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Artykuły w czasopismach na temat "Curriculum Studies: English Education"
Belas, Oliver. "Knowledge, the curriculum, and democratic education: The curious case of school English". Research in Education 103, nr 1 (maj 2019): 49–67. http://dx.doi.org/10.1177/0034523719839095.
Pełny tekst źródładu Preez, Petro, i Shan Simmonds. "Curriculum, curriculum development, curriculum studies? Problematising theoretical ambiguities in doctoral theses in the education field". South African Journal of Education 34, nr 2 (26.05.2014): 1–14. http://dx.doi.org/10.15700/201412071140.
Pełny tekst źródłaGreen *, Bill. "Curriculum, ‘English’ and Cultural Studies; or, changing the scene of English teaching?" Changing English 11, nr 2 (wrzesień 2004): 291–305. http://dx.doi.org/10.1080/09540250042000252730.
Pełny tekst źródłaClark, Urszula. "What is English for? Language Structure and the Curriculum for English". Changing English 18, nr 3 (wrzesień 2011): 287–96. http://dx.doi.org/10.1080/1358684x.2011.602836.
Pełny tekst źródłaHe, Zhongqing. "Establishing Disciplinary English in the Curriculum for English Majors in Chinese Tertiary Education". Journal of Language Teaching and Research 11, nr 4 (1.07.2020): 575. http://dx.doi.org/10.17507/jltr.1104.07.
Pełny tekst źródłaClark, Urszula. "Grammar in the Curriculum for English: What Next?" Changing English 17, nr 2 (czerwiec 2010): 189–200. http://dx.doi.org/10.1080/13586841003787332.
Pełny tekst źródłaMa'mur, Ilzamudin. "ENGLISH FOR ISLAMIC STUDIES (EIS)". ALQALAM 22, nr 2 (31.08.2005): 320. http://dx.doi.org/10.32678/alqalam.v22i2.1382.
Pełny tekst źródłaSari, Suci Noer Wulan, i Niken Anastasia Kusuma Wardani. "An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools". IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, nr 1 (2.08.2018): 23. http://dx.doi.org/10.21093/ijeltal.v3i1.113.
Pełny tekst źródłaGreen, Bill. "Curriculum, literacy and the state: re ‘right’-ing english?" Pedagogy, Culture & Society 7, nr 3 (październik 1999): 385–407. http://dx.doi.org/10.1080/14681369900200067.
Pełny tekst źródłaWishkoski, Rachel, Katie Strand, Alex Sundt, Deanna Allred i Diana J. Meter. "Case studies in the classroom: assessing a pilot information literacy curriculum for English composition". Reference Services Review 49, nr 2 (24.05.2021): 176–93. http://dx.doi.org/10.1108/rsr-01-2021-0004.
Pełny tekst źródłaRozprawy doktorskie na temat "Curriculum Studies: English Education"
Kobo, Mamorapeli Justinah. "Communicative language teaching : a comparison of the Lesotho form E (English) and South African grade 12 FAL (English) curricula". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80370.
Pełny tekst źródłaIncludes glossary of terms
ENGLISH ABSTRACT: In the study presented, two English curriculum documents were analysed, one from South Africa and the other from Lesotho. The analysis was focused on English first additional language curriculum documents for what is known as Grade 12 in South Africa and Form E in Lesotho. The two curricula are both informed by Communicative Language Teaching (CLT), with the concept of communicative competence, which is the ability to use the linguistic system effectively and appropriately, at its core. The two curricula are distinguished from each other as being locally developed (South Africa) and internationally developed (Lesotho) curriculum documents. Research contributions on the role that English plays in today‟s language learning and teaching context introduce the study . An overview is provided of the CLT appr oach and the essentials and difficulties perceived in CLT introduction in Africa and particularly Southern Africa. Jacobs and Farrell‟s (2003) evaluative framework for CLT is proposed as an indication of the extent to which CLT is evident in curricula. Ag ainst this background, the question arises of how CLT is realised in English first additional language curriculum documents for Grade 12 in South Africa and for Form E in Lesotho . In answering the question, a qualitative content analysis method that sets in interpretivist paradigm is employed for analysis of the curricula, and coding is applied using the evaluative framework proposed by Jacobs and Farrell (2003). The analysis attempts to evaluate the two English first additional language curriculum documents (curricula plans ). First, an exploration of the structures of the two curriculum documents was done. Second, the evaluation of the curricula against Jacobs and Farrell‟s (2003 :10 ) “ eight changes in language teaching and learning ” followed. Third, the comparison of the two curricula was carried out. Evaluation and comparison processes were carried out for the purpose of determining which of the two curricula best realises CLT. Reflecting on what is needed in the choice of English first additional language curricula, the conclusion is reached that (a) curricula need to be explicit in describing texts for language teaching, (b) they need to include oral and listening proficiency, and (c) a locally developed curriculum realises the CLT elements better than an internationally developed curriculum document. This means that learners‟ needs are be tter accommodated when local context and situations are in use. With this, learners bring their learning experiences as close as possible to their own real-life situations and thereby contribute towards language development.
