Gotowe bibliografie tematyczne / Culture in school geography

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Gotowa bibliografia na temat „Culture in school geography”

Autor: Grafiati

Data publikacji: 8 czerwca 2024

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Culture in school geography"

Morgan, John. "School Geography and the Politics of Culture." Geography Compass 1, no. 3 (2007): 373–88. http://dx.doi.org/10.1111/j.1749-8198.2007.00024.x.

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Elizbarashvili, Nodar, Luka Davitashvili, Rusudan Elizbarashvili, Luiza Bubashvili, and 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 (2024): 5253. http://dx.doi.org/10.24294/jgc.v7i1.5253.

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The article discusses the essence of integrative geography and its importance for the theory and practice of geographical science. Such areas of integrative geography are characterized, the development of which will further increase the importance of applied geographical science. They include teaching about cultural landscape and historical landscape (part of landscape studies), geoecological expertise and environmental impact assessment (part of geographic ecology), geographic archeology and ecological culture (part of historical geography), landscape management and landscape services (part o

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Vasileva, Maya. "Regarding digitalization and school geography." Pedagogika-Pedagogy 96, no. 3s (2024): 72–88. http://dx.doi.org/10.53656/ped2024-3s.04.

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Pervasive digitization in a school context does not simply imply a new way of teaching and learning, it is projected into the learning content and into the lesson. In this sense, what are the prospects for teaching geography? The relationship between digital technologies and geospatial relationships has long been debated, i.e. the new perception of spatial configurations, new spatial practices, new geographical distribution of digital infrastructures. Digitization, by itself, cannot project the development of modern geographical science and geography in the classroom, however, it offers opport

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O, Baiteriakov, and 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 (2023): 100–106. http://dx.doi.org/10.33842/22195203-2022-28-100-106.

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Kerimbaeva, D., A. Bülent, S. Kaupenbaeva, and N. Nabieva. "Features of Teaching Geography in a Small-Integrated School." Journal of Educational Sciences 82, no. 1 (2025): 169–76. https://doi.org/10.26577/jes202582114.

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The comprehensive and fundamental changes in the educational system will not fail to affect rural schools, especially small-integrated schools. Rural small-integrated schools are the main component of the national education system, as well as the main means of training personnel for the development agricultural production and rural culture. The organization of the educational process in small-integrated schools places special requirements on the teacher's training and approach to his professional activity. The article analyzes the prospects and problems of developing of small-integrated school

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Prevelakis, George. "The relevance of Jean Gottmann in today's world." Ekistics and The New Habitat 70, no. 422/423 (2003): 295–304. http://dx.doi.org/10.53910/26531313-e200370422/423255.

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The author is Professor of Cultural and Political Geography at the Sorbonne University (Paris 1) and the Constantine Karamanlis Professor in Hellenic and Southeastern European Studies at the Fletcher School (Tufts University). He is the author of Les Balkans, cultures et géopolitique (Paris, Nathan, 1994), The Networks of Diasporas (Paris, L'Harmattan, 1996), Géopolitique de la Grèce (Brussels, Complexe, 1997) and Athènes, urbanisme, culture et politique (Paris, L'Harmattan, 2000). His books have been translated into Italian, Rumanian and Greek. His actual research focuses on the Geography of

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Krylovets, Mykola, and Oksana Braslavska. "SOCIAL AND EDUCATIONAL WORK IN GEOGRAPHY LESSONS." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 16–24. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232724.

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Geographical education as one of the important means of creating a cultural environment in the educational process of the school opens to the student the world with all the diversity of complex relationships of nature, society and personality, satisfies the need for self-knowledge, promotes the formation of personal qualities and values. Geographical education gives person great opportunities to develop a humane and tolerant attitude to other people, to other civilizations, political and economic systems, the geographical environment, to the planet Earth. Geography as a science of the humaniti

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Arifin, Andrianto, Mansyur Ramly, Mursalim, Junaiddin Zakaria, and 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 (2024): e06071. http://dx.doi.org/10.24857/rgsa.v18n7-054.

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Purpose: The primary objective of this research was twofold: firstly, to examine the direct impact of teacher commitment, teacher motivation, and teacher satisfaction on school culture and the performance of State High School teachers in Baubau City; secondly, to analyze the indirect effects of these factors on school culture and teacher performance.  Methods: The research methodology involved distributing questionnaires to 213 State High School teachers across seven schools in Baubau City. Statistical analysis was conducted using Structural Equation Modeling (SEM), a technique emp

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Nikolov, N. S. "Teaching Human Culture Through Astronomy." International Astronomical Union Colloquium 105 (1990): 47–50. http://dx.doi.org/10.1017/s0252921100086383.

