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Artykuły w czasopismach na temat "Curriculum outcomes"
Nawali, Ainna Khoiron. "Dampak Penerapan Kurikulum Kementerian Agama dan Kurikulum Pesantren terhadap Peningkatan Hasil Belajar Pendidikan Agama Islam di Madrasah Aliyah Negeri Yogyakarta I". At-Tarbawi: Jurnal Kajian Kependidikan Islam 3, nr 1 (30.06.2018): 13. http://dx.doi.org/10.22515/attarbawi.v3i1.1145.
Pełny tekst źródłaFujioka, Nobukatsu, i Bunpot Suwannaprasert. "Japanese Mathematics Curriculum Outcomes". Journal of Educational Research 88, nr 6 (lipiec 1995): 372–77. http://dx.doi.org/10.1080/00220671.1995.9941183.
Pełny tekst źródłaSaloojee, Shamima, i Jacqueline Van Wyk. "A problem-based learning curriculum and undergraduate performance in the final psychiatry examination at the Nelson R Mandela School of Medicine". South African Journal of Psychiatry 19, nr 4 (30.11.2013): 4. http://dx.doi.org/10.4102/sajpsychiatry.v19i4.437.
Pełny tekst źródłaKraft-Terry, Stephanie, i Cheri Kau. "Direct Measure Assessment of Learning Outcome–Driven Proactive Advising for Academically At-Risk Students". NACADA Journal 39, nr 1 (1.07.2019): 60–76. http://dx.doi.org/10.12930/nacada-18-005.
Pełny tekst źródłaHolden, Kenton R., S. Lewis Cooper i Jeffrey G. Wong. "Neuroscience Curriculum Changes and Outcomes". Neurologist 18, nr 4 (lipiec 2012): 190–95. http://dx.doi.org/10.1097/nrl.0b013e3182613e1b.
Pełny tekst źródłaSharma, Maulina, Ruth Murphy i Gillian A. Doody. "Do we need a core curriculum for medical students? A scoping review". BMJ Open 9, nr 8 (sierpień 2019): e027369. http://dx.doi.org/10.1136/bmjopen-2018-027369.
Pełny tekst źródłaAbdul-Ghaffar, T. A., K. Lukowiak i U. Nayar. "Challenges of teaching physiology in a PBL school." Advances in Physiology Education 277, nr 6 (grudzień 1999): S140. http://dx.doi.org/10.1152/advances.1999.277.6.s140.
Pełny tekst źródłaAcuna, Tina, Jo-Anne Kelder, Glenn McDonald i Amanda Able. "Implementing the Threshold Learning Outcomes for Agriculture at university". Journal of Teaching and Learning for Graduate Employability 7, nr 1 (23.05.2016): 2–21. http://dx.doi.org/10.21153/jtlge2016vol7no1art585.
Pełny tekst źródłaDennis-Escoffier, Shirley, Beth B. Kern i Shelley C. Rhoades-Catanach. "The Revised Model Tax Curriculum". Issues in Accounting Education 24, nr 2 (1.05.2009): 141–56. http://dx.doi.org/10.2308/iace.2009.24.2.141.
Pełny tekst źródłaRingwalt, Christopher, Melinda Pankratz, Nisha Gottfredson, Julia Jackson-Newsom, Linda Dusenbury, Steve Giles, David Currey i Bill Hansen. "The Effects of Students' Curriculum Engagement, Attitudes toward Their Teachers, and Perception of Their Teachers' Skills on School-Based Prevention Curriculum Outcomes". Journal of Drug Education 39, nr 3 (wrzesień 2009): 223–37. http://dx.doi.org/10.2190/de.39.3.a.
Pełny tekst źródłaRozprawy doktorskie na temat "Curriculum outcomes"
Gyles, Petra. "Student outcomes in inquiry instruction". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96867.
