Literatura académica sobre el tema "Educational city"
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Artículos de revistas sobre el tema "Educational city"
Smirnov, S. A. "City-campus, or Educational Space of the City. Methodological Construct". Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, n.º 4 (21 de abril de 2019): 44–59. http://dx.doi.org/10.31992/0869-3617-2019-28-4-44-59.
Texto completoStrand, Steve y Joe Winston. "Educational aspirations in inner city schools". Educational Studies 34, n.º 4 (octubre de 2008): 249–67. http://dx.doi.org/10.1080/03055690802034021.
Texto completoLudwig, Jens. "Information and inner city educational attainment". Economics of Education Review 18, n.º 1 (febrero de 1999): 17–30. http://dx.doi.org/10.1016/s0272-7757(97)00054-x.
Texto completoMcDonald, Katrina Bell y Thomas A. LaVeist. "Black Educational Advantage in the Inner City",. Review of Black Political Economy 29, n.º 1 (junio de 2001): 25–47. http://dx.doi.org/10.1007/bf02717274.
Texto completoRae, Darren. "Aberdeen City Council Educational Psychology Service update". Educational Psychology in Scotland 21, n.º 1 (2021): 5. http://dx.doi.org/10.53841/bpsepis.2021.21.1.5.
Texto completoDel Fatto, Vincenzo, Gabriella Dodero, Armin Bernhard, Angelo Ferrando, Davide Ancona, Viviana Mascardi, Robert Laurini y Giuseppe Roccasalva. "Hackmytown: an Educational Experience on Smart Cities". Interaction Design and Architecture(s), n.º 32 (20 de marzo de 2017): 153–64. http://dx.doi.org/10.55612/s-5002-032-009.
Texto completoMEADOR, ANITA. "HHNA Participates in City of Hope Educational Project". Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 20, n.º 1 (enero de 2002): 63. http://dx.doi.org/10.1097/00004045-200201000-00017.
Texto completoGordon, Ian. "Family Structure, Educational Achievement and the Inner City". Urban Studies 33, n.º 3 (abril de 1996): 407–23. http://dx.doi.org/10.1080/00420989650011834.
Texto completoH, Herman, Andi Anugrah Mahyuddin y Amirullah Amirullah. "Communication of Educational Zoning Policy in Makassar City". Jurnal Ad'ministrare 9, n.º 1 (30 de mayo de 2022): 95. http://dx.doi.org/10.26858/ja.v9i1.33110.
Texto completoReyes, Mario R. Delos, Keith Gerard L. Daguio y Mark Anthony M. Gamboa. "City Profile: Batangas City, Philippines". Environment and Urbanization ASIA 10, n.º 2 (septiembre de 2019): 151–75. http://dx.doi.org/10.1177/0975425319863930.
Texto completoTesis sobre el tema "Educational city"
Cheung, Priscilla 1980. "Charles River City : an educational augmented reality simulation pocket PC game". Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/27096.
Texto completoIncludes bibliographical references (p. 79).
This thesis has designed and implemented Charles River City, an educational, location-based augmented reality simulation game that uses Pocket PC devices and GPS technology. As mobile devices and processing power become more common and affordable, high school teachers can take advantage of these technological advances to explore new channels for teaching and motivating students. The Charles River City game seeks to engage middle to high school students in learning science in a fun and innovative way. The story and background in the game is loosely based on a previous work called River City, a desktop multi-player virtual simulation game. In Charles River City, students work in teams to investigate the cause of several illnesses in a virtual town. Through interviewing virtual characters, gathering water samples, and analyzing collected data, students learn to think and solve problems as a scientist would. A test run of the game shows that the simulation game is an effective teaching tool that gives students a hands on experience in solving a real world problem that is fun and challenging.
by Priscilla Cheung.
M.Eng.
Hobbs, Madison. "Automating an Engine to Extract Educational Priorities for Workforce City Innovation". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1388.
Texto completoAbdul, Kahlid. "Nature and scope of outdoor education in the city-state of Singapore". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31369.
Texto completoBenton, Robin L. "The Leadership Practices of Elementary Principals in Urban Inner-City Schools of South Los Angeles That Impact Successful Implementation of School Reform". Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749205.