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One of the phenomena in the development of science in the second half of the twentieth century is the appearance of complex branches of knowledge. This fact along with the accelerated increase of science information called forth well-known integrative processes in education. One of the most widely spread forms of these processes is the incorporation of one school subject in another. In such a way, astronomy in secondary school is incorporated in the subject of physics and sometimes in geography and mathematics. The argument for this, if there exists one, is that nowadays astronomy is astrophys

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Mello, Bruno Falararo de, João Pedro Pezzato, and 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 (2022): 05–21. http://dx.doi.org/10.46789/edugeo.v12i22.1132.

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Os livros didáticos estão intrinsecamente ligados à escola, pois são, eles próprios, expressões da cultura escolar. Neste artigo, apresentam-se algumas considerações acerca da constituição das disciplinas escolares, em uma perspectiva histórica, a partir do advento da escola dita moderna, tomando-se como exemplo a Geografia escolar. As disciplinas escolares são analisadas como criações originais e espontâneas da escola, detentoras de uma finalidade que vai além da mera transmissão de conteúdos acadêmicos. Elas são vistas no papel de produtoras de conhecimentos próprios e originais da cultura e

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Rozprawy doktorskie na temat "Culture in school geography"

Bunnik, Benoît. "Une discipline fantôme : Les professeures des écoles et la géographie." Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1218.

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Cette thèse en didactique de la géographie porte sur la relation des enseignantes de l'école primaire du cycle 3 à la géographie. Elle se place dans la logique d'une géographie critique autour de la question de la possibilité d'enseigner une discipline que l'on peut méconnaître. Plus que sur les pratiques, ce travail est axé sur les représentations et les conceptions que peuvent porter un groupe d'individus sur une discipline scolaire.La première partie (chapitres un et deux) vise à réfléchir, à partir de la notion de crise, à la place de la géographie scolaire dans le système éducatif du prem

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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.

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Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-04-16T15:44:41Z No. of bitstreams: 2 Dissertação - Marcos Antonio Pereira Martins - 2018.pdf: 3607161 bytes, checksum: fd5212cb780dce53c67928dbcd762fe6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved 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: d41d8cd98f00b204e980099

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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.

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Thesis (M.S.)--University of Cincinnati, 2009.<br>Advisor: David Saile. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: children; vernacular architecture; playscapes; childhood; playground. Includes bibliographical references.

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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.

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Education has a key role in the formation of the human role, aimed at preparing participants and being committed to the transformation of society. It is even more true for the educator guide students to understanding, appreciation and positive action on the space - environmental context in which they live, identifying their problems and engaging in search of effective and sustainable solutions for the same, which is of specificity with regard to education in rural areas. In this context, environmental education needs to ally itself to the various areas of human knowledge and recognition of emp

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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.

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The subject theme this work is Northeast Brazilian s cultural diversity and the way how this subject theme would be had been broached in High school on Brazil, within discipline Geography, through books didactics. We know that Brazil is a country is compound of diverse culture, where each of the five regions have their own cultural diversity and which in interior this regions also to exist cultural diversity. The intention will be examine if when the geography s books didactics treat broach of the Northeast s cultural diversity, treat broach in the same way the PCNEM belives to have be broach

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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.

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Since the late nineteenth century, Switzerland, a self-professed “playground” and “classroom” of the world, has successfully promoted itself as a desirable destination for international study and tourism. The historically entangled private schooling and tourism industries have steadily communicated idealised images of educational tourism in Switzerland via advertising. Concentrating on the period 1890 -1945 – when promotional ties between tourism organisations and private schools solidified – this thesis investigates the social construction of educational tourist place in two different types o

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Tabulawa, 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.

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Africa is replete with examples of 'borrowed' curriculum innovations that have failed to be institutionalised. This failure has largely been rationalised in terms of technical problems associated with innovation delivery systems. By adopting a technicist stance toward problems of curriculum change curriculum developers in Developing Countries have paid scant attention to the fact that innovations are necessarily social constructions, and as such are not value-neutral. Their transfer from one socio-cultural context to another, therefore, is bound to be problematic. For a transferred innovation

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Nascimento, 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/.

