Artykuły w czasopismach: „Education Acts”

1

Ptacek, Karla. "Lawful Acts". Journal of Media Practice 2, nr 3 (1.01.2002): 193–99. http://dx.doi.org/10.1386/jmpr.2.3.193.

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Blanchard, Jessica. "Schooling and Education as Political Acts". Multicultural Perspectives 8, nr 3 (lipiec 2006): 59. http://dx.doi.org/10.1207/s15327892mcp0803_11.

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Tanner, Christine A. "Small Acts". Journal of Nursing Education 35, nr 3 (marzec 1996): 99. http://dx.doi.org/10.3928/0148-4834-19960301-03.

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Asher, Nina. "Class Acts". Urban Education 37, nr 2 (marzec 2002): 267–95. http://dx.doi.org/10.1177/0042085902372006.

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Moorhead, Alice. "Selected acts". TechTrends 45, nr 5 (wrzesień 2001): 15–16. http://dx.doi.org/10.1007/bf03017080.

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Weissman, David E. "Death Education: A Play in Three Acts". Journal of Palliative Medicine 1, nr 4 (grudzień 1998): 409–13. http://dx.doi.org/10.1089/jpm.1998.1.409.

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Anderson, Alun. "Conference acts on arms control policy education". Nature 330, nr 6148 (grudzień 1987): 511. http://dx.doi.org/10.1038/330511c0.

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Gita Swari, Sarasvati, Dewa Komang Tantra i Ni Putu Astiti Pratiwi. "Classroom Communication in Early Childhood Education". Journal of Education Research and Evaluation 4, nr 4 (9.11.2020): 328. http://dx.doi.org/10.23887/jere.v4i3.27097.

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This study aims to investigated the speech act types and communication strategies in early childhood education. This research was a classroom research. Data were collected through unobtrusive observation during learning interactions. The obtained data were analyzed qualitatively. The recorded children’s and teachers’ speech acts were totaled 360. The research findings are as follows. Firstly, the recorded speech consisted of four types, they are: directive, expressive, declarative, and assertive acts. Directive acts were the most frequently used (93.3%), followed by expressive acts (5%), assertive acts (1.4%), and declarative acts (0.3%). The telling speech acts dominated the verbal interactions (44.4%) followed by request speech acts (32.2%). Secondly, 360 communication strategies were found. The telling and request sub-speech acts were delivered using compensatory strategies (96.11%). The teachers used 280 code-switching strategies (77.78%) while the children used none (0%); 14 non-linguistic forms strategies (3.89%) were used by the teachers while 6 self-repairs strategies (1.67%) by the children; 14 all-purpose words strategies (3.89%) were used by the teachers while none (0%) by the children; 14 asking for repetitions strategies (3.89%) were used by the teachers while none (0%) by the children; none filters/hesitation devices strategy (0%) was used by the teachers while 8 (2.22%) by the children; none (0%) literal translation strategy was used by the teachers while 12 (3.33%) by the children. The most frequently directive acts imply towards the effectiveness of the children’s communicative skill.

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9

Hirschfield, Sarah. "Guilty Acts, Guilty Minds". Journal of Criminal Justice Education 32, nr 2 (2.04.2021): 291–94. http://dx.doi.org/10.1080/10511253.2021.1908572.

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Fesmire, Alice Ann. "Transitions as Speech Acts". Journal of Technical Writing and Communication 23, nr 2 (kwiecień 1993): 115–28. http://dx.doi.org/10.2190/fguf-ky0u-98ef-jupm.

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Current treatment of teaching transitions relies on an approach which presents students with lists of transitions to insert at unspecified places in the text. In addition, some textbooks and composition handbooks advise students to be “subtle” and warn against explicitly stating their purpose. This advice exists in spite of the fact that many professional writers are often explicit about the effect they intend in writing their transitions. Since handbook authors have failed to offer a general theory of how to write effective transitions, I propose that speech act theory can explain the function of transitions in terms of the illocutionary and perlocutionary effect of explicit performatives. An analysis of various samples shows that published writers regularly use explicit performatives in scientific, business, technical and academic writing. This analysis offers specific implications for improving handbook explanations and for instructing student writers in writing effective transitions by determining the illocutionary force of the specific speech act underlying each transitional device.