Texto completoThe purpose of this study is to investigate the existing influences faced by today’s urban inner-city elementary school principals that impact the successful implementation of reform strategies as measured by student achievement data. The study examines dynamics such as the characteristics and qualities, leadership style and behavior, instructional leadership, school community, and political influences encountered by principals assigned to low-income urban inner-city schools and the impact of these forces on student achievement in South Los Angeles elementary schools. It utilizes a mixed method design phenomenological approach. The quantitative phase entails the use data from the Multifactor Leadership Questionnaire (MLQ)-5X from Mind Garden Institute and the Principal Instrumental Management Rating Scale (PIMRS) authored by Hallinger (1982). Information was collected from interviews with principals, assistant principals, and approximately 30% of classroom teachers at two underperforming schools. Grounded within the Coherence Framework by Fullan and Quinn (2015) and the Public Education Leadership Project (PELP) Coherence Framework by Childress, Elmore, Grossman, and King (2011), the study provides an insight into the effectiveness of the principal position and its impact on school reform efforts. The findings of this study revealed the transformative style of leadership is most preferred as it allows stakeholder voice in decision-making. Data also verified that urban innercity principals devote the least amount of time in their day to instructional leadership activities. These activities are focused on framing the school’s goals and coordinating the school curriculum and require emphasis on engaging in the behaviors that develop the school’s learning climate. Moreover, several themes emerged from the study. These included (a) teacher “voice” in school-wide decisions impacts reform efforts; (b) the school community severely impacts the principal’s decision-making towards school improvement; (c) the principal’s style of leadership influences teacher commitment; (d) the political/district influences can limit reform efforts.
Reid, Jennifer. "Educational and policy approaches to water conservation for the city of Lethbridge". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ48245.pdf.
Texto completoJiles, Tywanda. "The perceptions of developmental therapists about the influence of inner-city home environments on service delivery". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/777.
Texto completoMaritz, Colette. "Alice in a township : accessible learning through an interactive communal educational environment". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/31583.
Texto completoDissertation MArch(Prof)--University of Pretoria, 2012.
Architecture
MArch(Prof)
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Nieves, Ramon Luis. "Community development, an educational and practical approach". Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.
Texto completoOLIVEIRA, RAFAELA BISACCHI COELHO CORRÊA DE. "STUDY ABOUT AN INNOVATIVE EDUCATIONAL PROPOSAL IN THE CONTEXT OF AN EDUCATIONAL REFORM OF THE MUNICIPAL EDUCATION NETWORK IN THE CITY OF RIO DE JANEIRO, BRAZIL". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26874@1.
Texto completoA dissertação objetivou verificar até que ponto a proposta educacional inovadora, denominada Ginásio Experimental de Novas Tecnologias Educacionais, elaborada no contexto de reforma da Rede pública municipal de educação do Rio de Janeiro, contribuiu para modificar a organização, forma e instituição escolar, atribuindo sentido para os sujeitos que vivenciam a escola. Buscou-se ainda identificar o sentido atribuído à inovação na proposta educacional, e se esta contribuiu, com o auxilio das tecnologias, para que alunos e professores fossem produtores de conhecimentos. O estudo foi norteado pelos conceitos de Rui Canário (2005; 2006), e contou com contribuições de Nóvoa (2007; 2014), Santomé (1998), Sibilia (2012), Lévy (1999), entre outros autores. A pesquisa é de natureza qualitativa e foram realizadas onze entrevistas com participantes da proposta educacional além de observações em campo entre o período de julho e novembro de 2014, e análise de documentos. O estudo concluiu que a proposta educacional seguiu a lógica de reforma ao invés da lógica de inovação, pois os participantes da escola não foram envolvidos na elaboração desta, tampouco houve espaço para a formação endógena destes. As mudanças na organização escolar foram aparentes, não ocorreram mudanças na forma e instituição escolar, atribuindo pouco sentido para os sujeitos que vivenciam a escola. O currículo da Secretaria Municipal de Educação do Rio de Janeiro (SMERJ), com base nos cadernos de apoio pedagógico e avaliações bimestrais predominou, de maneira que o uso das tecnologias representou apenas uma mudança de suporte, portanto alunos e docentes não se tornaram produtores de conhecimentos.
