Literatura académica sobre el tema "Formal education contexts"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Formal education contexts".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Formal education contexts"
Kucukaydin, Ilhan y Patricia Cranton. "Participatory Learning in Formal Adult Education Contexts". International Journal of Adult Vocational Education and Technology 3, n.º 1 (enero de 2012): 1–12. http://dx.doi.org/10.4018/javet.2012010101.
Texto completoZepke, Nick y Linda Leach. "Improving learner outcomes in lifelong education: formal pedagogies in non‐formal learning contexts?" International Journal of Lifelong Education 25, n.º 5 (septiembre de 2006): 507–18. http://dx.doi.org/10.1080/02601370600912089.
Texto completoAntić, Slobodanka. "Informal learning seeks its place in formal education contexts". Psiholoska istrazivanja 21, n.º 1 (2018): 41–60. http://dx.doi.org/10.5937/psistra1801041a.
Texto completoCastillo-Cárdenas, Patricia y Luciana Gastaldi. "Report of media education in the school curriculum in Latin America". Comunicar 12, n.º 24 (1 de marzo de 2005): 13–20. http://dx.doi.org/10.3916/c24-2005-03.
Texto completoCosta, Sebastiano, Francesca Cuzzocrea y Antonella Nuzzaci. "Use of the Internet in educative informal contexts. Implication for formal education". Comunicar 22, n.º 43 (1 de julio de 2014): 163–71. http://dx.doi.org/10.3916/c43-2014-16.
Texto completoVOVK, MYROSLAVA, OLHA HODATSKA, OKSANA VENHRYNIUK y MARIIA BRONITSKA. "PROFESSIONAL DEVELOPMENT OF TEACHERS IN FORMAL AND NON-FORMAL EDUCATION: UKRAINIAN AND FOREIGN CONTEXTS". Comparative Professional Pedagogy 11, n.º 2 (2 de diciembre de 2021): 30–40. http://dx.doi.org/10.31891/2308-4081/2021-11(2)-3.
Texto completoEnglish, Lyn D. "Children's Problem Posing Within Formal and Informal Contexts". Journal for Research in Mathematics Education 29, n.º 1 (enero de 1998): 83–106. http://dx.doi.org/10.5951/jresematheduc.29.1.0083.
Texto completoSTEWART, William H., Patrick R. LOWENTHAL y David RICHTER. "A MODEL OF REMOTE TEACHING AND LEARNING UNDER EMERGENCY AND SUSTAINED CRISIS CONDITIONS: A DESCRIPTION OF NOVEL DISTANCE EDUCATION CONTEXTS AND MANIFESTATIONS". Turkish Online Journal of Distance Education 24, n.º 2 (1 de abril de 2023): 183–201. http://dx.doi.org/10.17718/tojde.1090810.
Texto completoFenouli, V., C. Rojas, F. Gonzalez, S. Valiero, C. Yañez, I. Núñez, I. Galain et al. "University outreach, non-formal education and science literacy in challenging contexts". Acta Crystallographica Section A Foundations and Advances 79, a2 (22 de agosto de 2023): C526. http://dx.doi.org/10.1107/s2053273323090903.
Texto completoZubrickienė, Ilona y Birutė Anužienė. "EXPERIENCES OF EXPRESSING SOCIAL JUSTICE IN NON-FORMAL ADULT EDUCATION". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (19 de mayo de 2022): 877–90. http://dx.doi.org/10.17770/sie2022vol1.6832.
Texto completoTesis sobre el tema "Formal education contexts"
Adamu, Taddele. "Individual differences in second language learning in formal contexts". Thesis, Online version, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.276152.
Texto completoVisser, Alvin-Jon. "Rural students' local knowledge of learning in formal and informal contexts". Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002588.
Texto completoWeil, Susan Warner. "Influences of lifelong learning on adults' expectations and experiences of returning to formal learning contexts". Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019693/.
Texto completoLeal, Joana Chaveiro Martinho Pereira. "Contextos educativos formais: ensino particular cooperativo versus ensino público". Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29839.
