Littérature scientifique sur le sujet « New England Vocational School »
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 « New England Vocational School ».
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 "New England Vocational School"
Markowitsch, Jörg, et Günter Hefler. « Staying in the Loop : Formal Feedback Mechanisms Connecting Vocational Training to the World of Work in Europe ». International Journal for Research in Vocational Education and Training 5, no 4 (17 décembre 2018) : 285–306. http://dx.doi.org/10.13152/ijrvet.5.4.3.
Texte intégralHupkau, Claudia, Sandra McNally, Jenifer Ruiz-Valenzuela et Guglielmo Ventura. « Post-Compulsory Education in England : Choices and Implications ». National Institute Economic Review 240 (mai 2017) : R42—R57. http://dx.doi.org/10.1177/002795011724000113.
Texte intégralWan, Jun, et Wanyin Hao. « Talent Training Mode Under the Background of School Enterprise Cooperation and the Integration of Industry and Education ». Journal of Theory and Practice of Humanities Science 1, no 01 (30 novembre 2023) : 31–36. http://dx.doi.org/10.53469/jtphs.2023.01(01).05.
Texte intégralУсова, С., et S. Usova. « Vocational Guidance in School : Relevance and New Challenges ». Profession-Oriented School 7, no 1 (11 mars 2019) : 39–46. http://dx.doi.org/10.12737/article_5c666cc4348bb4.74343113.
Texte intégralKhubaeva, Lana K. « Vladikavkaz Loris-Melikov Vocational School ». Vestnik of North-Ossetian State University, no 4 (25 décembre 2021) : 73–77. http://dx.doi.org/10.29025/1994-7720-2021-4-73-77.
Texte intégralDoyle, Lesley. « Conceptualising a Transition : The Case of Vocational and Academic Learning in England, Scotland and the USA ». Research in Comparative and International Education 7, no 4 (1 janvier 2012) : 446–64. http://dx.doi.org/10.2304/rcie.2012.7.4.446.
Texte intégralLUO, Qi. « School-based Training for Novice Teachers in Vocational Colleges ». Journal of Social Science Studies 9, no 1 (2 mars 2022) : 25. http://dx.doi.org/10.5296/jsss.v9i1.19612.
Texte intégralLi, Qian. « Promoting Comprehensive Reform of Vocational School Education with Innovative Management ». Frontiers of Engineering and Scientific Research 1, no 1 (29 mai 2022) : 12. http://dx.doi.org/10.56028/fesr.1.1.12.
Texte intégralOhara, Eric, Slamet Prawiro Harto et Rita Fransina Maruanaya. « Policy Shift to Reduce Unemployment of Vocational School Graduates in Indonesia (A National Study) ». Jurnal Pendidikan Teknologi dan Kejuruan 26, no 2 (25 septembre 2020) : 129–39. http://dx.doi.org/10.21831/jptk.v26i2.33144.
Texte intégralGolle, Jessika, Norman Rose, Richard Göllner, Marion Spengler, Gundula Stoll, Nicolas Hübner, Sven Rieger et al. « School or Work ? The Choice May Change Your Personality ». Psychological Science 30, no 1 (8 novembre 2018) : 32–42. http://dx.doi.org/10.1177/0956797618806298.
Texte intégralThèses sur le sujet "New England Vocational School"
Zhou, Joe Xiongwei. « Chinese immigrant entrepreneurs in New England area ». Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44438.
Texte intégralMore and more Chinese immigrants came to the U.S. to start a whole new life. Some of them became entrepreneurs. This study focused on Chinese new immigrant entrepreneurs in New England area, and analyzed what factors have the most effective impact of the Chinese new immigrants to become an entrepreneur. This is first survey to study the career choice and entrepreneurship experience of Chinese immigrants in the New England area. From 190 complete responses, 66 of them are entrepreneurs. In this survey study, we have gained valuable information of the well-educated Chinese immigrants in the New England area. Also, we studied the specific characteristics of these Chinese entrepreneurs, and tried to identify some features that are helpful to becoming a successful entrepreneur. Based on the survey result, (1) working in a small company, (2) having responsibilities relating to greater China, (3) holding a position in general management or sales and marketing, and (4) attending social activity at least once per month are positive factors contributing to Chinese immigrant entrepreneurs.
by Joe Xiongwei Zhou.
M.B.A.
Whitman, Robert Leader. « Literacy, new capitalism, and new work orders : Case studies from school-to-work education ». Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280663.
Texte intégralPatrick, Rachel, et r. patrick@rmit edu au. « New teachers, professional knowledge and educational reform in New Zealand ». Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081022.073150.
Texte intégralMoro, Jessica M. « School Improvement Grants at Work| A Study of Urban, Public New England Schools ». Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600004.