This dissertation sought to verify to what extent the innovative educational proposal called Experimental Gymnasium of New Educational Technologies - elaborated in the context of educational reform of the municipal education network in the city of Rio de Janeiro, Brazil – contributed to modify the school organization, form and institution, giving meaning to the subjects that experience the school. It also sought to identify the meaning given to innovation in the educational proposal, and if this contributed, with the aid of technologies, so that students and teachers became producers of knowledge. This study was guided by the concepts of Rui Canário (2005;2006), and the contributions of Nóvoa (2007; 2014), Santomé (1998), Sibilia (2012), Lévy (1999), among other authors. This is a qualitative research; eleven interviews were made with participants of the educational proposal, as well as field observations between July and November of 2014 and documental analysis. This study came to the conclusion that the educational proposal followed the logic of reform instead of the logic of innovation, since the school participants were not involved in its elaboration, neither was there any space for the endogenous formation of the participants. The changes in the school organization were apparent, and there were no changes in the school form and institution, with little meaning being given to the subjects that experience the school. The school curriculum of the Rio de Janeiro s Municipal Secretary of Education (SME-RJ), based on the notebooks of pedagogical support and the bimestrial evaluations, was predominant. The use of new technologies represented only a change of technological base, therefore students and teachers did not become producers of knowledge.
Klaf, Suzanna. "THE CRITICAL GEOGRAPHIES OF EDUCATIONAL REFORM: POLICY, POWER, AND PEDAGOGY". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245182970.
Texto completoLibros sobre el tema "Educational city"
Wang, Margaret C. Fostering educational resilience in inner-city schools. [Philadelphia, PA]: Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory at Temple University, Center for Research in Human Development and Education, 1997.
Buscar texto completo1947-, Hattendorf Lynn C., ed. Educational rankings annual 1994: 3000 rankings and lists on education, compiled from educational and general interest published sources. Detroit: Gale Research, 1994.
Buscar texto completoGordon, Ian. Family structure, educational achievement and the inner city. Reading: University of Reading Department of Geography, 1995.
Buscar texto completoBarbara, Tizard, ed. Young children at school in the inner city. Hove, UK: Lawrence Erlbaum, 1988.
Buscar texto completoC, Wang Margaret y Gordon Edmund W, eds. Educational resilience in inner-city America: Challenges and prospects. Hillsdale, N.J: L. Erlbaum Associates, 1994.
Buscar texto completoSiino, Carolyn Jane. Conquering corruption in New York City education. Ozone Park, N.Y: Lucky Literature, 1994.
Buscar texto completoB, Forsyth Patrick y Tallerico Marilyn, eds. City schools: Leading the way. Newbury Park, Calif: Corwin Press, 1993.
Buscar texto completoEducation reform in New York City: Ambitious change in the nation's most complex school system. Cambridge, Mass: Harvard Education Press, 2011.
Buscar texto completo1953-, Boaz David y Cato Institute, eds. Liberating schools: Education in the inner city. Washington, D.C: Cato Institute, 1991.
Buscar texto completoCapítulos de libros sobre el tema "Educational city"
Barrett, Sarah Elizabeth. "Educational Borderlands". En Spatialized Injustice in the Contemporary City, 189–210. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429434570-13.
Texto completoHuff, Alice. "Re-Forming the Post-Political City?" En Educational Futures, 87–102. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_6.
Texto completoMccarthy, Cameron y Brenda Nyandiko Sanya. "The New Iconography of the Global City". En Educational Futures, 53–67. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_4.
Texto completoGeddes, Patrick y Ray Bromley. "Proposed Educational and Scientific Buildings". En Town Planning towards City Development, 121–26. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Studies in: Routledge, 2017. http://dx.doi.org/10.4324/9781315761961-22.
Texto completoMartin, Hewitt. "The case of educational reform". En Making Social Knowledge in the Victorian City, 73–86. London; New York, NY: Routledge/Taylor & Francis Group, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780367135690-5.
Texto completoAylett, Samuel. "‘The Peopling of London’ Catalogue and Educational Resources". En Legacies of an Imperial City, 126–51. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146148-8.
Texto completoLinares, Ruth Jatziri García. "Muslim Community Educational Center (Mexico City, Mexico)". En Encyclopedia of Latin American Religions, 1–2. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-08956-0_214-1.
Texto completoGarcía, Ruth Jatziri Linares. "Muslim Community Educational Center (Mexico City, Mexico)". En Encyclopedia of Latin American Religions, 1054–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-27078-4_214.
Texto completoHernández-Martín, Lourdes y Peter Skrandies. "Taking the Foreign out of Language Teaching: Opening up the Classroom to the Multilingual City". En Educational Linguistics, 293–325. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55761-4_13.
Texto completoCarr, Sarah. "Excerpt From Hope Against Hope: Three Schools, One City, and America’s Struggle to Educate its Children". En Educational Futures, 71–85. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_5.