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Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich i Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education". American Journal of Social Science and Education Innovations 03, nr 03 (26.03.2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.

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Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.

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12

Rao, Sandhya. "Acts Committed and Omitted". Academic Medicine 94, nr 5 (maj 2019): 610. http://dx.doi.org/10.1097/acm.0000000000002655.

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Andreescu, Liviu. "INDIVIDUAL ACADEMIC FREEDOM AND APROFESSIONAL ACTS". Educational Theory 59, nr 5 (grudzień 2009): 559–78. http://dx.doi.org/10.1111/j.1741-5446.2009.00338.x.

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Konrath, Siddiqui i Pervez. "Muslim Education Reform: Prioritizing Empathy and Philanthropic Acts". Journal of Education in Muslim Societies 2, nr 2 (2021): 31. http://dx.doi.org/10.2979/jems.2.2.03.

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Tavin, Kevin M. "Six Acts of Miscognition: Implications for Art Education". Studies in Art Education 52, nr 1 (październik 2010): 55–68. http://dx.doi.org/10.1080/00393541.2010.11518823.

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Willis, Arlette Ingram, i Violet J. Harris. "Political Acts: Literacy Learning and Teaching". Reading Research Quarterly 35, nr 1 (3.01.2000): 72–88. http://dx.doi.org/10.1598/rrq.35.1.6.

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Sullivan-Blum, Constance R. "Balancing Acts". Journal of Homosexuality 46, nr 3-4 (20.04.2004): 195–209. http://dx.doi.org/10.1300/j082v46n03_12.

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Franken, Christien. "Between the acts". Women's Studies International Forum 16, nr 4 (lipiec 1993): 405–13. http://dx.doi.org/10.1016/0277-5395(93)90033-6.

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Harwood, Valerie. "POLITICAL ACTS? TOWARD THE RECUPERATION OF OPINION". Educational Theory 60, nr 1 (luty 2010): 117–28. http://dx.doi.org/10.1111/j.1741-5446.2010.00349.x.

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Bernicot, Josie. "Speech acts in young children: Vygotsky’s contribution". European Journal of Psychology of Education 9, nr 4 (grudzień 1994): 311–19. http://dx.doi.org/10.1007/bf03172904.

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Hizhynska, Tetiana. "State Education Policy in the Field of Adult Education in Germany". Comparative Professional Pedagogy 6, nr 1 (1.03.2016): 67–72. http://dx.doi.org/10.1515/rpp-2016-0010.

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AbstractGerman experience of development and modernization of the field of adult education has been outlined in the paper. Historical development of the field and its recognition as an independent level in education have been considered. The aim of the field has been defined. It has been emphasized that the names of the field in Ukraine and Germany differ. It has been found out that Germany is a federal state with decentralized system of regulation for adult education where federation, states and municipal authorities cooperate. Based on studying literary and documentary sources the competences of states for legislation and initiatives in the field of adult education have been revealed. It has been stated that there is no legal support regulating the field of adult education in Germany. Based on the data of the conducted analysis it has become possible to find out that the state policy in the field of adult education is, first of all, is aimed at providing every citizen with the right to personality development and freedom to choose education institutions. The content of federal acts related to the field of adult education in Germany has been delivered. Theoretical generalization of main aspects of the field regulation due to states adult education / continuing education acts and educational leave acts has been performed.

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22

Shoaib, Shandana, Hong Bui i Tahir M. Nisar. "Manifestation of Unethical and Immoral Acts in Higher Education". Academy of Management Proceedings 2018, nr 1 (sierpień 2018): 15797. http://dx.doi.org/10.5465/ambpp.2018.15797abstract.