Pełny tekst źródłaUn survol de la littérature des résultats d'élèves ayant suivi une démarche par investigation raisonnée nous a permis d'établir une liste de résultats d'étudiants avec 23 critères référentiels. Ceux-ci incluaient des résultats plus usuels, tels que la connaissance du contenu ou les habiletés procédurales, mais aussi des résultats moins souvent abordés, comme la créativité, la motivation, les habiletés à collaborer, et l'autonomie. Cette liste a été adaptée sous forme de questionnaire visant à déterminer jusqu'à quel point les divers résultats étaient perçus en classe par les enseignants dans leur auto-évaluation des divers niveaux d'utilisation (faible/moyen/élevé) de leur approche par investigation raisonnée. Des analyses ont été faites avec un échantillon de 74 individus. L'auto-analyse des enseignants de l'approche par investigation raisonnée était définitivement reliée de façon significative à la démarche par investigation de la catégorie des compétences d'apprentissage et de la motivation personnelle. Selon les enseignants, l'utilisation modérée de l'approche par investigation a permis aux élèves d'adopter de nouveaux rôles d'apprenants. Les enseignants ont semblé percevoir des changements dans le rôle des élèves avant de les constater dans leurs rangs, mais ce résultat pourrait s'expliquer par la reconnaissance de la valeur positive de la collaboration, et, de façon inattendue, de la mémorisation aux niveaux supérieurs de l'approche par investigation raisonnée.
Myers, Todd Darin. "Learning Outcomes for an Engineering and Technology Public Policy Curriculum". Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178154472.
Pełny tekst źródłaGarrison, Duncan Amber. "General Education in the 21st Century: Aspirational Goals and Institutional Practice". Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18484.
Pełny tekst źródłaBratrud, Lara, i Jacob Frick. "Assessing Pharmacy Curriculum: A Disease-Specific Demonstration of an Outcomes Expected Document". The University of Arizona, 2007. http://hdl.handle.net/10150/624322.
Pełny tekst źródłaObjectives: The purpose of this study was to evaluate the required didactic curriculum of the graduating class of 2007 of the University of Arizona College of Pharmacy by assessing the extent that it satisfied the Outcomes Expected document. The curriculum was evaluated specifically for the disease states of diabetes and hypertension, as well as general pharmacy areas. This also offered insight into which areas of the document needed to be addressed more completely in the pharmacy curriculum. Methods: This was a retrospective analysis using the graduating class of 2007 as a cohort for evaluating the competencies. Course materials from required courses were reviewed to identify components that were met. Results: When all components were analyzed, the curriculum addressed 85.2% of the outcomes expected. All but 1 component of Domain 1.0 was covered, 95.8% (23/24), and Domain 2.0 was completely covered (23/23). While Domain 3.0 was not addressed in the required curriculum, students may have experienced these competencies through extracurricular activities. Coverage of both disease specific topics, diabetes and hypertension, was evidenced identically with course material. All components specific to the disease state were covered 85.7% (18/21). Domain 1.0 was addressed 88.9% (16/18), Domain 2.0 was addressed 66.7% (2/3), and Domain 3.0 was not addressed in the documentation. Conclusions: The documented curriculum of the graduating class of 2007 at the University of Arizona College of Pharmacy did not fulfill all components in the Outcomes Expected document. While some areas may have been addressed, documentation was lacking. We encourage course directors to reevaluate their curriculum to ensure areas not evidenced with coverage are addressed. We also urge more stringent documentation of the areas that were not evidenced with documentation.
Allspaw, Kathleen M. "Secondary science classroom dissections forming policy by evaluating cognitive outcomes and exploring affective outcomes /". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344557.
Pełny tekst źródłaTitle from home page (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0517. Adviser: Charles Barman.
Velupillai, Vasanthy. "An investigation into how mathematics educators teach the outcomes-based curriculum". Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-02152007-105629.
Pełny tekst źródłaVan, Rensburg Adriana Janse. "Guided composition : an integrated, outcomes-based music curriculum for grade 8". Thesis, Stellenbosch : University of Stellenbosch, 2000. http://hdl.handle.net/10019.1/51781.