Texto completoPeters, Mitchell Joseph. "The contribution of lifelong learning ecologies in online higher education: graduate student learning across contexts". Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/670302.
Texto completoLas instituciones de educación superior han tenido que adaptarse cada vez más a la digitalización de la educación, así como a una amplia demografía de estudiantes que vuelven a incorporarse a la educación formal en diferentes etapas de su carrera. Estos estudiantes, que aprenden a lo largo de su vida, a menudo deben combinar los estudios con responsabilidades profesionales paralelas. El propósito de este estudio interpretativo es comprender las experiencias de los estudiantes en distintos contextos -desde una perspectiva de ecologías de aprendizaje (learning ecologies, LE)- en el contexto de la educación superior en línea. El estudio de caso múltiple de métodos mixtos principalmente cualitativos se desarrolló en tres de programas de posgrado totalmente en línea. Los resultados obtenidos mediante el uso de un marco analítico de LE han demostrado la efectividad del constructo a la hora de analizar la complejidad del aprendizaje en distintos contextos. Los resultados destacan la centralidad de la actividad del alumno como un componente clave que impulsa las LE de un individuo en combinación con el apoyo de los compañeros y los recursos de aprendizaje digital dentro de sistemas abiertos, dinámicos y fluidos que abarcan múltiples contextos.
Higher Education institutions have increasingly had to adapt to both the digitalization of education and a broad global demographic of students re-entering formal education at different stages of their careers as lifelong learners, often in combination with parallel professional responsibilities. The purpose of this interpretive study is to understand student experiences and conceptions of learning across contexts - from a learning ecologies perspective - in the context of online HE. The primarily qualitative mixed methods multiple case study was developed across three sites of fully online graduate level programs (master's or 1st year doctoral students) at the UOC and at UIUC. The results obtained using a Learning Ecologies (LE) analytical framework have demonstrated the effectiveness of the construct for analyzing the complexity of learning across multiple contexts. The findings highlight the centrality of learner activity as a key component which drives an individual's LE in combination with peer support and digital learning resources within open, dynamic and fluid systems spanning multiple contexts.
Tan, Wee Hoe. "Game-based learning in formal educational contexts : how subject matter experts and game experts could collaborate to design and develop games". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35620/.
Texto completoPaula, Luciana Patricia Albuquerque de. "Formar para transformar práticas avaliativas: uma proposta de ação supervisora". Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21705.
Texto completoMade available in DSpace on 2018-12-11T11:58:19Z (GMT). No. of bitstreams: 1 Luciana Patricia Albuquerque de Paula.pdf: 844793 bytes, checksum: 0d62eb05145dcb2d72041bd0b822b812 (MD5) Previous issue date: 2018-10-31
This research had the general objective to develop a proposal for supervising action for the orientation and follow-up of the formation processes in context, developed by pedagogical coordinators with the teachers, in the thematic evaluation of learning. For the elaboration of the proposal, we look for theoretical references that subsidize the understanding of the role of the school supervisor and the pedagogical coordinator in the daily school life; the analysis of the concepts built on formation processes in context in the educational units; and the conceptions that underlie the evaluation process of classroom learning. The proposal consisted in organizing mentoring meetings, inspired by the tutorial actions developed by Fundação Itaú Social, together with the pedagogical coordinator, to carry out activities such as diagnosis of the school context, analysis of pedagogical documentation, monitoring and structuring of their work routine. The research of qualitative approach involved the obtaining of descriptive data, through questionnaires and a collective interview for submission of the proposal of supervisory action to pedagogical coordinators and school supervisors, linked to the Municipal Department of Education of São Paulo, aiming to gather data about the usefulness, viability and modifications relevant to their implementation. The result of the research was the presentation of a proposal for a supervisory action that emphasizes a proactive role of the school supervisor in daily observation, reality analysis, discussion of referrals and formation strategies with the pedagogical coordinator, indicating the need to build links and partnerships that allow the follow-up, orientation and evaluation of the educational unit, as well as promote the process of awareness and involvement, both of pedagogical coordinators and the school supervisor, in a qualified work of evaluating learning and strengthening of formation spaces in context