Texto completoActas de conferencias sobre el tema "Educational city"
Chlasta, L. "Educational buildings as part of sustainable urban planning". En SUSTAINABLE CITY 2016. Southampton UK: WIT Press, 2016. http://dx.doi.org/10.2495/sc160081.
Texto completoCarbajal Castaneda, V. M. "Biomedical engineering educational programs in Mexico City". En Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1988. http://dx.doi.org/10.1109/iembs.1988.95226.
Texto completoRossinskaya, Anastasia N. "Educational Assessment of City Objects and Facilities". En The Fourth Annual International Symposium "Education and City: Quality Education for Modern Cities". European Publisher, 2022. http://dx.doi.org/10.15405/epes.22043.3.
Texto completoShuklina, Elena y Elizaveta Shirokova. "STUDENT SELF-EDUCATION IN THE OPEN CITY EDUCATIONAL SPACE: SUCCESSFUL PRACTICES". En 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1116.
Texto completoAlegre, Alexandra y Evangelia Raikidou. "Learning (in/from/the) city: reconfiguration of urban space into a sustainable ‘macro-school’". En 3rd Valencia International Biennial of Research in Architecture, VIBRArch. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/vibrarch2022.2022.15972.
Texto completoDumancic, Mario. "SMART EDUCATION IN SMART CITY AND STUDENT MODEL". En eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-077.
Texto completoKazuya Takemata, Yoshiyuki Kawata y Tsugio Chiba. "City air temperature observation used as educational resources". En 2007 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2007. http://dx.doi.org/10.1109/igarss.2007.4423273.
Texto completoGandhile, Pooja y Arati Petkar. "Spatial Analysis of Educational Facilities in Pune City". En ASCE India Conference 2017. Reston, VA: American Society of Civil Engineers, 2018. http://dx.doi.org/10.1061/9780784482025.053.
Texto completoCiesielska, Magdalena, Nina Rizun y Tomasz Janowski. "Interdisciplinarity in Smart Sustainable City education: exploring educational offerings and competencies worldwide". En Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2021. http://dx.doi.org/10.24251/hicss.2021.299.
Texto completoLADIANA, DANIELA, PIERO ROVIGATTI y CAMILO ANDRES CIFUENTES QUIN. "DESIGNING “CLOUDS” FOR A FLEXIBLE USE OF EDUCATIONAL SPACE: RESEARCH AND DIDACTIC EXPERIMENTATION FOR PUBLIC ENGAGEMENT IN THE POST-PANDEMIC ERA". En SUSTAINABLE CITY 2022. Southampton UK: WIT Press, 2022. http://dx.doi.org/10.2495/sc220171.
Texto completoInformes sobre el tema "Educational city"
Hayden, Linda. Elizabeth City State University Instrumentation for Educational Use. Fort Belvoir, VA: Defense Technical Information Center, enero de 1997. http://dx.doi.org/10.21236/ada325889.
Texto completoHlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov y Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3860.
Texto completoBenabou, Roland. Workings of a City: Location, Education, and Production. Cambridge, MA: National Bureau of Economic Research, octubre de 1991. http://dx.doi.org/10.3386/t0113.
Texto completoGoodwin, Peter. Metadata Report for 2022 Matheson Wetland and Vegetation Mapping. Utah Geological Survey, marzo de 2023. http://dx.doi.org/10.34191/ofr-748.
Texto completoLarco, Nico y Marc Schlossberg. Disseminating the Sustainable City Year Program (SCYP) Education Model. Portland State University Library, abril de 2016. http://dx.doi.org/10.15760/trec.126.
Texto completoRajan, Vijitha, Jyoti Dalal y Chetan Anand. Education, Margins and City: Examining the Linkages Through an Ethnographic Exploration. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1006.2023.
Texto completoNoora, Ruoho, Lasse Leponiemi y Ilona Taimela. HundrED Forerunner: Improving Education in Helsinki. HundrED, octubre de 2019. http://dx.doi.org/10.58261/ctjo6863.
Texto completoKerr, Jeannie. Initial Teacher Education and the Inner-City Practicum: Research Report for Collaborators. University of Winnipeg Library, septiembre de 2020. http://dx.doi.org/10.36939/ir.202009221528.
Texto completoKerr, Jeannie. Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum. University of Winnipeg Library, septiembre de 2020. http://dx.doi.org/10.36939/ir.202009220101.
Texto completoKerr, Jeannie. Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum. University of Winnipeg Library, septiembre de 2020. http://dx.doi.org/10.36939/ir.202009221216.
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