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A presente dissertação aborda o estudo da relação entre o ensino de geografia e a identidade cultural das comunidades remanescentes de quilombos, localizadas no Vale do Ribeira, Estado de São Paulo. A partir da análise das propostas didáticas para o ensino de geografia, desenvolvido nas escolas públicas dos municípios de Eldorado e Iporanga (Ensino Fundamental II) e também na escola estadual localizada no quilombo de Ivaporunduva (Ensino Fundamental I), este trabalho buscou identificar elementos que contribuem (ou não) para a (re) construção da identidade cultural quilombola. A região do Vale

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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.

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Hui, 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.

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Książki na temat "Culture in school geography"

Bednarz, Sarah. World cultures and geography. McDougal Littell, 2005.

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1946-, Mathewson Kent, and Kenzer Martin S. 1950-, eds. Culture, land, and legacy: Perspectives on Carl O. Sauer and Berkeley School geography. Geoscience Publications, Dept. of Geography and Anthropology, Louisiana State University, 2003.

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Marsden, W. E. The school textbook: Geography, history, and social studies. Woburn Press, 2001.

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Holt, Rinehart, and Winston, inc., ed. World and regional outline maps. Holt, Rinehart and Winston, 1995.

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Reid, J. Jefferson. Prehistory, personality, and place: Emil W. Haury and the Mogollon controversy. University of Arizona Press, 2010.

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E, Marsden W., and Hughes Jo, eds. Primary school geography. David Fulton, 1994.

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Channel Tunnel Curriculum Development (5-19) Project. Secondary school geography. Kent County Council, 1993.

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Gerber, Rod, and Michael Williams, eds. Geography, Culture and Education. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-1679-6.

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1945-, Gerber Rodney, and Williams Michael, eds. Geography, culture, and education. Kluwer Academic Publishers, 2002.

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Hristova, Nadezhda. Bulgaria: Geography, history, culture. Veliko Turnovo university press, 2008.

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Części książek na temat "Culture in school geography"

Douglas, Alaster Scott. "The School Geography Department: Cultural, Historical and Social Practices in Student Teacher Education." In Student Teachers in School Practice. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137268686_7.

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Maurer, Thomas. "Prophetic Geography: Italy, the School of Joachim of Fiore, and the New Philistines." In Apocalyptic Cultures in Medieval and Renaissance Europe. Brepols Publishers, 2024. http://dx.doi.org/10.1484/m.ismar-eb.5.135418.

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Poady, Antoine Cano, Chanel Ouetcho, Angélique Stastny, and Matthias Kowasch. "Kanak Cultural Heritage on Colonised and Damaged Lands." In Geographies of New Caledonia-Kanaky. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-49140-5_12.

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AbstractThis chapter – co-authored by two Kanak knowledge holders (a clan chief and a singer-songwriter) and two European researchers (from political science and geography) – discusses how Kanak communities deal with cultural heritage in the present, in a context of colonial legacies, institutional conservatism and depleting natural resources. We focus specifically on the communities of Bako and Touaourou in Paicî Cèmuhi and Drubea-Kapumë countries, respectively. We first analyse colonial policies of land dispossession and cultural oppression, as well as the ongoing inadequate support for Kana

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Teng, Antonia K. W., and Yenming Zhang. "School Culture." In Springer Texts in Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_10.

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McKoy, Constance L., and Vicki R. Lind. "School Culture." In Culturally Responsive Teaching in Music Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003208136-9.

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Johnson, Bruce, Barry Down, Rosie Le Cornu, et al. "School Culture." In Early Career Teachers. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_4.

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Hunt, Celia, and Fiona Sampson. "Geography and Culture." In Writing. Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20460-7_9.

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Hirata, Masahiro. "Milk Culture and Pastoralism." In Springer Geography. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1765-5_1.

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Deng, Xiangzheng, and Malin Song. "Geographical Differences in Culture." In Development Geography. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-6917-2_9.

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Israel, Nico. "Geography." In A Companion to Modernist Literature and Culture. Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996331.ch12.

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Streszczenia konferencji na temat "Culture in school geography"

Hardi, Ode, Rayuna Handawati, Ilham Mataburu, and Cahyadi Setiawan. "Development of Regional Characteristics Based Learning Model on Geography Materials in Penggerak School." In The International Conference on Humanities Education, Law, and Social Science. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013414600004654.

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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of r

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Wang, Chang, and Yanhua Xu. "Action Research on the Development of Geography Experimental Exploration Course in High School." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.230.

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Mikić, Saša. "Presentation of geographical contents in additional schools in diaspora and in the region." In Zbornik radova – VI Kongres geografa Srbije sa medunarodnim ucešcem. University of Belgrade - Faculty of Geography, Belgrade, 2024. http://dx.doi.org/10.5937/kongef24060m.