AFRIKAANSE OPSOMMING: Hierdie studie analiseer twee kurrikulumdokumente vir die onderrig van Engels: een Suid-Afrikaans en die ander van Lesotho. Die analise fokus op Engels as eerste addisionele taal kurrikula vir wat as Graad 12 bekend staan in Suid-Afrika en as Vorm E in Lesotho. Beide kurrikula is in die Kommunikatiewe Taalonderrigtradisie ontwikkel; ʼn tradisie wat vereis dat die taalstruktuur effektief in realistiese situasies gebruik word. Die twee kurrikula word onderskei deur die feit dat die Suid-Afrikaanse een plaaslik ontwikkel is en die Lesotho onderwyssisteem gebruik ʼn internasionaal - ontwikkelde kurrikulum, die Cambridge Overseas English Certificate. Die studie word ingelei deur ʼn bespreking oor die r ol wat Engels speel in die huidige leer- en onderrigkonteks. ʼn Oorsig word gegee van Kommunikatiewe Taalonderrig (KTO), gevolg deur ʼn bespreking van die elemente en probleme wat ervaar word met KTO in Afrika en in Suider- Afrika in die besonder. ʼn Raamwerk, voorgestel deur Jacobs en Farrell (2003) vir die evaluering van KTO, word voorgestel as ʼn aanduiding van die mate waartoe kurrikula die beginsels en praktyke van KTO insluit. Die probleem wat hierdie studie bestudeer is die mate waartoe KTO manifesteer in die Graad 12 Engels Eerste Addisionele Taal kurrikulum in Suid-Afrika en in die Vorm E kurrikulum, die Cambridge Overseas English Certificate, in Lesotho. Die navorsingsbenadering is interpretatief en kwalitatiewe inhoudsanalise word gebruik om die kurrikula te analiseer. Deur die raamwerk van Jacobs en Farrell (2003) te gebruik, word dit moontlik om die twee kurrikulum dokumente te analiseer en te vergelyk . As ʼn eerste stap word die struktuur van beide dokumente bespreek, gevolg deur ʼn evaluering van elke kurrikulum in terme van die agt veranderings in onderrig en leer wat veronderstel is om KTO te karakteriseer (Jacobs en Farrell 2003:10). Hierdie twee stappe is nodig om die finale vergelyking van die twee kurrikula te kan doen sodat die mate waartoe hulle KTO manifesteer, aangedui kan word. Hierdie analise kom tot die gevolgtrekking dat die Engels eerste addisionele taalkurrikulum in Lesotho (a) duideliker riglyne moet verskaf vir die aard van tekste wat vir Engels taalonderrig gebruik kan word, (b) dat hierdie kurrikulum mondelinge- en luistervaardighede moet insluit en (c) dat die plaaslik-ontwerpte, Suid-Afrikaanse kurrikulum beter rekenskap gee van KTO as die Cambridge Overseas English Certificate, die internasionaal-ontwikkelde dokument wat in Lesotho gebruik word. As gevolg van die vergelyking met die Jacobs en Farrell raamwerk, blyk dit dat leerders se behoeftes beter ondervang kan word wanneer plaaslike kontekste en situasies gebruik word omdat leerders op hulle eie leerervarings kan staatmaak om hulle taalvermoë te ontwikkel.