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23

Lyngstad, Idar, Øyvind Bjerke i Pål Lagestad. "Phronesis, praxis and autotelic acts in physical education teaching". Sport, Education and Society 25, nr 6 (17.06.2019): 631–42. http://dx.doi.org/10.1080/13573322.2019.1629898.

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Baszile, Denise Taliaferro. "Criminal Acts Committed in the Name of Good Education". Journal of Curriculum and Pedagogy 2, nr 1 (czerwiec 2005): 20–23. http://dx.doi.org/10.1080/15505170.2005.10411516.

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Denzin, Norman K. ":Discursive Acts". Symbolic Interaction 15, nr 1 (luty 1992): 109–12. http://dx.doi.org/10.1525/si.1992.15.1.109.

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Thurber, Amie, i Robin DiAngelo. "Microaggressions: Intervening in three acts". Journal of Ethnic & Cultural Diversity in Social Work 27, nr 1 (28.12.2017): 17–27. http://dx.doi.org/10.1080/15313204.2017.1417941.

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Franzak, Judith, i Elizabeth Noll. "Monstrous Acts: Problematizing Violence in Young Adult Literature". Journal of Adolescent & Adult Literacy 49, nr 8 (maj 2006): 662–72. http://dx.doi.org/10.1598/jaal.49.8.3.

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Wimpelberg, Robert, i Anne McClellan. "Balancing Acts: Women Principals at Work. Lisa Smulyan". American Journal of Education 109, nr 3 (maj 2001): 401–6. http://dx.doi.org/10.1086/444279.

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Hershberger, Andrew, Paul Cesarini, Joseph Chao, Andrew Mara, Hassan Rajaei i Dan Madigan. "Balancing Acts: Tenure-Track Faculty in Learning Communities". Academe 91, nr 4 (2005): 44. http://dx.doi.org/10.2307/40253430.

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30

Sumara, Dennis J. "Fictionalizing acts: Reading and the making of identity". Theory Into Practice 37, nr 3 (czerwiec 1998): 203–10. http://dx.doi.org/10.1080/00405849809543806.

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31

George, Robert P. "“Shameless acts” revisited: Some questions for Martha Nussbaum". Academic Questions 9, nr 1 (marzec 1996): 24–42. http://dx.doi.org/10.1007/bf02683013.

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32

Wear, Delese, i Joseph Zarconi. "Humanism and other acts of faith". Medical Education 50, nr 3 (19.02.2016): 271–72. http://dx.doi.org/10.1111/medu.12974.

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Lord Donaldson of Lymington. "Can the judiciary control acts of parliament?*". Law Teacher 25, nr 1 (styczeń 1991): 4–10. http://dx.doi.org/10.1080/03069400.1991.9992795.

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Nicholson, Helen. "Acts of translation". Research in Drama Education: The Journal of Applied Theatre and Performance 15, nr 3 (sierpień 2010): 305–7. http://dx.doi.org/10.1080/13569783.2010.495263.

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35

Youngquist, Joan, i Jann Pataray-Ching. "Revisiting “Play”: Analyzing and Articulating Acts of Inquiry". Early Childhood Education Journal 31, nr 3 (2003): 171–78. http://dx.doi.org/10.1023/b:ecej.0000012135.73710.0c.

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36

Paterson, Lindsay. "The relationship of the 1918 and 1872 Education (Scotland) Acts". Scottish Educational Review 53, nr 2 (27.03.2021): 88–103. http://dx.doi.org/10.1163/27730840-05302007.