Pełny tekst źródłaENGLISH ABSTRACT: This study involves the research and documentation to develop an integrated, outcomesbased curriculum for music education in Grade 8 in South Africa by using guided composition as a teaching method. Directives from the new national curriculum, i.e. Curriculum 2005, the current Western Cape Education Department's syllabus for Music and the British National Music Curriculum are considered and applied. Composition is a medium that assists learners in exploring sound in an approach that emphasizes discovery through processes of creative thinking when organizing sound. Music as an art form cannot be mastered through discussion and performance alone. This study focuses on how composition helps learners to explore and discover through problem-solving activities when learning to think in sound and to manipulate the language of music. General perspectives on music education curricula are researched to determine an acceptable theoretical proficiency level for Grade 8. The praxial music educational approach of David Elliott is used as a philosophical foundation for developing the composition program curriculum. Actively making music, developing musicianship and developing creativity in music education form the backbone of this author's approach and hence an accountable basis for a curriculum. Fundamental issues in developing a curriculum are examined, the crux being how we learn. Cognitive apprenticeship and reflective thinking as praxial techniques focussing on integrated and holistic learning are proposed as a methodology for a music education curriculum, in this case composition. A curriculum for guided composition is designed and set out in four stages according to the four stages of curriculum development as proposed by David Elliott. Orientation, preparation and planning, teaching and learning and evaluation and assessment are addressed. This composition program attempts to situate and activate musical learning by proposing teaching and learning skills through which learners can activate and catalyze their creativity. When learning and experiencing music in a situated, authentic and practical way, as through composition, lifelong involvement, musical skills and continued enjoyment and accountability for the subject can be stimulated and established.
AFRIKAANSE OPSOMMING: Hierdie studie behels die navorsing en dokumentasie van die ontwikkeling van 'n geïntegreerde, uitkomsgebaseerde kurrikulum vir musiekopvoeding in Graad 8 in Suid- Afrika deur begeleide komposisie as 'n onderrigmetode te gebruik. Riglyne uit die nuwe nasionale kurrikulum, nl. Kurrikulum 2005, die huidige Wes-Kaap Onderwysdepartement se sillabus vir musiek en die Britse Nasionale Musiekkurrikulum word ondersoek en toegepas. Komposisie is 'n medium wat hom by uitstek daartoe verleen om op ontdekkende wyse, deur middel van kreatiewe prossesse, klank te eksploreer wanneer dit georganiseer word. Musiek as kunsvorm kan nie bemeester word deur blote besprekings oor musiek en voordrag alleen nie. Hierdie studie ondersoek hoe komposisie leerders kan help om te eksploreer en te ontdek deur middel van probleemoplossingsaktiwitieite wanneer hulle leer om in klank te dink en die taal van musiek te manipuleer. Breë perspektiewe op musiekopvoedkundige kurrikula word ondersoek om 'n aanvaarde vlak van teoretiese bevoegdheid vir leerders in Graad 8 te bepaal. Die praksiële musiekopvoedkundige benadering van David Elliott is die vertrekpunt om as filosofiese basis vir die ontwikkeling van hierdie komposisieprogram te dien. Aktiewe musisering. die ontwikkeling van musiseerderskap en die stimulering van kreatiwiteit in musiekopvoeding vorm die ruggraat van hierdie outeur se benadering en derhalwe 'n besinde basis vir 'n kurrikulum. Fundamentele aangeleenthede in die ontwikkeling van 'n kurrikulum word ondersoek, waar die kruks lê in hoe ons leer. Kognitiewe vakleerlingskap en reflektiewe denke is praksiële tegnieke wat fokus op geïntegreerde en holistiese leer en word voorgestel as 'n metodologie vir 'n musiekopvoedkundige kurrikulum, in hierdie geval komposisie. 'n Kurrikulum vir begeleide komposisie word ontwerp en word voorgestel in vier fases volgens die vier fases van kurrikulum-ontwikkeling van David Elliott nl. oriëntasie, voorbereiding en beplanning, onderrig en leer en evaluasie en assessering. Die komposisieprogram word geëvalueer en metodes van kurrikulum-evaluering word beskryf. Die komposisieprogram poog om musikale leer te situeer en te aktiveer deur onderrigen leervaardighede voor te stel waardeur leerders hul kreatiwiteit kan aktiveer en kataliseer. Wanneer musiek in 'n gesitueerde en outentiek praktiese wyse geleer en ervaar word, soos deur komposisie, kan lewenslange leer, musikale vaardighede, voortgehoue genot van musiek en regverdiging van die vak gestimuleer en gevestig word.