Tom-Lawyer, Oris Oritsebemigho. "An evaluation of the implementation of the English Language Nigeria Certificate in Education curriculum : a case study of three Colleges of Education". Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/16727/.
Pełny tekst źródłaHenson, Roberta Jeanette. "Collaborative education through writing across the curriculum". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.
Pełny tekst źródłaDepartment of English
Hsiang, Yung-Lai Michelle. "Technology-Assisted-Reflection: A Study of Pre-service Teacher Education in Middle School Language Arts and Social Studies and Secondary English Education and Social Studies". NCSU, 1999. http://www.lib.ncsu.edu/theses/available/etd-19991001-144519.
Pełny tekst źródłaThe purpose of this quasi-experimental research was to examine a new approach to information delivery and communication within Teacher Education courses. Advanced technologies in the Internet, Listserv, E-mail, NetForum and electronic forms were integrated, and the learning was guided by the clinical analysis/reflection and structured self-evaluation in a differentiated environment to promote individual development in both cognition and ethics.A cluster sample of sixty-eight pre-service teachers enrolled in the Introduction to Teaching Humanities and Social Sciences course in the Spring of 1999 at the North Carolina State University. Both pretest and posttest were conducted using Defining Issues Test by James Rest for the evaluation of moral growth of the students and Computing Concerns Questionnaire by Jean Martin for the concerns of the students in computing. The qualitative conclusion reached by the researcher suggested students have improved in both quantity and quality of their work more than previous semesters. The quantitative data showed a trend of decrease in students' concerns with regard to computing through Technology-Assisted-Reflection. Despite the statistically insignificant result, study indicated moral development of our pre-service teachers at the Stage 4 of moral development, which is within the norm of the national standard for undergraduate students.
Wang, Wenfeng. "Teachers' beliefs and practices in the implementation of a new English curriculum in China case studies of four secondary school teachers /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508609.
Pełny tekst źródłaDu, Plessis Joleen. "Guidelines for the development of an English learning programme for tourism workers in Taiwan". Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4081.
Pełny tekst źródłaWhite, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.
Pełny tekst źródłaHansen, Jorgen Kristian. "The teaching of English in grade 8 in an OBE approach". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6688.
Pełny tekst źródłaENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum 2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it aimed at eliminating discrimination and encouraging independent learning. This new curriculum, however, left teachers uncertain and confused largely because the in-service training provided did not provide clear direction. This study first describes the attempt by an English teacher to explore the theoretical base of the new curriculum; it then attempts to ascertain whether the teaching of English would have to change as a result of the OBE Curriculum 2005 and whether material selected in the initial phase of Curriculum 2005 would meet the needs of the learners. The survey of the literature on language teaching pays particular attention to communicative language teaching (CLT) with its emphasis on using the language for relevant, real-life communicative acts. In addition, it investigates the origins and nature of outcomes-based education to determine whether CLT and OBE combined are suitable vehicles for effective language teaching. The literature survey also suggests a disjunction between the South African version of OBE and CLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE, with the underlying assumption that learning is linear, runs counter to the CLT view that language learning cannot be controlled. The survey of the literature on CLT and OBE also reveals the need for relevant, interesting material that promotes purposeful communication, encouraging learners to invest in developing their language skills. CLT requires learner engagement in real communication and OBE promotes independent learning and learner responsibility. In the light of the demands made by continuous evaluation and other record keeping, it is unrealistic to expect teachers to design or even adapt material for classroom use. The semi-empirical part of this study attempts to test the appropriacy of the material and its effect on teaching and learning. A qualitative case study traces classroom events in two grade 8 classes over a period of five weeks using a module taken from the material which was in use at the time at a particular school. This material was specifically acquired by the school with a view to meeting the requirements of the OBE curriculum. Learners in the classes were taught by two different teachers, who recorded their observations, in accordance with a basic observation schedule, during this time. Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during the five weeks when the module was , and a selected group of teachers at local schools completed a questionnaire on their perceptions of the new curriculum. The responses to the questionnaires are analysed in relation to the literature survey and the conclusions reached by the two teachers involved. This study reveals that the custom-designed OBE material is not much different from that in traditional language textbooks. It also highlights the difficulties associated with finding language learning material which reflects the dynamics of real-life communication and is hospitable to using the insights of current language acquisition theory, while at the same time meeting the requirements of a South African OBE approach. In reflecting on what is needed in effective curricular change, this dissertation reveals the importance of involving practising teachers in developing a new curriculum and providing them with the necessary professional development opportunities. In that context, carefully designed and selected learning material is likely to contribute significantly to successful change.