Texte intégralEducation policy and mandates have changed drastically over the last 40 years. As politicians began adopting educational platforms as part of their political agenda, the educational standards of the United States have risen. Politicians have specifically targeted underserved populations as the focus of their educational reforms. Programs such as Race to the Top, FERPA, and No Child Left Behind are examples of politicians attempting to provide all students with equitable educations, regardless of ethnicity, gender, and economic background.
Just as it is naïve to believe that all students learn the same, it is also naïve to believe that there is one perfect program that will meet the needs of all students in all areas of the country. Under the reauthorization of the Elementary and Secondary Education Act in 2009, the US Department of Education strove to close the education gap with the introduction of School Improvement Grants. The SIG provided federal funds to underserved schools through a rigorous application process. The funds were available to approved schools for 3-year period. The purpose of this grant was to help underserved schools create and implement a program that was tailored to meet the needs of their students, while promoting academic growth.
This study focused on urban, public New England schools who received SIG funds between 2010 – 2016. Through semi-structured interviews with administrators at identified successful SIG schools, a list of best practices has been compiled as a reference for future urban, public New England schools who receive SIG funding. The key findings of this study indicated that communication, strong leadership, collaboration, and good staffing choices played a significant role in the success of the SIG programs. The conclusion of this study indicated that while schools and students have a vast range of needs and difficulties, there are several common shared experiences that could possibly help other administrators in their quest to implement a successful SIG program.
Pope, Earl A. « New England Calvinism and the disruption of the Presbyterian Church ». New York : Garland Pub, 1987. http://catalog.hathitrust.org/api/volumes/oclc/15792178.html.
Texte intégralTaylor, Chris. « The geography of the 'new' secondary education market and school choice in England and Wales ». Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30391.
Texte intégralTate, Philip Alan. « A comparative study of school music between Central New Jersey U.S.A. and South East England ». Thesis, Institute of Education (University of London), 2000. http://eprints.ioe.ac.uk/18891/.
Texte intégralSaville, K. G. « Bilingual education planning through free school reform in England : a case study of new institutional development ». Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1565524/.
Texte intégralWashington, Shaneé Adrienne. « Family-School-Community (Dis)Engagement : An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District ». Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.
Texte intégralThis exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Williams, Molly K. « For God and Country : Scriptural Exegesis, Editorial Intervention, and Revolutionary Politics in First New England School Anthems ». University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511862418359819.
Texte intégralLivres sur le sujet "New England Vocational School"
Pietsch, Susanne. The new craft school. Heijningen : Jap Sam Books, 2018.
Trouver le texte intégralHamilton, Philip K. New England School of Law. Charleston, SC : Arcadia Pub., 2008.
Trouver le texte intégralCourtenay, Christina. New England rocks. Camberley, Surrey : Choc Lit, 2013.
Trouver le texte intégralD, Morgan Robert, Kuther Tara L et Habben Corey J, dir. Life after graduate school in psychology : Insider's advice from new psychologists. New York : Psychology Press, 2005.
Trouver le texte intégralCovin, Carol L. Covin's New England computer job guide. Arlington, VA : Vandamere Press, 1991.
Trouver le texte intégralPaul, Wehman, dir. Transition from school to work : New challenges for youth with severe disabilities. Baltimore : Paul H. Brookes, 1988.
Trouver le texte intégralD, Bragg Debra, dir. The new vocationalism in community colleges. San Francisco : Jossey-Bass, 2001.
Trouver le texte intégralAinley, Pat. From school to YTS : Education and training in England and Wales, 1944-1987. Milton Keynes : Open University Press, 1988.
Trouver le texte intégralLaurel, Tumarkin, Browne Daniel 1978-, González Isabel et New York (N.Y.). Office of the Public Advocate., dir. Blue school, pink school : Gender imbalance in New York City CTE high schools. NY [i.e. New York City], NY : New York City Public Advocate, 2008.
Trouver le texte intégralBailey, Larry J. Working : Skills for a new age. Albany, N.Y : Delmar Publishers, 1990.
Trouver le texte intégralChapitres de livres sur le sujet "New England Vocational School"
Little, Chris. « The School Mathematics Project : Some Secondary School Assessment Initiatives in England ». Dans New ICMI Study Series, 85–97. Dordrecht : Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-0980-4_8.
Texte intégralMiddleton, Stuart. « Secondary/Tertiary High School, Changing Student Experiences Through VET ». Dans Reshaping Vocational Education and Training in Aotearoa New Zealand, 191–207. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12168-5_11.
Texte intégralStalder, Barbara E., Marlise Kammermann, Iris Michel et Marie-Theres Schönbächler. « Successful Integration of Refugees in Vocational Education and Training : Experiences from a New Pre-vocational Programme ». Dans Migration, Education and Employment, 133–54. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41919-5_9.