Jiang, Shengjun. "Essays on College Major, College Curriculum, and Subsequent Labor Market Outcomes". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1545831469436781.
Pełny tekst źródłaAmellio, Justin. "Designing a Musical Theatre Curriculum for the Modern University". VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2425.
Pełny tekst źródłaBiel, Andrea P. "Teaching to Strengths: Evaluation of a Character Strength Curriculum and Disciplinary Outcomes". Xavier University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1564788317136618.
Pełny tekst źródłaKsiążki na temat "Curriculum outcomes"
Hannan, Bill. Teaching for outcomes: How and why. Carlton, Vic: Curriculum Corporation, 1996.
Znajdź pełny tekst źródłaLes, Lewchuk, red. The outcomes primer: Reconstructing the college curriculum. Wyd. 3. Corvallis, Or: Learning Organization, 2008.
Znajdź pełny tekst źródłaZenger, Weldon F. Curriculum planning: Outcomes-based accountability. Saratoga, Calif: R & E Publishers, 1992.
Znajdź pełny tekst źródłaEducation, Ontario Ministry of. The Common curriculum: Policies and outcomes, grades 1-9. Toronto: Ministry of Education, 1995.
Znajdź pełny tekst źródłaEducation, Ontario Ministry of. The common curriculum: Policies and outcomes, grades 1-9. [Toronto]: The Ministry, 1995.
Znajdź pełny tekst źródłaEducation, Ontario Ministry of. The common curriculum: Policies and outcomes, grades 1-9, 1995. Toronto, Ont: Ministry of Education and Training, 1995.
Znajdź pełny tekst źródłaBaxter, Gloria. A Scarborough handbook for writing outcomes and performance indicators. Scarborough Ont: Scarborough Board of Education, 1994.
Znajdź pełny tekst źródłaAssociation, National Catholic Educational, red. Creating a curriculum that works: A guide to outcomes-centered curriculum decision-making. Washington, D.C: National Catholic Educational Association, 1994.
Znajdź pełny tekst źródłaNilson, Linda Burzotta. The graphic syllabus and the outcomes map: Communicating your course. San Francisco: Jossey-Bass, 2007.
Znajdź pełny tekst źródłaWiggan, Greg A. Power, privilege, and education: Pedagogy, curriculum, and student outcomes. New York: Nova Science Publishers, 2011.
Znajdź pełny tekst źródłaCzęści książek na temat "Curriculum outcomes"
Sale, Dennis. "Producing Curriculum Outcomes". W The Challenge of Reframing Engineering Education, 7–24. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-29-0_2.
Pełny tekst źródłaAllais, Stephanie. "Knowledge, Outcomes, and the Curriculum". W Selling Out Education, 139–70. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-578-6_6.
Pełny tekst źródłaCapon, Peter. "Perceptions of Final Year Project Outcomes". W Projects in the Computing Curriculum, 196–206. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_14.
Pełny tekst źródłaNovotná, Jarmila, Hana Moraová i Maria Teresa Tatto. "Mathematics Teacher Education Organization, Curriculum, and Outcomes". W Encyclopedia of Mathematics Education, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_107-6.
Pełny tekst źródłaNovotná, Jarmila, Hana Moraová i Maria Teresa Tatto. "Mathematics Teacher Education Organization, Curriculum, and Outcomes". W Encyclopedia of Mathematics Education, 587–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_107.
Pełny tekst źródłaVan Den Akker, Jan. "The Science Curriculum: Between Ideals and Outcomes". W International Handbook of Science Education, 421–47. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4940-2_25.
Pełny tekst źródłaNovotná, Jarmila, Hana Moraová i Maria Tatto. "Mathematics Teacher Education Organization, Curriculum, and Outcomes". W Encyclopedia of Mathematics Education, 425–31. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_107.
Pełny tekst źródłaMentkowski, Marcia, Jeana Abromeit, Heather Mernitz, Kelly Talley, Catherine Knuteson, William H. Rickards, Lois Kailhofer, Jill Haberman i Suzanne Mente. "Assessing Student Learning Outcomes Across a Curriculum". W Assessing Competence in Professional Performance across Disciplines and Professions, 141–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30064-1_8.