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Elementary education outside the territory of The Republic of Serbia is provided for the students of Serbian origin who temporarily or permanently live abroad and who have chosen this form of education. "The aim of elementary education abroad is raising consciousness of national and cultural identity by learning Serbian language and recognizing the most valuable pieces of Serbian culture, as well as encouraging of keeping strong bonds with the homeland." The institutions authorized for diaspora and region additional schools are Ministry of Education and Ministry of Foreign affairs administrati

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Vuletić, Jovana, and Ilija Lazić. "THE IMPACT OF IMMERSIVE VIRTUAL REALITY ON SHAPING STUDENTS’ ATTITUDES TOWARDS NATURAL AND CULTURAL HERITAGE." In 1st International Scientific Conference Education and Artificial Intelligence. University of Niš, Pedagogical Faculty, Vranje, 2025. https://doi.org/10.46793/edai24.263v.

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In addition to its educational objectives, geography as a school subject also plays an important pedagogical role. One of pedagogical objectives of geography is to raise students’ awareness of the need to preserve our natural and cultural heritage. This task is becoming increasingly important as the time students spend in the natural environment is replaced by activities in digital environments. Researchers in the fields of didactics and methodology are constantly looking for innovative approaches to improve the teaching process and achieve better learning outcomes by increasing student engage

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Beketova, Svetlana, Albina Khayaleeva, Ruslan Ulengov, Svetlana Gubeeva, and Elena Kubyshkina. "DEVELOPMENT OF INTELLECTUAL ABILITIES OF STUDENTS IN THE PROCESS OF APPLICATION OF GEOINFORMATION TECHNOLOGIES." In 23rd SGEM International Multidisciplinary Scientific GeoConference 2023. STEF92 Technology, 2023. http://dx.doi.org/10.5593/sgem2023/5.1/s22.69.

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This article deals with the development of intellectual abilities of students in the process of using geoinformation technology. Digital technologies, in particular geographic information technologies, are increasingly introduced in the educational process of modern schools. They contribute to the learning of mapping skills, the formation of skills to compare, specify, abstract, summarize, establish cause-effect relationships, draw conclusions, develop critical thinking, contributing to the formation of key competencies aimed at self-development and continuing education, the scientific sophist

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Hailing, Jiang, Zheng Shixin, Wang Xinyu, Zhang Xiuhua, Li Shuang, and Su Jiaojiao. "The Application Research of Geography Teaching with ERDAS Software in the Middle School." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.55.

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VASI, Gheorghiță-Puiu. "The educational project in tehnological education classes." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p316-319.

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The educational project represents an alternative and complementary method of learning and assessment, very motivating for children. The project in technological education classes can be very easily linked to mathematics, physics, biology, chemistry, geography, plastic education and arts, computer science and ITC (information technologies and communications) etc. I started at the Belint Secondary School in 2007, by establishing a fruit tree orchard. (Belinț Secondary School Rural Education Project, ECOLOGICAL EDUCATION, PREMISE FOR A HEALTHY LIFE). With a large yard and an outdoor gazebo, all

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CĂPĂȚÎNĂ, Lucia, Elena SOCHIRCĂ, and Vitalie DILAN. "Potențialul turistic gastronomic valorificat prin proiecte STEAM – exemple de bune practici." In Materialele Conferinţei Ştiinţifice Internaţionale "Abordări inter/transdisciplinare în predarea ştiinţelor reale, (concept STEAM)". Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.steam-2024.p455-463.

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Integrated STEAM educational projects engage students in an inquiry based on transdisciplinary research and cooperation. The contents aimed at culinary tourism can be explored by carrying out different STEAM projects, making inter- and transdisciplinary connections with the STEAM fields, but also other school subjects, such as Geography, Technological Education, Computer Science, Mathematics, Plastic Arts; this fact representing an opportunity managed to combine innovation, creativity and education with culinary and cultural experiences. STEAM projects focused on culinary tourism may be carrie

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Yakupoğlu, Cevdet. "Sheikh Şa'bân-i Velî of Kastamonu, One of the Followers of Sheikh Ibrahım Zâhid-i Gîlânî's Irfan School." In International Symposium Sheikh Zahid Gilani in the 800th Year of His Birth. Namiq Musalı, 2023. http://dx.doi.org/10.59402/ees01201819.