Texte intégralAvis, James, et Kevin Orr. « The New Professionalism : An Exploration of Vocational Education and Training Teachers in England ». Dans International Handbook of Research in Professional and Practice-based Learning, 1099–124. Dordrecht : Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8902-8_40.
Texte intégralWagner, Cornelia, et Dina Kuhlee. « Performance Management, Quality Management and Leadership within German State School Administration ? The Changing Agenda of Governance in Vocational Schools and its Effects on Teachers ». Dans Governance in der Lehrerausbildung : Analysen aus England und Deutschland, 245–66. Wiesbaden : Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-05894-4_15.
Texte intégralPrasasti, Devita Dwi Annisa, et Luluk Ria Rakhma. « Differences in Vitamin C Intake Among Vocational School Students in the New Normal Era Based on Their Nutrition and Immunity Knowledge ». Dans Advances in Health Sciences Research, 92–107. Dordrecht : Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-184-5_10.
Texte intégralOude Groote Beverborg, Arnoud, Maarten Wijnants, Peter J. C. Sleegers et Tobias Feldhoff. « Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research ». Dans Accountability and Educational Improvement, 219–55. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_11.
Texte intégralOda, Michiyo, Yoko Noborimoto et Tatsuya Horita. « Implications for Computer Science Curricula in Primary School : A Comparative Study of Sequences in England, South Korea, and New Zealand ». Dans IFIP Advances in Information and Communication Technology, 641–52. Cham : Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-43393-1_57.
Texte intégralLakkala, Suvi, Tuija Turunen, Merja Laitinen, Katja Norvapalo et Kaisa Thessler. « Does it Matter Where You Live ? Young People’s Experiences of Educational Transitions from Basic Education to Further Education in Finnish Lapland ». Dans Springer Polar Sciences, 97–112. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_7.
Texte intégralSpencer, Ruth Viola. « Improvement of Human and Environmental Health Through Waste Management in Antigua and Barbuda ». Dans Fostering Transformative Change for Sustainability in the Context of Socio-Ecological Production Landscapes and Seascapes (SEPLS), 215–28. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6761-6_12.
Texte intégralActes de conférences sur le sujet "New England Vocational School"
Mercer, Tim, et Jonathan Francis. « Education and Industry Partnership : A Case Study of Co-Delivery ». Dans ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16065.
Texte intégralKrystof, David, et Petr Adamec. « AREAS OF EVALUATION OF VOCATIONAL HIGH SCHOOL TEACHERS ». Dans 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0412.
Texte intégralSzőköl, István, Branislav Pupala et Ondrej Kováč. « KEY COMPETENCES OF A SECONDARY VOCATIONAL SCHOOL GRADUATE ». Dans 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0009.
Texte intégralBass, R. A. Daniel, et Michael O’Rourke. « Observations of Snow Load Effects on Four School Buildings in New England ». Dans Structures Congress 2017. Reston, VA : American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784480397.026.
Texte intégralMaltsev, Aleksey, Tatjana Kasyanova, Olga Zakrevskaya et Larissa Zubova. « VOCATIONAL TRAINING FOR SCHOOL STUDENTS : FROM THE TEACHER’S POINT OF VIEW ». Dans 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0147.
Texte intégralSerafin, Cestmir. « DECISION-MAKING PROCESS OF SECONDARY VOCATIONAL SCHOOL GRADUATES WHEN CHOOSING COLLEGE ». Dans 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0154.
Texte intégralSmékalová, Lucie, et Karel Němejc. « TRANSFERABLE COMPETENCIES OF STUDENTS IN TECHNICAL FIELDS AT A SECONDARY VOCATIONAL SCHOOL ». Dans International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1695.
Texte intégralYamamoto, Fernanda. « INTEGRATED TECHNICAL/VOCATIONAL TRAINING IN SECONDARY SCHOOL : DEVELOPMENT OF AN INNOVATIVE CURRICULUM ». Dans 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0319.
Texte intégralGreany, Toby. « A New Economy of Knowledge : Responses to the Marketization of School Improvement Services in England ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1578169.
Texte intégralZatti, José Pablo, et Maria da Graça Nicoletti Mizukami. « THE CONTRIBUTION OF LEARNING SEQUENCES DESIGN FOR TEACHER PROFESSIONAL DEVELOPMENT IN HIGH SCHOOL VOCATIONAL EDUCATION ». Dans International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end026.
Texte intégralRapports d'organisations sur le sujet "New England Vocational School"
Doran, Helen, Louise Skowron, Nick Roberts, Avindri Chandraharan et Charlotte Evans. School Food Standards Compliance Pilot : Discovery and Feasibility Research. Food Standards Agency, novembre 2023. http://dx.doi.org/10.46756/sci.fsa.evh922.
Texte intégral