Pełny tekst źródłaKumar, Ashwani. "Curriculum Studies in South Africa: Colonialism, Constructivism, and Outcomes-Based Education". W Curriculum in International Contexts, 21–48. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01983-9_2.
Pełny tekst źródłaVanTassel-Baska, Joyce, i Ariel Baska. "Developing a Philosophy, Goals, and Outcomes". W Curriculum Planning & Instructional Design for gifted learners, 99–119. Wyd. 3. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234050-9.
Pełny tekst źródłaStreszczenia konferencji na temat "Curriculum outcomes"
L Anderson, Derrick. "Improving Information Technology Curriculum Learning Outcomes". W InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3690.
Pełny tekst źródłaFlórez, Diego A. "Curricular Structure for a Mechanical Engineering Undergrad Program Based on Human Capabilities and Professional Competences". W ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88240.
Pełny tekst źródłaShane, Jennifer S., Aliye Karabulut-Ilgu i Charles T. Jahren. "Assessing ABET Outcomes in Construction Engineering Curriculum". W Construction Research Congress 2018. Reston, VA: American Society of Civil Engineers, 2018. http://dx.doi.org/10.1061/9780784481301.012.
Pełny tekst źródłaVásquez, Rafael E., Norha L. Posada, Santiago Rúa, Carlos A. Zuluaga, Fabio Castrillón i Diego A. Flórez. "Curriculum Change for Control Engineering Education in a Mechanical Engineering Undergrad Program". W ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66658.
Pełny tekst źródłaWhite, Phillip R. "Turning ABET Accreditation Review Into a Continuous Improvement Process". W ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13591.
Pełny tekst źródłaSchembari, N. Paul, i Mike Jochen. "The Assessment of Learning Outcomes in Information Assurance Curriculum". W the 2013. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2528908.2528922.
Pełny tekst źródłaBaily, Charles, Noah D. Finkelstein, N. Sanjay Rebello, Paula V. Engelhardt i Chandralekha Singh. "Interpretive themes in quantum physics: Curriculum development and outcomes". W 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680005.
Pełny tekst źródłaMondal, Sneha, Tejas Dhamecha, Shantanu Godbole, Smriti Pathak, Red Mendoza, K. Gayathri Wijayarathna, Nabil Zary, Swarnadeep Saha i Malolan Chetlur. "Learning Outcomes and Their Relatedness in a Medical Curriculum". W Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-4442.
Pełny tekst źródłaLansari, Azzedine, Abdallah Tubaishat i Akram Al-Rawi. "Using an Outcome-Based Information Technology Curriculum and an E-Learning Platform to Facilitate Student Learning". W InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3122.
Pełny tekst źródłaKumpaty, Subha, Katie Reichl i Anand Vyas. "New ABET Student Outcomes Assessment: Developing Performance Indicators and Instruments for Outcome 4". W ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23079.
Pełny tekst źródłaRaporty organizacyjne na temat "Curriculum outcomes"
Altonji, Joseph. The Effects of High School Curriculum on Education and Labor Market Outcomes. Cambridge, MA: National Bureau of Economic Research, sierpień 1992. http://dx.doi.org/10.3386/w4142.
Pełny tekst źródłaDeJaeghere, Joan, Vu Dao, Bich-Hang Duong i Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), luty 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.
Pełny tekst źródłaDeBarger, Angela, i Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, grudzień 2006. http://dx.doi.org/10.51420/report.2006.1.
Pełny tekst źródłaArmas, Elvira, Gisela O'Brien, Magaly Lavadenz i Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
Pełny tekst źródłaLavadenz, Magaly, Elvira Armas i Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.
Pełny tekst źródłaDavid, Uttal, Katherine James, Steven McGee i Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, wrzesień 2021. http://dx.doi.org/10.51420/report.2020.1.
Pełny tekst źródłaThomson, Sue, Nicole Wernert, Sima Rodrigues i Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, grudzień 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
Pełny tekst źródłaDeJaeghere, Joan, Bich-Hang Duong i Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Pełny tekst źródłaNelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, lipiec 2021. http://dx.doi.org/10.18122/sped138.boisestate.
Pełny tekst źródłaLessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.
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