AFRIKAANSE OPSOMMING: Teen die einde van die vorige eeu is ‘n nuwe kurrikulum, Kurrikulum 2005, ingefaseer in Suid- Afrika. Uitkoms-gebasseerde kurrikulum (UGO), wat ‘n radikale nuwe benadering tot onderrig in hierdie land ingelui het, was daarop gemik om diskriminasie uit te skakel en om onafhanklike leer te vevorder Hierdie nuwe kurrikulum het onderwysers onseker en verward laat vole omdat die indiensopleiding nie duidelik rigtinggewend was nie. Hierdie study beskryf die poging van ‘n Engels-onderwyser om die teoretiese basis van die nuwe kurriculum te peil en dan om vas te stel of die onderrig van Engels sou moes verander as gevolg van UGO/ Kurrikulum 2005 en of die materiaal wat in die aanvangsfase van Kurrikulum 2005 geselekteer is in die behoeftes van die leerders sou voldoen. Die oorsig van die literatuur rakende taalonderrig gee besondere aandag aan kommunikatiewe taalonderrig (KTO), met sy klem op die gebruik van taal vir relevante, lewensgetroue kommunikasie. Verder ondersoek dit die oorsprong en aard van UGO om te bepaal of KTO en UGO gekombineerd voorsiening kan maak vir effektiewe taalonderrig. Dit suggereer dat die Suid- Afrikaanse weergawe van UGO en KTO nie heeltemal met mekaar versoen kan word nie. Die sterk klem op die bereiking van sekere voorafbepaalde uitkomste in Suid-Afrikaanse UGO, met die onderliggende aanname dat leer liniêr is, is teenstrydig met KTO se siening dat taalleer nie beheer kan word nie. Die literatuuroorsig van KTO en UGO openbaar die belangrikheid van relevante, interessante materiaal wat doelgerigte kommunikasie bevorder en leerders aanmoedig om te belê in hul taal vaardighede. KTO vereis dat die leerders deelneem aan werklike kommunikasie en UGO beklemtoon onderwyserfasilitering en leerderverantwoordelikheid. In die lig van die eise wat deurlopende evaluering en ander rekordhouding stel, is dit onrealisties om te verwag dat dat onderwysers materiaal moet ontwerp of selfs aanpas vir klaskamergebruik. Die semi-empiriese deel van hierdie studie poog om die geskiktheid van die materiaal en die effek daarvan op onderrig en leer te ondersoek. ‘n Kwalitatiewe studie vertel wat in twee Gr. 8 klaskamers gebeur het oor ‘n periode van vyf weke toe ‘n module, geneem uit die materiaal wat in gebruik was in ten tyde van die ondersoek, in die klaskamer geïmplementeer is. Die materiaal is spesifiek aangeskaf deur die skool met die oog daarop om die vereistes van die UGO kurrikulum na te kom. Die leerders is onderrig deur twee verskillende onderwysers wat hul waarneemings neersgeskryf het volgens ‘n basiese waarnemingskedule. Addisionele data is verkry met twee stelle vraelyste. Die leerders wat die module meegemaak het, is gevra vir hul persepsies rakende taalonderrig die vorige jaar sowel as gedurende die vyf weke toe die module gebruik is, en’n geselekteerde groep onderwysers aan plaaslike skole het ‘n vraesly voltooi oor hul persepsies van die nuwe kurrikulum. Die response op die vraelyste is ontleed met verwysing na die literatuurstudie en die gevolgtrekkings van die twee onderwysers wat betrokke was . Hierdie studie onthul dat die spesiaal ontwerpte UGO materiaal nie baie verskil van dit wat in tradisionele taalhandboeke te vinde was nie. Verder beklemtoon dit die probleme wat ondervind word met die vind van geskikte taalleermateriaal wat die dinamika van werklike kommunikasie reflekteer en die insigte van die huidige linguistiese teorie aangaande