakeholders.
APA, Harvard, Vancouver, ISO, and other styles
5

Tyagi, Pawan. "Positive Intelligence Education for Unleashing Student Potential." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-12032.

Full text
Abstract:
Abstract Student attitude towards learning is strongly dependent on the hidden traits and habits they develop during the growing up period. Based on circumstances many students live in an individualistic mindset and perceive rather permanent misconceptions about the surrounding and opportunities. This paper focuses on providing positive intelligence training to college student to equip them with the necessary knowledge to not only unleash their talent but also to enable other students to give the highest performance. This paper focuses on an experiment under which 22 students in the senior level design of energy system course were exposed to the fundamental aspects of positive intelligence. Every student was tasked to demonstrate the depth of understanding about the positive intelligence and then apply it to group members to understand the strength and weakness. Most of the students expressed satisfaction that they were able to understand their attitude and behavior that they found as an impediment in their progress. After positive intelligence training, several students exhibited an increased maturity level and many students expressed higher degree of empathy towards their team members.
APA, Harvard, Vancouver, ISO, and other styles
6

Dang, Angie, and Anthea Raven. "Understanding and Responding to Student Needs in Tertiary and Vocational Education: Insights from NorthTec by Dr Angie Dang and Anthea Raven." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206007.

Full text
Abstract:
Living in a low socioeconomic region, students in Northland, Aotearoa New Zealand have complex and diverse needs that interfere with their study efforts. This paper aims to understand student needs and how they are met in the case of NorthTec, the key onsite provider of tertiary education and vocational training, to tease out lessons and develop suggestions for improvement. Drawing on NorthTec’s First Impression Survey (FIS) and Student Hardship Study (SHS) in 2021, the paper shows students’ high satisfaction is linked to staff support, easy access to good-quality utilities and resources, and quality education and training at NorthTec. There remain unmet needs and tensions that require improvements by the institution, on which the authors will elaborate, for better educational outcomes for social justice and equity.
APA, Harvard, Vancouver, ISO, and other styles
7

Ryall, Áine. "Designing and delivering experiential learning opportunities: Environmental law in action." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.08.

Full text
Abstract:
This paper reports on the experience gained with an undergraduate Law module – LW3372 Environmental Law: Contemporary Issues in Governance, Regulation and Enforcement – in the academic year 2018/19. This module incorporates specific features designed to enable students to engage with environmental law ‘in action’ through experiential learning opportunities set in the context of a research-based approach to teaching and learning. In 2018/19, the module was restructured to map it on to the Connected Curriculum framework adopted by University College Cork (University College Cork, 2018). This involved, in particular, a stronger focus on the research component which forms part of the assessment for the module and more explicit linkages to law ‘in action’, specifically: how to engage Law to solve contemporary societal challenges. The module also sought to draw out and engage with implementation of the Sustainable Development Goals (SDGs) with a particular focus on Goal 13 Climate Action and Goal 16 Peace, Justice and Strong Institutions (UN General Assembly, 2015). The research objective underpinning this project was to explore and report on the experience of implementing selected elements of University College Cork’s Connected Curriculum framework in an undergraduate module. The project on which this paper is based drew on the detailed framework for curriculum design and renewal developed by Dilly Fung at University College London (UCL) (Fung, 2017). The core principle underpinning UCL’s Connected Curriculum initiative is that students learn through research and active enquiry. One particularly important dimension of the model developed by Fung involves connecting students with research and researchers. Early exposure to frontier research, together with the opportunity to connect directly with researchers and practitioners who are working to solve societal challenges, equips students with invaluable insights into their field of study. It also serves to demonstrate to students the fundamental role of research in society. Connecting effectively with research facilitates a further dimension of the Connected Curriculum framework – ‘outwardfacing student assessments’. In other words, the assessment element of a module or programme, as the case may be, is conceptualised and designed to be the ‘output’ of a student’s own research and enquiry. Depending on the particular model of assessment deployed, this ‘output’ may have an impact on local and wider audiences (e.g. policy briefs, research reports, blogs, podcasts, student-run events etc.). This outward-facing focus, and the emphasis on student-generated outputs, is a key element of delivering impactful experiential learning opportunities in the field of environmental law.
APA, Harvard, Vancouver, ISO, and other styles
8

Clothey, Rebecca A. "Equity, Access, and Diversity through Short-term Study Abroad in Online Education Programming." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8185.