Esta pesquisa teve por objetivo geral desenvolver proposta de ação supervisora para a orientação e acompanhamento dos processos de formação em contexto, desenvolvidos por coordenadores pedagógicos junto aos docentes, na temática avaliação da aprendizagem. Para a elaboração da proposta, procuramos por referenciais teóricos que subsidiassem a compreensão do papel do supervisor escolar e do coordenador pedagógico no cotidiano escolar; a análise dos conceitos construídos sobre processos de formação em contexto nas unidades educacionais; e, as concepções que fundamentam o processo de avaliação da aprendizagem de sala de aula. A proposta consistiu em organizar encontros de tutoria, inspirados nas ações de tutoria desenvolvidas pela Fundação Itaú Social, junto ao coordenador pedagógico, para realização de atividades como diagnóstico do contexto escolar, análise de documentações pedagógicas, acompanhamento e estruturação de sua rotina de trabalho. A pesquisa de abordagem qualitativa envolveu a obtenção de dados descritivos, por meio de questionários e entrevista coletiva para submissão da proposta de ação supervisora à coordenadores pedagógicos e supervisores escolares, vinculados à Secretaria Municipal de Educação de São Paulo, visando reunir dados acerca da utilidade, viabilidade e modificações pertinentes à sua implementação. O resultado da pesquisa foi a apresentação de uma proposta de ação supervisora que sublinha uma atuação propositiva do supervisor escolar na observação do cotidiano, análise da realidade, discussão dos encaminhamentos e estratégias formativas junto ao coordenador pedagógico, indicando a necessidade de construção de vínculos e parcerias que permitam o acompanhamento, orientação e avaliação da unidade educacional, bem como impulsionem o processo de conscientização e implicação, tanto de coordenadores pedagógicos quanto do supervisor escolar, em um trabalho qualificado de avaliação da aprendizagem e fortalecimento dos espaços de formação em contexto
Connolly, Marie. "A knowledge-based perspective of formal staff mentoring in higher education : context, process and outcomes". Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761007.
Texto completoMoore, Alrika. "Recognition of prior learning in a contemporary South African context a non-formal educational approach /". Thesis, Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03162006-160045.
Texto completoSilva, Talita Fernanda da. "Avalia??o do n?vel da criatividade figural infantil em dois diferentes contextos de educa??o". Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/307.
Texto completoCreativity is a trait that has been widely recognized and required in social contexts, highlighting, among these, the educational context. This study aimed to evaluate the creativity of children that attending different contexts of education, being: (1) exclusively context of formal education and (2) both formal and non-formal context, to verify the existence of differences in creative performance groups according to the frequented context and the influence of sex, grade, type of ONG (non-governmental organization) and time in non-formal context. The study included 100 subjects, of both sexes, with 48 females and 52 males, aged between nine and 11 years of age (M = 10.7, SD = 0.80), 3rd to 6th grade of elementary school. The participants were selected by convenience in three contexts of education, being a school, representing the context of formal education (n=51) and two institutions of non-governmental organizations to represent the context of non-formal education (n=49), being 26 by institution 1 and 23 by institution 2). The Creativity Figural Child Test (Nakano, Primi & Wechsler, 2011) was used and consisted of three stimuli incomplete activities that must be answered in the form of drawings. The instrument evaluates 12 creative features grouped in four factors (Enrichment Ideas, Emotionality, Cognitive Aspects and Creative Preparation). The results showed that gender, grade and educational context did not exert significant influence in any of the creative factors. In creative features, the gender variable exerted a significant influence on Unusual Perspective (F = 4,.67, p ? 0,03 ) and Originality (F = 6,79, p ? 0,01) both in activity 2, sex interaction with series on Originality in activity 2 (F = 3,22, p? 0,02), sex x context for Internal Perspective in activity 2 (F = 4,75, p ? 0,03) and Perspective Uncommon in the same activity (F = 5,68, p ?0,01). The interaction between sex and series exerted influence on Internal Perspective (F = 4,40, p ? 0,03) and Originality in activity 2 (F = 5,56; p? 0,02). We also found that the ONG variable exerted a significant influence on the Movement characteristic (F = 6,88; p ? 0,01) in activity 2, time of permanence and ONGs had significant influence on Development (F = 3,32, p ? 0, 04), Use of context (F = 3,68; p ? 0,03) and Movement (F = 10,00, p ? 0,00) in activity 2, and variable time exerted significant influence in Movement (F = 5 , 26, p ? 0,00) and Fluency (F = 3,16, p ? 0,05) in activity 2. These findings allowed to discuss and reflect on the importance of both education contexts for the development of creative performance, although much still has to be done. Conclude how much still has to develop on creativity in educational contexts, as in non-formal education, so little space that is explored in Brazilian research.
