Gotowa bibliografia na temat „Multi-age schooling”
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Artykuły w czasopismach na temat "Multi-age schooling"
Saxe, Geoffrey B., i Indigo Esmonde. "Making Change in Oksapmin Tradestores: A Study of Shifting Practices of Quantification Under Conditions of Rapid Shift towards a Cash Economy". South Pacific Journal of Psychology 15 (2004): 11–28. http://dx.doi.org/10.1017/s0257543400000134.
Pełny tekst źródłaBhattarai, Anoj. "Reflection on my Schooling: From Engineering to Training". Journal of Training and Development 1 (31.07.2015): 46–53. http://dx.doi.org/10.3126/jtd.v1i0.13090.
Pełny tekst źródłaAssari MD MPH, Shervin. "Understanding America: Unequal Economic Returns of Years of Schooling in Whites and Blacks Race, Years of Schooling, and Economic Wellbeing". World Journal of Educational Research 7, nr 2 (25.05.2020): p78. http://dx.doi.org/10.22158/wjer.v7n2p78.
Pełny tekst źródłaGraheli, Shanti. "Readers and Consumers of Popular Print". Quaerendo 51, nr 1-2 (7.05.2021): 61–94. http://dx.doi.org/10.1163/15700690-12341483.
Pełny tekst źródłaFichter, M. M., N. Quadflieg i W. Rief. "Course of multi-impulsive bulimia". Psychological Medicine 24, nr 3 (sierpień 1994): 591–604. http://dx.doi.org/10.1017/s0033291700027744.
Pełny tekst źródłaMalmberg, Lars-Erik, Brigitte Wanner i Todd D. Little. "Age and school-type differences in children's beliefs about school performance". International Journal of Behavioral Development 32, nr 6 (listopad 2008): 531–41. http://dx.doi.org/10.1177/0165025408095558.
Pełny tekst źródłaMarešová, Hana, i Daniel Ecler. "Educational Potential of 3D Multi-User Virtual Environments". Lifelong Learning 12, nr 1 (2022): 9–32. http://dx.doi.org/10.11118/lifele20221201009.
Pełny tekst źródłaAcevedo Espinal, Sara M. "“Effective Schooling” in the Age of Capital: Critical Insights from Advocacy Anthropology, Anthropology of Education, and Critical Disability Studies". Canadian Journal of Disability Studies 9, nr 5 (20.12.2020): 265–301. http://dx.doi.org/10.15353/cjds.v9i5.698.
Pełny tekst źródłaPeskov, V. P. "A study of the interrelationship of the integral characteristics of representation". Psychological-Educational Studies 7, nr 2 (2015): 97–109. http://dx.doi.org/10.17759/psyedu.2015070209.
Pełny tekst źródłaCoe, Jesse L., Patrick T. Davies, Rochelle F. Hentges i Melissa L. Sturge-Apple. "Understanding the nature of associations between family instability, unsupportive parenting, and children's externalizing symptoms". Development and Psychopathology 32, nr 1 (8.02.2019): 257–69. http://dx.doi.org/10.1017/s0954579418001736.
Pełny tekst źródłaRozprawy doktorskie na temat "Multi-age schooling"
Standen, Richard Phillip, i standen@hn ozemail com au. "The Interplay Between Teachers' Beliefs and Practices in a Multi-Age Primary School". Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030730.102127.
Pełny tekst źródłaNorman, Tony R. "Multi-age schooling : an information package for parents and educators /". 2001.
Znajdź pełny tekst źródłaRestricted until May 2003. The CD-ROM contains the Multi-Age Information Resource (MAIR) documents and weblinks. Bibliography: leaves 29-31.
Lee, Mei-Hua, i 李美華. "A Delphi technique Study on Multi-age Schooling in Elementary Shcools". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/y38476.
Pełny tekst źródła國立嘉義大學
教育行政與政策發展研究所
106
This research aims to investigate the framework of the support system for multi-age education and to understand its appropriateness based on the curriculum development, teachers and instructions, as well as administrative support. Moreover, this research is expected to provide conclusions and suggestions based on the research findings for principals in the school currently implementing multi-age education as well as policy makers in educational authority. The research discussed theories of relevant literature reviews. The questionnaire was structured based on the support system for multi-age education and conducted by means of Delphi technique. The questionnaire was implemented in three rounds with a committee of 16 subjects for building up the consensus from education scholars and experts and forming the support system for multi-age education. The system includes three dimensions which are curriculum development, teachers’ profession and instruction, administrative support and expands to 12 sub-dimensions and 49 items ,including curriculum plans, curriculum design, curriculum implementation, curriculum evaluation, teachers’ professional growth, innovative instruction, professional cooperation and company, classroom management, school perspectives and leadership, relaxation of policies and regulations, community assistance and communication, and investment and integration of resources. According the research findings, the researcher proposes “the support system for multi-age education” and provides appropriate methods of curriculum development, teachers’ profession, and administrative implementation for schools conducting multi-age education so that principals and faculties can progress multi-age education with a wide range of professional knowledge and preparation. On the other hand, the researcher offers some advice for the departments of educational authority and suggestions for future research.
Książki na temat "Multi-age schooling"
Teoh, Karen M. Schooling Diaspora. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.001.0001.
Pełny tekst źródłaStreszczenia konferencji na temat "Multi-age schooling"
Aluko, Folake Ruth, i Mays, Tony Mays, Tony. "Promoting Equity and Inclusion: The Dire State of Out-of-School-Children in African Commonwealth Countries". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5400.
Pełny tekst źródłaRaporty organizacyjne na temat "Multi-age schooling"
National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, grudzień 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.
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