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Two large changes link the 1872 and 1918 Education (Scotland) Acts. One is the development of secondary education, which happened gradually between the two dates, with searching debates about the meaning, purpose, and demographic reach of advanced education of this kind. The main purpose of the 1918 Act was to make secondary provision more coherent, ensuring that its gradual extension to female, Catholic and working-class students would be sustained. The other is modernising educational governance, which meant combining a partly democratic oversight with the growing professionalism of teachers. These changes laid the basis for Scottish school education in the welfare state. So 1872 started a process which 1918 made into a stable system that, in significant respects, persists to the present.

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37

Islam, Suhail, i Hector Julio Vila. "Life-Affirming Acts: Education as Transformation in the Writing Classroom". College Composition and Communication 54, nr 1 (wrzesień 2002): 146. http://dx.doi.org/10.2307/1512107.

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Pęczkowski, Ryszard. "ANALYSIS OF THE EDUCATION PROCESS IN CATEGORIES OF COMMUNICATION ACTS". Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 22 (12.12.2020): 113–22. http://dx.doi.org/10.5604/01.3001.0014.5713.

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In the article, I undertake an analysis of the education process carried out at the level of early school education, taking into account the assessment criteria of acts of communication in the form of interrogative statements. In my considerations, I refer to the results of research conducted over a period of over twenty years, limiting myself to one, but at the same time the basic aspect of the given problem – the frequency of questions formulated by teachers and students of grades 1–3. Furthermore, I am trying to answer the question whether the curriculum reforms of the Polish education system, carried out since 1999, had or still have an impact on the implementation of the educational process in everyday school practice.

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39

Zimmerman, Enid. "Creativity and Art Education: A Personal Journey in Four Acts". Art Education 63, nr 5 (wrzesień 2010): 84–92. http://dx.doi.org/10.1080/00043125.2010.11519093.

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McDougall, Julian, Stephen Walker i Alex Kendall. "Shaping up? Three acts of education studies as textual critique". International Studies in Sociology of Education 16, nr 2 (wrzesień 2006): 159–73. http://dx.doi.org/10.1080/09620210600849877.

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Powell, Heidi C. "The alfombras: Creative acts of cultural memory in art education". International Journal of Education Through Art 14, nr 3 (1.09.2018): 385–92. http://dx.doi.org/10.1386/eta.14.3.385_3.

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42

Cann, Colette N. "Harvesting Social Change: a peace education program in three acts". Journal of Peace Education 9, nr 3 (grudzień 2012): 211–23. http://dx.doi.org/10.1080/17400201.2012.668493.

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Svendsen, Stine H. Bang. "Elusive sex acts: pleasure and politics in Norwegian sex education". Sex Education 12, nr 4 (9.05.2012): 397–410. http://dx.doi.org/10.1080/14681811.2012.677209.

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44

Gasparatou, Renia. "How to do things with words: Speech acts in education". Educational Philosophy and Theory 50, nr 5 (5.10.2017): 510–18. http://dx.doi.org/10.1080/00131857.2017.1382353.

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Paoletti, Jo B., Eden Segal i Christina Totino. "Acts of diversity: Assessing the impact of service-learning". New Directions for Teaching and Learning 2007, nr 111 (2007): 47–54. http://dx.doi.org/10.1002/tl.285.

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Winda, Nurhaz, i Sri Ulfa Sentosa. "PENGARUH FAKTOR SOSIAL EKONOMI TERHADAP TINDAKAN KRIMINALITAS DI PROVINSI-PROVINSI DI INDONESIA". Jurnal Kajian Ekonomi dan Pembangunan 3, nr 4 (1.12.2021): 65. http://dx.doi.org/10.24036/jkep.v3i4.12376.