A criatividade ? uma caracter?stica que tem sido bastante reconhecida e exigida nos contextos sociais, destacando-se, dentre esses, o contexto educacional. Assim, este estudo buscou avaliar a criatividade de crian?as que frequentam diferentes contextos de educa??o, sendo: (1) exclusivamente contexto de educa??o formal e (2) simultaneamente contexto formal e n?o formal, visando verificar a exist?ncia de diferen?as no desempenho criativo dos grupos de acordo com o contexto freq?entado e a influ?ncia das vari?veis sexo, s?rie, tipo de ONG e tempo de perman?ncia no contexto n?o formal. Participaram deste estudo 100 sujeitos, de ambos os sexos, sendo 48 do sexo feminino e 52 do sexo masculino, com faixa et?ria entre nove a 11 anos de idade (M=10,7; DP=0,80), de 3? a 6? s?rie do Ensino Fundamental, selecionados por conveni?ncia em tr?s contextos de educa??o, sendo, uma escola, representando o contexto de educa??o formal (n=51) e duas institui??es do tipo ONG para representar o contexto de educa??o n?o formal (n=49; institui??o 1: n=26 e institui??o 2: n=23). Para avalia??o da criatividade foi utilizado o Teste de Criatividade Figural Infantil (Nakano, Wechsler & Primi, 2011), composto por tr?s atividades de est?mulos incompletos que devem ser respondidos sob a forma de desenhos. Permite avaliar 12 caracter?sticas criativas agrupadas em quatro fatores (Enriquecimento de Ideias, Emotividade, Prepara??o Criativa e Aspectos Cognitivos). Os resultados mostraram que as vari?veis sexo, s?rie e contexto educacional n?o exerceram influ?ncia significativa em nenhum dos fatores criativos, j? em rela??o as caracter?sticas criativas, a vari?vel sexo exerceu influ?ncia significativa sob Perspectiva Incomum (F=4,67; p?0,03) e Originalidade (F=6,79; p?0,01) da atividade 2, a intera??o sexo x s?rie influenciou Originalidade na atividade 2 (F=3,22; p?0,02), sexo x contexto para Perspectiva Interna na atividade 2 (F=4,75; p?0,03) e para Perspectiva Incomum na mesma atividade (F=5,68; p?0,01), sexo x s?rie x contexto em Perspectiva Interna na atividade 2 (F=4,40; p?0,03) e Originalidade na atividade 2 (F=5,56; p?0,02). Tamb?m verificou que, a vari?vel ONG exerceu influ?ncia significativa sob a caracter?stica Movimento (F=6,88; p?0,01) da atividade 2, tempo x ONG apresentou influ?ncia significativa em Elabora??o (F=3,32; p?0,04), Uso de Contexto (F=3,68; p?0,03) e Movimento (F=10,00; p?0,00) da atividade 2; e a vari?vel tempo exerceu influ?ncia significativa sob Movimento (F=5,26; p?0,00) e Flu?ncia (F=3,16; p?0,05), da atividade 2. Tais achados permitiram discutir e refletir a respeito da import?ncia dos dois contextos de educa??o para o desenvolvimento do desempenho criativo, embora muito ainda tenha que ser trabalhado nesses meios. Conclui-se o quanto ainda se tem para desenvolver a respeito de criatividade em diferentes contextos de educa??o, como em educa??o n?o formal, espa?o que ? t?o pouco explorado em pesquisas brasileiras.