taalaanleer akkommodeer, terwyl dit die vereistes van ‘n Suid-Afrikaanse UGO benadering probeer bereik. Waanner daar gereflekteer word oor wat nodig is vir effektiewe kurrikulêre verandering, openbaar hierdie dissertasie die belangrikheid daarvan om diensdoensde onderwysers te betrek in die ontwikkeling van ‘n nuwe kurrikulum en om hulle toe te rus met die nodige professionele ontwikkelingsgeleenthede. In daardie konteks is dit waarskynlik dat sorgvuldig ontwerpte en geselekteerde leermateriaal aansienlik sal bydra tot suksesvolle verandering.
White, Carol. "Sixth form general studies : some aspects of curriculum development in English schools foundation schools with particular reference to King George Vth School /". [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12318097.
Pełny tekst źródłaSowers, Sarah Jane. "A theoretically-based curriculum incorporating reading to learn and writing to learn in sixth-grade social studies". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49900.
Pełny tekst źródłaEd. D.
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Książki na temat "Curriculum Studies: English Education"
Branch, Alberta Curriculum. English 36: Program of studies/curriculum guide. Edmonton: Alberta Education, Curriculum Branch, 1992.
Znajdź pełny tekst źródłaProgram, Integrated Occupational. English 16: Program of studies/curriculum guide, grade 10. [Edmonton, Alta.]: Alberta Education, 1990.
Znajdź pełny tekst źródłaProgram, Integrated Occupational. English 26: Program of studies/curriculum guide, grade 11. [Edmonton, Alta.]: Alberta Education, 1991.
Znajdź pełny tekst źródłaEducation, Ontario Ministry of. Curriculum expectations, grade 1, for English language, mathematics, science and technology, social studies, health & physical education, the arts. [Toronto, Ont.]: The Ministry, 1998.
Znajdź pełny tekst źródłaEducation, Ontario Ministry of. Curriculum expectations, grade 2, for English language, mathematics, science and technology, social studies, health & physical education, the arts. [Toronto, Ont.]: The Ministry, 1998.
Znajdź pełny tekst źródłaEducation, Ontario Ministry of. Curriculum expectations, grade 3, for English language, mathematics, science and technology, social studies, health & physical education, the arts. [Toronto, Ont.]: The Ministry, 1998.
Znajdź pełny tekst źródłaTabor, Daniel C. Curriculum continuity in English and the national curriculum: Working together at transition. London: Falmer Press, 1991.
Znajdź pełny tekst źródłaSensenbaugh, Roger. Writing across the social studies curriculum. Bloomington, Ind: ERIC Clearinghouse on Reading and Communication Skills, 1989.
Znajdź pełny tekst źródłaEducation, Ontario Ministry of. Curriculum expectations, grade 5, for English language, French as a second language, mathematics, science and technology, social studies, health & physical education, the arts. [Toronto, Ont.]: The Ministry, 1998.
Znajdź pełny tekst źródłaEducation, Ontario Ministry of. Curriculum expectations, grade 6, for English language, French as a second language, mathematics, science and technology, social studies, health & physical education, the arts. [Toronto, Ont.]: The Ministry, 1998.
Znajdź pełny tekst źródłaCzęści książek na temat "Curriculum Studies: English Education"
Autio, Tero. "Education as Liberating Experience". W Complexifying Curriculum Studies, 38–47. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315151212-5.