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This study aims to determine the extent of the influence of economic growth on criminal acts in Indonesia, the effect of education level on criminal acts in Indonesia, the effect of unemployment rate on criminal acts in Indonesia, theeffect of poverty level on criminal acts in Indonesia, and the influence of economicgrowth, education level, the unemployment rate and the poverty rate togetheragainst criminal acts in Indonesia. This type of research is descriptive andassociative. The data used is secondary data. This study uses panel data, whichuses data from 32 provinces in Indonesia in the period from 2014 to 2019 using the Fixed Effect Model approach. The results of this study indicate that: (1) Economic growth has a positive and insignificant effect on criminal acts in Indonesia; (2) Education level has a negative and significant effect on criminal acts in Indonesia; (3) The unemployment rate has a positive and significant effect on criminal acts in Indonesia; (4) The poverty rate has a negative and insignificant effect on criminal acts in Indonesia.

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47

Bogdanova, M. V., i L. S. Parshintseva. "Remote Education in Modern Conditions". Rossijskoe pravosudie 9 (21.08.2020): 25–34. http://dx.doi.org/10.37399/issn2072-909x.2020.1.25-34.

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In the context of the digital economy and the globalization of the social sphere, the introduction of distance learning technologies in the educational process, as well as the legal regulation of distance education and assessing its quality are the most relevant. Mass quarantine restrictions associated with the COVID-19 coronavirus pandemic, on the one hand, challenged existing distance learning systems, on the other hand, created a serious impetus for its further development. The first goal of the study is to analyze the regulatory legal acts regulating distance education in the Russian Federation with a view to establishing its place and role in the educational process. The second goal of the study is to assess the quality of distance education in modern conditions. To achieve these goals, regulatory legal acts were analyzed, an assessment of distance education in the Russian Federation at the present stage was given, a system of indicators for assessing the quality of higher education was developed. To conduct the study, methods such as the deduction method, methods for calculating relative values and a graphical analysis method were used. Based on the study of normative legal acts, it was concluded that distance learning is an educational technology and, accordingly, can be used as a means of organizing the educational process in the implementation of the educational program for any form of training, including full-time, in accordance with local educational normative acts organization. At the same time, modern services for the implementation of distance learning have wide functional capabilities, which, if used correctly, allows achieving the proper level of quality. Based on the analysis of fundamental legal documents and available sources of information, the authors developed a system of indicators for a comprehensive assessment of the quality of higher education, which includes three groups of indicators: the quality of students, the quality of the teaching staff and the quality of the educational process.

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48

Janabi, Dr Hamzah Obayes, i Dr Kadhim Jasim Mansoor Al-Azzawi. "A Pragmatic Study of Speech Acts in the Clay Poem by Elia Abi Madhi". International Journal of Early Childhood Special Education 14, nr 1 (31.03.2022): 1259–64. http://dx.doi.org/10.9756/int-jecse/v14i1.221144.

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Speech Acts are the third type of pragmatics. They refer to what is actually being done in a given context because pragmatics is concerned with the study of language in use. From Austen's point of view, they are the acts that the speaker performs with his/her own words under extralinguistic conditions. The present study will reveal the speech acts in Elia Abi Madhi’s poem, The Clay to show their types and their performing purpose depending on Searle’s classification of speech acts into informative, directive, obligatory, expressive, and declarative.

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Gillen, Julia. "Derwent's Doors: Creative Acts". Mind, Culture, and Activity 14, nr 3 (23.07.2007): 150–59. http://dx.doi.org/10.1080/10749030701316284.

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50

Yeo, Michelle, i Mark Lafave. "Play in Three Acts". Journal of Effective Teaching in Higher Education 4, nr 3 (4.01.2022): 132–46. http://dx.doi.org/10.36021/jethe.v4i3.232.

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In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of reflective practice through reflective writing. Students were asked to regularly reflect on their experiences in the clinic or field as part of their program. In this qualitative component of the study, we were able to gain insight into how students perceived the reflective process, how that evolved over their program, what were enablers and barriers to their reflection, and what was the role of feedback in their learning. The characteristics of student perceptions in each year, which followed a learning arc which we describe sequentially as “confused, conflicted, and convinced,” is explored, along with implications for pedagogy in assisting students to develope reflective professional practice.

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Artykuły w czasopismach na temat „Education Acts”

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