Libros sobre el tema "Formal education contexts"
Bandini, Gianfranco y Stefano Oliviero, eds. Public History of Education: riflessioni, testimonianze, esperienze. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.
Texto completoM, Singleton D., Little D. G, Irish Association for Applied Linguistics. y British Association for Applied Linguistics., eds. Language learning in formal and informal contexts: Proceedings of a joint seminar of the Irish and British Associations for Applied Linguistics held at Trinity College, Dublin, 11-13 September 1984. 2a ed. Dublin: Irish Association for Applied Linguistics, 1986.
Buscar texto completo1949-, King Linda y Unesco Institute for Education, eds. Learning, knowledge, and cultural context. Dordrecht: Kluwer, 1999.
Buscar texto completoYubero, Santiago. Exclusión: Nuevas formas y nuevos contextos. Cuenca: Ediciones de la Universidad de Castilla-La Mancha, 2009.
Buscar texto completoAmina, Osman, Commonwealth Secretariat y ADEA Working Group on Non-Formal Education., eds. Achieving education for all: The case for non-formal education : report of a symposium on the Implementation of Alternative Approaches in the Context of Quality Education for All. London: Commonwealth Secretariat, 2005.
Buscar texto completoVivek, Kaushik y Institute of Social Sciences (New Delhi, India), eds. Restructuring of elementary primary and non-formal education in the context of the new Panchayati Raj: Commission report. New Delhi: Institute of Social Sciences, 1996.
Buscar texto completoAlitolppa-Niitamo, Anne. The Icebreakers: Somali-speaking youth in metropolitan Helsinki with a focus on the context of formal education. Helsinki: Population Research Institute, the Family Federation of Finland, 2004.
Buscar texto completoShevcov, Aleksandr. Classical and non-classical logic in historical-philosophical aspect: basic principles and concepts. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1018310.
Texto completoVolodina, Elena. Materials Science: Design, architecture. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1046078.
Texto completoDikun, Aleksandr. The dynasty of Sibiryak merchants and its role in the development of Eastern Siberia in the XVIII-early XX century. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1225271.
Texto completoCapítulos de libros sobre el tema "Formal education contexts"
Maber, Elizabeth J. T., Naw Tha Ku Paul, Aye Aye Nyein y Sean Higgins. "Prioritising Education: Youth Experiences within Formal and Non-formal Education Contexts". En Sustainable Peacebuilding and Social Justice in Times of Transition, 209–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93812-7_10.
Texto completoWright, Tony. "Classrooms as Formal Contexts for Learning". En Classroom Management in Language Education, 19–54. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230514188_3.
Texto completoPogodzinski, Ben. "The Formal and Informal Contexts of Union Socialization". En Teacher Unions in Public Education, 101–18. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137426567_7.
Texto completoDron, Jon y Terry Anderson. "Informal Learning in Digital Contexts". En Handbook of Open, Distance and Digital Education, 1–17. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_84-1.
Texto completoDron, Jon y Terry Anderson. "Informal Learning in Digital Contexts". En Handbook of Open, Distance and Digital Education, 1373–89. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_84.
Texto completoYlimaki, Rose M. y Lynnette A. Brunderman. "Going Deeper into Curriculum and Pedagogical Activity". En Evidence-Based School Development in Changing Demographic Contexts, 73–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_6.
Texto completoBellantonio, Sergio. "Fostering Personal Knowledge and Competences in Higher Education Guidance Processes". En Employability & Competences, 305–13. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.36.
Texto completoMasats, Dolors, Emilee Moore y Almudena Herrera. "Mediation-in-interaction in computer-enhanced non-formal contexts for learning English". En Mediation as Negotiation of Meanings, Plurilingualism and Language Education, 131–52. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003032069-7.