Pełny tekst źródłaMeyer, Karen, Cynthia Nicol, Siyad Maalim, Mohamud Olow, Abdikhafar Ali, Samson Nashon, Mohamed Bulle, Ahmed Hussein, Ali Hussein i Muhammad Hassan Said. "Crossing Borders: A Story of Refugee Education". W Internationalizing Curriculum Studies, 107–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01352-3_7.
Pełny tekst źródłaKelly, Dorothy, i Anne Martin. "Training and education, curriculum". W Routledge Encyclopedia of Translation Studies, 591–96. Wyd. 3. Third edition. | London ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315678627-126.
Pełny tekst źródłaFleming, Douglas. "Talking Back to Second Language Education Curriculum Control". W Internationalizing Curriculum Studies, 69–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01352-3_5.
Pełny tekst źródłaNguyen, Minh Hue. "Curriculum Design and Partnerships in Professional Experience". W English Language Teacher Education, 67–83. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5_4.
Pełny tekst źródłaWang, Hongyu. "Nonviolence as a Daily Practice in Education: A Curriculum Vision". W Internationalizing Curriculum Studies, 193–206. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01352-3_12.
Pełny tekst źródłaRopo, Eero. "Curriculum for Identity: Narrative Negotiations in Autobiography, Learning and Education". W Internationalizing Curriculum Studies, 139–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01352-3_9.
Pełny tekst źródłaMsibi, Thabo. "Queering Curriculum Studies in South Africa". W Disrupting Higher Education Curriculum, 213–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-896-9_13.
Pełny tekst źródłaAdamson, Bob. "Chapter 3. Depoliticisation in the English Curriculum". W Bilingual Education in China, redaktor Anwei Feng, 34–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599934-006.
Pełny tekst źródłaPinar, William F. "Subjective Reconstruction through Aesthetic Education". W The Character of Curriculum Studies, 95–103. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137015839_7.
Pełny tekst źródłaStreszczenia konferencji na temat "Curriculum Studies: English Education"
Bandu, Darwis Jauhari, Ishak Abdulhak, Dinn Wahyudin i Rusman. "Implementation of the Curriculum of Multiple Intelligence based English for Islamic Studies to Increase Language Competency". W English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009302600050010.
Pełny tekst źródłaArmie, Madalina, José Francisco Fernández Sánchez i Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.
Pełny tekst źródłaHu, Po, Tingting He i Hai Wang. "Research on Curriculum Design of Computer English". W 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.218.
Pełny tekst źródłaKemp, Peter E. J., Miles G. Berry i Billy Wong. "The New Computing Curriculum in English Schools". W SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162257.
Pełny tekst źródłaQiao, Lige. "Approaches of Current College English Curriculum Reform". W 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.80.
Pełny tekst źródłaHu, Sisi. "A Study on Learners' Needs Analysis in Curriculum Setting Based on College English Curriculum of Non-English Major Students". W 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.144.
Pełny tekst źródłaLiu, Jingyu. "Research on College English Curriculum Based on General Education". W 2020 International Conference on Social Science, Economics and Education Research (SSEER 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200801.007.
Pełny tekst źródłaLi, Hongmei. "Design and Implementation of College Oral English Curriculum". W 2016 2nd International Conference on Education Technology, Management and Humanities Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/etmhs-16.2016.143.
Pełny tekst źródłaDinata, Annisa, i Hermawati Syarif. "English Teachers’ Competences in Implementing the 2013 Curriculum". W Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.153.
Pełny tekst źródłaFebriana, Beta, i Widinda Arlianty. "THE APPLICATION OF AUTHENTIC ASSESSMENT IN CHEMISTRY CURRICULUM STUDIES". W International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3111.
Pełny tekst źródłaRaporty organizacyjne na temat "Curriculum Studies: English Education"
Lavadenz, 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 źródłaAtuhurra, Julius, i Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), grudzień 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.
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 źródłaOlsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.
Pełny tekst źródłaOlsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas i Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, luty 2010. http://dx.doi.org/10.15365/ceel.seal2010.
Pełny tekst źródłaOlsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas i Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, luty 2010. http://dx.doi.org/10.15365/ceel.promise2010.
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.
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