Full text
Abstract:
This paper describes the challenges of creating quality international educational opportunities for non-traditional adult learners who are studying online and have families and full-time jobs. The paper discusses the potential for success of an education model for study abroad designed specifically to address the needs of this student population. It concludes that although the model attracted some students among the target population who may not otherwise have gone abroad, more work needs to be done to create inclusive study abroad models.
APA, Harvard, Vancouver, ISO, and other styles
9

Goldsmith, Lynn, and Jim Stanton. "Equity for Massachusetts Students' CS Education." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432447.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Assif, Maria, Sonya Ho, Shalizeh Minaee, and Farah Rahim. "Undergraduate Students as Partners in a Writing Course: A Case Study." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.012.

Full text
Abstract:
Abstract Engaging undergraduate students and faculty as partners in learning and teaching is arguably one of the most important and flourishing trends higher education in the 21st century, particularly in the UK, North America, Australia, and New Zealand. Students as partners is a concept that intersects with other major teaching and learning topics, such as student engagement, equity, decolonization of higher education, assessment, and career preparation. In this context, the aim of this presentation is to report on a case study, where four undergraduate students (hired as undergraduate research students) and a faculty/program coordinator collaborated in the fall of 2020 to review and re-design the curriculum of English A02 (Critical Writing about Literature), a foundational course in the English program at the University of Toronto Scarborough. This presentation will serve as a platform for these students and faculty to share the logistics of this partnership, its successes, challenges, future prospects, and possible recommendations for faculty and students who may partake similar projects in the future. Keywords: Students as Partners (SaP), writing, curriculum, decolonization
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Equine students"

1

Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, March 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.

Full text
Abstract:
Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.
APA, Harvard, Vancouver, ISO, and other styles
2

Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

Full text
Abstract:
This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
APA, Harvard, Vancouver, ISO, and other styles
3

Tanaka, Kurtis, and Danielle Cooper. Advancing Technological Equity for Incarcerated College Students: Examining the Opportunities and Risks. Ithaka S+R, May 2020. http://dx.doi.org/10.18665/sr.313202.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cookson, Jr., Peter W., and Linda Darling-Hammond. Building school communities for students living in deep poverty. Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/121.698.

Full text
Abstract:
The purpose of this report is to make what is “invisible” visible and to suggest three evidence-based strategies that have the capacity to enable educators, in collaboration with the families and the communities they serve, to create learning environments where students living in deep poverty are supported and successful. The report begins by documenting the human cost of deep poverty and how past policy decisions have contributed to the persistence of deep poverty. Based on this background, the report focuses on three promising strategies for meeting the learning and social-emotional needs of all children, including those living in deep poverty: (1) begin with funding adequacy and equity, (2) develop community schools and partnerships, and (3) develop a whole child teaching and learning culture.
APA, Harvard, Vancouver, ISO, and other styles
5

Vincent, Charles, and Tatiana Gherman. Student-based brand equity in the business schools sector: An exploratory study. CENTRUM Catolica Graduate Business School, September 2015. http://dx.doi.org/10.7835/ccwp-2015-09-0023.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Heimerdinger, Frank. Student Voice in a Participatory Design Process Focused on Developing Equity-Based STEM Teaching Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7216.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pakhira, Deblina, and Judi Fusco. Designing for the future of research: Putting equity-relevant research into practice with scenarios and personas. Digital Promise, October 2022. http://dx.doi.org/10.51388/20.500.12265/163.

Full text
Abstract:
SEERNet, a hub of five digital learning platforms (DLPs), either in K-12 or higher education, are enabling researchers with capabilities to conduct research and collect data on large numbers of students. Based on the new Standard for Excellence in Education Research (SEER Standards) around Equity, we propose that researchers should consider future-oriented approaches and methodologies to conduct equity-relevant research using DLPs. Taking a future-oriented approach, we created scenarios and personas to help us envision an equitable and inclusive future. Scenarios and personas are tools that may help center equity in research. We make three additional recommendations to bring new perspectives into future-oriented, equity-relevant research practices. First, include diverse research perspectives. Second, engage teachers, students, and families as partners in research. Third, minimize bias. In SEERNet, we invite the research community to join in future conversations as we continue to consider personas and future-oriented scenarios and see what they can help us understand and do.
APA, Harvard, Vancouver, ISO, and other styles
8

Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.

Full text
Abstract:
California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.
APA, Harvard, Vancouver, ISO, and other styles
9

Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

Full text
Abstract:
The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.
APA, Harvard, Vancouver, ISO, and other styles
10

Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead, Quick Start and Discussion Guide. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/140.

Full text
Abstract:
We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This quick start and discussion guide is a resource for educators to learn about and build capacity for students to engage in computational thinking.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Equine students' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography