Littérature scientifique sur le sujet « Culture in school geography »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Sommaire
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Culture in school geography ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Culture in school geography"
Morgan, John. « School Geography and the Politics of Culture ». Geography Compass 1, no 3 (11 avril 2007) : 373–88. http://dx.doi.org/10.1111/j.1749-8198.2007.00024.x.
Texte intégralElizbarashvili, Nodar, Luka Davitashvili, Rusudan Elizbarashvili, Luiza Bubashvili et Tinatin Nanobashvili. « Integrative geography—Current issues in theory and practice (on the example of the Georgian geographical school) ». Journal of Geography and Cartography 7, no 1 (20 mai 2024) : 5253. http://dx.doi.org/10.24294/jgc.v7i1.5253.
Texte intégralVasileva, Maya. « Regarding digitalization and school geography ». Pedagogika-Pedagogy 96, no 3s (20 avril 2024) : 72–88. http://dx.doi.org/10.53656/ped2024-3s.04.
Texte intégralO, Baiteriakov, et Sobetska T. « GENERAL APPROACHES TO THE CARTOGRAPHIC CULTURE FORMATION IN THE PHYSICAL-GEOGRAPHIC COURSES OF SCHOOL GEOGRAPHY ». Scientific Bulletin Melitopol State Pedagogica 1, no 28 (4 mars 2023) : 100–106. http://dx.doi.org/10.33842/22195203-2022-28-100-106.
Texte intégralPrevelakis, George. « The relevance of Jean Gottmann in today's world ». Ekistics and The New Habitat 70, no 422/423 (1 décembre 2003) : 295–304. http://dx.doi.org/10.53910/26531313-e200370422/423255.
Texte intégralKrylovets, Mykola, et Oksana Braslavska. « SOCIAL AND EDUCATIONAL WORK IN GEOGRAPHY LESSONS ». Problems of Modern Teacher Training, no 1(23) (29 avril 2021) : 16–24. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232724.
Texte intégralArifin, Andrianto, Mansyur Ramly, Mursalim, Junaiddin Zakaria et Ernawati Malik. « Analysis of Teacher Commitment, Motivation, and Satisfaction with School Culture and Performance of State High School Teachers in Baubau City ». Revista de Gestão Social e Ambiental 18, no 7 (10 avril 2024) : e06071. http://dx.doi.org/10.24857/rgsa.v18n7-054.
Texte intégralNikolov, N. S. « Teaching Human Culture Through Astronomy ». International Astronomical Union Colloquium 105 (1990) : 47–50. http://dx.doi.org/10.1017/s0252921100086383.
Texte intégralMello, Bruno Falararo de, João Pedro Pezzato et Chrstiane Fernanda da Costa. « As disciplinas escolares e os livros didáticos como expressões da cultura escolar : ». Revista Brasileira de Educação em Geografia 12, no 22 (25 octobre 2022) : 05–21. http://dx.doi.org/10.46789/edugeo.v12i22.1132.
Texte intégralGade, Daniel W. « Culture, Land, and Legacy : Perspectives on Carl O. Sauer and Berkeley School Geography ». Annals of the Association of American Geographers 95, no 2 (juin 2005) : 481–83. http://dx.doi.org/10.1111/j.1467-8306.2005.470_5.x.
Texte intégralThèses sur le sujet "Culture in school geography"
Martins, Marcos Antonio Pereira. « Currículo e cultura : uma proposta de (re) desenho curricular de geografia no ensino médio ». Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8342.
Texte intégralApproved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-17T10:51:22Z (GMT) No. of bitstreams: 2 Dissertação - Marcos Antonio Pereira Martins - 2018.pdf: 3607161 bytes, checksum: fd5212cb780dce53c67928dbcd762fe6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2018-04-17T10:51:23Z (GMT). No. of bitstreams: 2 Dissertação - Marcos Antonio Pereira Martins - 2018.pdf: 3607161 bytes, checksum: fd5212cb780dce53c67928dbcd762fe6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-02
Outro
The present research sought to reflect on the (re) design of the curriculum of the Geography discipline, pointing to a more meaningful education based on cultural school reality. In this research the curriculum is seen from the perspective of the neoliberals transformations, especially in developing countries such as Brazil, and which there is a substantial impact in the teaching / learning process. This is notably observed in the Brazilian education system, singularly from the institution of the Law of Guidelines and Basis in Education (Law 9,394 / 1996), of the curricular restructuring through the National Curricular Parameters (NCPs), the National Curricular Guidelines for Secondary Education (DCNs), the National Pact for Strengthening Higher Education (PNFEM), the proposal to create a National Curricular Common Base, therecent provisional measures and the models of evaluation of the High School which can be noted through the National Higher Education Examination (ENEM), with the purpose of developing a new teaching / learning project in the Brazilian education system. The Qualitative research was carried out through bibliographical research and the process of data collection, using as observation procedures, questionnaires, interviews and documentary research, through which we seek to notice the curriculum of Geography of the current high school that is worked in the State Department Education, Culture and Sport of the State of Goiás, the educational methods of the Geography professors and discipline of the researched teaching unit, the relation of the pupils with the place in which they live, as well as the most relevant points of the pupils’ culture which appear in the redefinition of a new curricular proposal.
A presente pesquisa buscou refletir sobre o (re) desenho do currículo da disciplina de Geografia, apontando para uma educação mais significativa com base na realidade cultural escolar. Nessa pesquisa o currículo é visto sob a ótica das transformações neoliberais ocorridas, sobretudo nos países em desenvolvimento como o caso do Brasil, e, que impactam substancialmente o processo ensino/aprendizagem. Isso é notadamente observado no ensino brasileiro, singularmente a partir da instituição da Lei de Diretrizes e Bases na Educação (Lei nº 9.394/1996), da reestruturação curricular por meio dos Parâmetros Curriculares Nacionais (PCNs), das Diretrizes Curriculares Nacionais para o Ensino Médio (DCNs), do Pacto Nacional Pelo Fortalecimento do Ensino Médio (PNFEM), da proposta de criação de uma Base Nacional Comum Curricular, das recentes medidas provisórias e dos moldes de avaliação do Ensino Médio como se pode notar através do Exame Nacional do Ensino Médio (ENEM), com o intuito de desenvolver um novo projeto de ensino/aprendizagem na educação brasileira. A investigação de cunho qualitativo se realizou através de pesquisa bibliográfica e do processo de coleta de dados, utilizando como procedimentos a observação, questionários, entrevistas e pesquisa documental, por meio dos quais buscamos perceber o currículo de Geografia do ensino médio atual que é trabalhado na Secretaria Estadual de Educação, Cultura e Esporte do Estado de Goiás, a prática pedagógica dos professores da disciplina de Geografia da unidade de ensino pesquisada, a relação dos alunos com o lugar em que vivem, bem como os pontos mais relevantes da cultura dos alunos que constam na redefinição de uma nova proposta curricular.
Luken, Eleanor. « Children's power over play a cultural geography of playspaces in America / ». Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250614916.
Texte intégralAdvisor: David Saile. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: children; vernacular architecture; playscapes; childhood; playground. Includes bibliographical references.
Weber, Eliane. « PERCEPÇÕES EM RELAÇÃO AO AMBIENTE DESENVOLVIDAS NOS 4º E 5º ANOS NA ESCOLA MUNICIPAL SÃO FRANCISCO, ASSENTAMENTO ALVORADA ». Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/9394.
Texte intégralA educação possui um papel fundamental para a formação do ser humano, visando à preparação de seres participantes e comprometidos com a transformação da sociedade. Faz-se ainda mais premente para o educador orientar os alunos para a compreensão, valorização e atuação positiva sobre o contexto espaço-ambiental em que vivem, identificando suas problemáticas e engajando-se na busca de soluções efetivas e sustentáveis para as mesmas, o que se reveste de especificidade no tocante à educação em meio rural. Neste contexto, a educação ambiental precisa aliar-se às diversas áreas do conhecimento humano e ao reconhecimento dos saberes empíricos, a fim de promover a compreensão, sem descaracterizar a cultura campesina. Com base nessas considerações, a presente proposta de estudo tem por objetivo geral: Compreender a percepção dos educandos do 4º e 5º anos da E. M. São Francisco em relação ao meio em que estão inseridos e a inter-relação com os conhecimentos construídos na referida escola; e como objetivos específicos: - Caracterizar as especificidades do trabalho com educação ambiental na escola; - Investigar as percepções dos educandos sobre o meio em que vivem; - Desenvolver e avaliar uma experiência em Educação Ambiental que busca articular a Geografia à realidade do assentamento. A metodologia privilegiada foi a pesquisa participante, obtendo informações necessárias através da realização de atividades com os alunos, que foram analisadas com o referencial teórico, relacionando a teoria e a prática. Concluindo a importância de o educador conhecer a realidade onde o aluno está inserido, na sua comunidade, trabalhar com o contexto social, suas relações e interações na sociedade, tornando o ensino mais significativo.
Silva, Carlos Augusto Gomes Cavalcanti da. « A diversidade cultural do nordeste brasileiro nos livros didáticos de geografia do ensino médio ». Universidade Federal de Alagoas, 2008. http://repositorio.ufal.br/handle/riufal/318.
Texte intégralO tema deste trabaho é a diversidade cultural do Nordeste brasileiro, como esse tema tem sido tratado no ensino médio do país na disciplina Geografia, através dos livros didáticos. Sabemos que o Brasil é um país composto por diversas culturas, onde cada uma das cinco regiões tem suas próprias características culturais e que no interior dessas regiões também existem diversas culturas. A intensão será averiguar se, quando os livros didáticos de geografia tratam da diversidade cultural do Nordeste, tratam da forma como os PCNEM dizem que é para ser tratado e as implicações disto para a identidade cultural nordestina. Neste trabalho mostraremos como o Nordeste é visto pelos livros didáticos de Eustáquio SENE de. E MOREIRA, João Carlos. GEOGRAFIA GERAL E DO BRASIL. Ed. Scipione. 1998 e o livro de VESENTINI, José Willian. Geografia: Série Brasil. Ed. Ática. 2005. A pesquisa será feita em uma abordagem qualitativa, onde faremos uma análise de conteúdo desses livros didáticos, que são os mais utlizados nas escolas públicas e privadas, aonde essa análise mostrará como a diversidade do Nordeste brasileiro é abordado nesses livros.
Swann, Michelle. « Promoting the "classroom and playground of Europe" : Swiss private school prospectuses and education-focused tourism guides, 1890-1945 ». Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/216.
Texte intégralTabulawa, Richard Tjombe. « A socio-cultural analysis of geography classroom practice in Botswana senior secondary schools ». Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422406.
Texte intégralNascimento, Lisângela Kati do. « Identidade e territorialidade : os quilombos e a educação escolar no Vale do Ribeira ». Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-01122015-175909/.
Texte intégralThis dissertation approaches the subject of the relationship between the study of Geography and the cultural identity of remaining communities of quilombos in the Vale do Ribeira region, in the Brazilian state of São Paulo. From the analysis of methods proposed to teach Geography in public, municipality funded-schools in the towns of Eldorado and Iporanga (second grade) and in the state funded public school inside the Ivaporunduva Quilombo (first grade), this work tries to identify elements that help - or not - (re) create the cultural identity of the quilombo dweller. In the Vale do Ribeira region are the largest stretches of what remains of the Brazilian Mata Atlantica, formerly a forest complex that covered all of Brazil\'s coast and is known for its animal and plant diversity. The region also has the worst social and economic indicators in the state of São Paulo. In this context, environmental conservation collides with the need for economic development. Therefore, projects to build dams in the Ribeira do Iguape river naturally resonate among the local population. At the same time, however, a good deal of the quilombo communities, which are settled on Ribeira\'s riverbed, see their ancestral territories in jeopardy. The quilombo communities\' cultural identity is directly related to the place where they live. The Vale do Ribeira communities, under the prospect of losing their territory, fight for their right to their land (article 68 in the Brazilian constitution). That forces them to (re) think themselves as quilombolas - the name given to people who live in quilombos - in the various aspects of their social lives. It\'s within this frame that the concern about having a school that values their cultural identity becomes ever more important. From interviews with leaders of the quilombos, teachers and students, and from the observation of classes, it was clear that there still is a long way to be trailed before the ideal school for that purpose is achieved. In researching the role Geography classes play, we identified important actions that try to value the student\'s local space. We also saw actions that reinforce cultural homogeneization, instead of valuing the cultural diversity present in the schools.
Aiken, E. J. « Science, culture and the genealogy of scriptural geography ». Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437906.
Texte intégralHui, Kwai-yin. « Teachers' perceptions of curriculum continuity in secondary school geography ». Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887211.
Texte intégralHousiaux, Kathryn Margaret Louise. « Re-conceptualising consumption : a geography of masculinity ». Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297871.
Texte intégralLivres sur le sujet "Culture in school geography"
Hayes, Jacobs Heidi, Randolph Brenda, LeVasseur Michal et Prentice-Hall inc, dir. Western hemisphere : Geography, history, culture. Needham, Mass : Prentice Hall, 2003.
Trouver le texte intégralBednarz, Sarah. World cultures and geography. Evanston, IL : McDougal Littell, 2005.
Trouver le texte intégral1946-, Mathewson Kent, et Kenzer Martin S. 1950-, dir. Culture, land, and legacy : Perspectives on Carl O. Sauer and Berkeley School geography. Baton Rouge, LA : Geoscience Publications, Dept. of Geography and Anthropology, Louisiana State University, 2003.
Trouver le texte intégralPublisher, Globe Fearon Educational, et Pearson Education Inc, dir. Pacemaker world geography and cultures. 2e éd. Parsippany, N.J : Globe Fearon/Pearson Learning Group, 2002.
Trouver le texte intégralMarsden, W. E. The school textbook : Geography, history, and social studies. London : Woburn Press, 2001.
Trouver le texte intégralinc, Prentice-Hall, dir. Prentice Hall world explorer : People, places and cultures. Needham, Mass : Prentice Hall, 2003.
Trouver le texte intégralHolt, Rinehart, and Winston, inc., dir. World and regional outline maps. Austin, [TX] : Holt, Rinehart and Winston, 1995.
Trouver le texte intégralBoehm, Richard G. Exploring our world : People, places, and cultures : South America, Europe, and Russia. New York, NY : Glencoe/McGraw-Hill, 2008.
Trouver le texte intégralReid, J. Jefferson. Prehistory, personality, and place : Emil W. Haury and the Mogollon controversy. Tucson : University of Arizona Press, 2010.
Trouver le texte intégralE, Marsden W., et Hughes Jo, dir. Primary school geography. London : David Fulton, 1994.
Trouver le texte intégralChapitres de livres sur le sujet "Culture in school geography"
Douglas, Alaster Scott. « The School Geography Department : Cultural, Historical and Social Practices in Student Teacher Education ». Dans Student Teachers in School Practice, 100–116. London : Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137268686_7.
Texte intégralPoady, Antoine Cano, Chanel Ouetcho, Angélique Stastny et Matthias Kowasch. « Kanak Cultural Heritage on Colonised and Damaged Lands ». Dans Geographies of New Caledonia-Kanaky, 149–61. Cham : Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-49140-5_12.
Texte intégralTeng, Antonia K. W., et Yenming Zhang. « School Culture ». Dans Springer Texts in Education, 169–82. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_10.
Texte intégralMcKoy, Constance L., et Vicki R. Lind. « School Culture ». Dans Culturally Responsive Teaching in Music Education, 118–36. 2e éd. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003208136-9.
Texte intégralJohnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce et Janet Hunter. « School Culture ». Dans Early Career Teachers, 55–78. Singapore : Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_4.
Texte intégralHunt, Celia, et Fiona Sampson. « Geography and Culture ». Dans Writing, 129–43. London : Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20460-7_9.
Texte intégralHirata, Masahiro. « Milk Culture and Pastoralism ». Dans Springer Geography, 1–35. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1765-5_1.
Texte intégralIsrael, Nico. « Geography ». Dans A Companion to Modernist Literature and Culture, 123–32. Oxford, UK : Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996331.ch12.
Texte intégralHirata, Masahiro. « Milk Culture of West Asia ». Dans Springer Geography, 37–71. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1765-5_2.
Texte intégralHirata, Masahiro. « Milk Culture of South Asia ». Dans Springer Geography, 73–106. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1765-5_3.
Texte intégralActes de conférences sur le sujet "Culture in school geography"
Świętek, Agnieszka, et Wiktor Osuch. « Regional Geography Education in Poland ». Dans 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno : Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.
Texte intégralWang, Chang, et Yanhua Xu. « Action Research on the Development of Geography Experimental Exploration Course in High School ». Dans Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.230.
Texte intégralBeketova, Svetlana, Albina Khayaleeva, Ruslan Ulengov, Svetlana Gubeeva et Elena Kubyshkina. « DEVELOPMENT OF INTELLECTUAL ABILITIES OF STUDENTS IN THE PROCESS OF APPLICATION OF GEOINFORMATION TECHNOLOGIES ». Dans 23rd SGEM International Multidisciplinary Scientific GeoConference 2023. STEF92 Technology, 2023. http://dx.doi.org/10.5593/sgem2023/5.1/s22.69.
Texte intégralHailing, Jiang, Zheng Shixin, Wang Xinyu, Zhang Xiuhua, Li Shuang et Su Jiaojiao. « The Application Research of Geography Teaching with ERDAS Software in the Middle School ». Dans Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.55.
Texte intégralYakupoğlu, Cevdet. « Sheikh Şa'bân-i Velî of Kastamonu, One of the Followers of Sheikh Ibrahım Zâhid-i Gîlânî's Irfan School ». Dans International Symposium Sheikh Zahid Gilani in the 800th Year of His Birth. Namiq Musalı, 2023. http://dx.doi.org/10.59402/ees01201819.
Texte intégralKalacheva, Galina E., Anastasiya V. Bakhmutskaya et Natalya Y. Letyarina. « FORMATION OF ECOLOGICAL CULTURE OF STUDENTS ON THE EXAMPLE OF THE ACTIVITIES OF THE SECONDARY SCHOOL OF SENGILEI NAMED AFTER HERO OF THE SOVIET UNION N.N. VERBIN ». Dans Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-117-118.
Texte intégralAsku, Uğurcan, Veysal Bayram Ali et Alcan Cafer. « Sheikh Zahid Gilani and Other Azerbaijani Sufis in Nurbahş Kuhistani’s Silsile-i Evliya ». Dans International Symposium Sheikh Zahid Gilani in the 800th Year of His Birth. Namiq Musalı, 2023. http://dx.doi.org/10.59402/ees01201803.
Texte intégralDallakyan, Tatyana E. « CHEMICAL ASPECT OF GEOECOLOGICAL STUDIES OF STUDENTS IN THE FRAMEWORK OF THE SCHOOL CIRCLE “ECOLOGICAL LABORATORY” ». Dans Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-146-148.
Texte intégralRosavina, Tyesa. « The Development of Teaching Material of IPS Based Geographic Environment of Grade Students of Elementary School ». Dans Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288131.
Texte intégralCmeciu, Doina, et Camelia Cmeciu. « VIRTUAL MUSEUMS - NON-FORMAL MEANS OF TEACHING E-CIVILIZATION/CULTURE ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-108.
Texte intégralRapports d'organisations sur le sujet "Culture in school geography"
Vaughter, Philip, Ying-Syuan (Elaine) Huang et Jonghwi Park. Climate Change Displacement and the Right to Education in Small Island Developing States. United Nations University Institute for the Advanced Study of Sustainability, juillet 2023. http://dx.doi.org/10.53326/lnzk2579.
Texte intégralReimer, David, Emil Smith, Ida Gran Andersen et Bent Sortkær. Forskningsprojekt Exploring School Culture. Afslutningsrapport. DPU, Aarhus Universitet, 2023. http://dx.doi.org/10.7146/aul.506.
Texte intégralSouch, Catherine, et Steve Brace. Geography of geography : the evidence base. Royal Geographical Society (with IBG), novembre 2020. http://dx.doi.org/10.55203/xqlb9264.
Texte intégralSmith, Emil, David Reimer, Ida Gran Andersen et Bent Sortkær. Exploring School Culture : Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.
Texte intégralStanley, Louise, et Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, juillet 2022. http://dx.doi.org/10.20933/100001258.
Texte intégralSmith, Emil. Exploring School Culture : Technical report for data collection. Aarhus University, 2021. http://dx.doi.org/10.7146/aul.507.
Texte intégralMcDanel de García, Mary Anne. THE REST OF THE SCHOOL. Mission, Climate, Culture, and Leadership. Institución Universitaria Colombo Americana, 2018. http://dx.doi.org/10.26817/paper.03.
Texte intégralБондаренко, Ольга Володимирівна, Олена Володимирівна Пахомова et Володимир Йосипович Засельський. The use of cloud technologies when studying geography by higher school students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3254.
Texte intégralBondarenko, Olga V., Olena V. Pakhomova et Vladimir I. Zaselskiy. The use of cloud technologies when studying geography by higher school students. [б. в.], septembre 2019. http://dx.doi.org/10.31812/123456789/3261.
Texte intégralRay, Maureen. School Culture and the Affective Learning Needs of Latino Long-term English Learners. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.2206.
Texte intégral