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Sheikh Zâhid-i Gîlânî, one of the great Sufis who grew up in the Turkish geography of Azerbaijan, has a great place in Anatolian Sufi culture. The Sufis educated by this person also migrated to Anatolia and contributed to the spread of the Khalveti sect there. One of the followers of the Sufi thought that spread as a result of the activities of Sheikh Zahid's khalifas in Anatolia was Sheikh Şa'bân-ı Velî (d.1569). This person, who was born in Kastamonu in the last quarter of the 15th century, received his high madrasa education in Istanbul, later matured under the Sufi training of Konrapalı Ha

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Raporty organizacyjne na temat "Culture in school geography"

Vaughter, Philip, Ying-Syuan (Elaine) Huang, and 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, 2023. http://dx.doi.org/10.53326/lnzk2579.

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This policy brief addresses issues of education rights in the context of climate change and potential climate change displacement for SIDS residents. Challenges to adapting learning systems in the context of climate change are common to many SIDS and other countries, but SIDS also face unique challenges due to their geography, culture, and economic activities. It provides the following recommendations to build the resilience of education systems in SIDS to meet the needs of people displaced by climate change: (i) build and maintain multiple facilities that can serve as evacuation centres so sc

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Reimer, David, Emil Smith, Ida Gran Andersen, and Bent Sortkær. Forskningsprojekt Exploring School Culture. Afslutningsrapport. DPU, Aarhus Universitet, 2023. http://dx.doi.org/10.7146/aul.506.

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Denne rapport har til formål at afdække resultaterne af forskningsprojektet Exploring School Culture (ESCU). ESCU er ledet af professor David Reimer og placeret på Danmarks Institut for Pædagogik og Uddannelse, Aarhus Universitet. Projektet er støttet af Velux Fonden [Bevillingsnummer 00017032] og strakte sig fra marts 2018 til december 2022.

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Souch, Catherine, and Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), 2020. http://dx.doi.org/10.55203/xqlb9264.

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The Society, along with the wider geographical community, has known for a long time that geography attracts a disproportionately low number of young people from disadvantaged and Black and ethnic minority backgrounds to study the subject. We knew national participation trends but had little benchmark data at regional and school levels. And it is only by knowing more about who is choosing geography at school and university (and, importantly, who doesn’t), and how the rates of uptake and progression vary that we will be able to develop effective interventions to address the inequalities and ensu

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Smith, Emil, David Reimer, Ida Gran Andersen, and Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.

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This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.

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Stanley, Louise, and Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, 2022. http://dx.doi.org/10.20933/100001258.

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We expect performance at the highest standard for everything we do. This must be supported by an excellent culture where contributions from everyone in our community are valued and recognised: academics with responsibilities in research, learning and teaching, and professional support. For staff and their work to flourish, everyone needs to feel part of a creative, open, equitable, and inclusive environment where we actively help and support each other to succeed and reach our full potential. A positive culture in our school is the foundation for our high performance community. It sustains ou

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Smith, Emil. Exploring School Culture: Technical report for data collection. Aarhus University, 2021. http://dx.doi.org/10.7146/aul.507.

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The following is a description of the process of selecting and recruiting schools, classrooms and teachers for the completion of the Exploring School Culture (ESCU) survey. The ESCU-survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was collected among Danish 6th and 9th students and their respective mathematics and Danish teachers, during the first half of 2019. The following topics will be addressed: Survey development and validation Sampling process Recruitment Non-response Comparison of respondents to full population of students T

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McDanel 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.

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Бондаренко, Ольга Володимирівна, Олена Володимирівна Пахомова, and 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.

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Abstract. The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didact

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Bondarenko, Olga V., Olena V. Pakhomova, and Vladimir I. Zaselskiy. The use of cloud technologies when studying geography by higher school students. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3261.

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The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advanta

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Costache, Luminita, Stefan Cojocaru, Daniela Cojocaru, and Ovidiu Buna. BENEFITS OF PARENTAL EDUCATION IN THE SCHOOL SYSTEM. The Influence of Parental Education on School Culture and Student Participation. Expert Projects, 2023. http://dx.doi.org/10.33788/qie.23.01.

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Parental education within the school system plays a crucial role in student development, positively influencing their engagement in educational activities and overall school culture. This study explores the benefits of parental education on academic success, student involvement, and the school-family relationship, analyzing how parental support contributes to enhanced academic performance and student discipline. The study emphasizes the importance of initiatives that support parents and suggests concrete measures for strengthening school-family partnerships and fostering a culture of collabora

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