Texto completoBoyadjieva, Pepka y Petya Ilieva-Trichkova. "Adult Education as a Pathway to Empowerment: Challenges and Possibilities". En Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe, 169–91. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14109-6_7.
Texto completoTomás, Catarina, Carolina Gonçalves, Juliana Gazzinelli y Aline Almeida. "Children, Citizenship, and Commons: Insights from Three Case Studies in Lisbon on the 3 C's". En Educational Commons, 195–211. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_11.
Texto completoActas de conferencias sobre el tema "Formal education contexts"
Yu, Sun, Xia Youming y Zhiping Li. "Formal contexts in ontologies". En Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028620.
Texto completoBreda, Ana y Catarina Cruz. "SOFT SKILLS IN MATH - NON-FORMAL LEARNING CONTEXTS". En 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2348.
Texto completoGorghiu, Gabriel y Elena Ancuța Santi. "Applications of Experiential Learning in Science Education Non-Formal Contexts". En ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.33.
Texto completoAfonso, Margarida, Helena Tomás, Paula Péres y José Pedro Marques. "SCIENTIFIC LITERACY, NON-FORMAL AND INFORMAL CONTEXTS, AND INTERGENERATIONALITY". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1181.
Texto completoRomanovska, Alina. "ETHNIC AND SOCIAL CONTEXTS IN CULTURAL EDUCATION: QUALITATIVE RESEARCH RESULTS IN FORMAL EDUCATIONAL SETTINGS". En 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0629.
Texto completoMoldovan, Veronica Oana. "Scouting Influence Upon The Young Pupil’s Integration Within Formal Educational Contexts". En ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.8.
Texto completoOliveras, Alicia Fernández y María Luisa Oliveras. "Broadening teacher training: playful learning in non-formal contexts for science and mathematics education". En 4th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.17.
Texto completoWolf, Jacob, Jenny Han, Chris Proctor, Emma Brown, Jonathan Pang y Paulo Blikstein. "“Growing as a Person”: Authoring Identity Across Formal CS Education and Everyday Computing Contexts". En 17th International Conference of the Learning Sciences (ICLS) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/icls2023.958525.
Texto completoEdwards, Chris, Denise Whitelock, Alexandra Okada y Wayne Holmes. "TRUST IN ONLINE AUTHENTICATION TOOLS FOR ONLINE ASSESSMENT IN BOTH FORMAL AND INFORMAL CONTEXTS". En 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1835.
Texto completoRodrigues, Florbela Lages Antunes y María Eduarda Roque Ferreira. "Análisis de aprendizajes en contexto de educación no formal: contribución para la formación profesional en “acompañamiento de niños y jóvenes”". En INNODOCT 2022. Valencia: Editorial Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/inn2022.2022.15723.
Texto completoInformes sobre el tema "Formal education contexts"
Angrist, Noam y Rachael Meager. Translating effective education approaches, such as targeted instruction, across contexts. Centre for Excellence and Development Impact and Learning (CEDIL), septiembre de 2022. http://dx.doi.org/10.51744/ceb2.
Texto completoLevy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), diciembre de 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.
Texto completoLevy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), diciembre de 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.
Texto completoTokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha y Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3242.
Texto completoBano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), agosto de 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.
Texto completoBano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), agosto de 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.
Texto completoStoddard, Amy, Donna Lynch-Smith, Kate Carlson Wrammert y Bobby Bellflower. Increasing Nurse Knowledge Using a Formal Lung Transplant Education Program. University of Tennessee Health Science Center, diciembre de 2020. http://dx.doi.org/10.21007/con.dnp.2020.0001.
Texto completoAngrist, Noam y Rachael Meager. Implementation matters: Generalising treatment effects in education. What Works Hub for Global Education, noviembre de 2023. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/03.
Texto completoЛисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.
Texto completoMarchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian y Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), enero de 2021. http://dx.doi.org/10.19088/ids.2021.017.
Texto completo