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Artykuły w czasopismach na temat "School experience"
Aulia, Farah. "Bullying experience in primary school children". SCHOULID: Indonesian Journal of School Counseling 1, nr 1 (31.12.2016): 28. http://dx.doi.org/10.23916/schoulid.v1i1.37.28-32.
Pełny tekst źródłaGreen, Annette, i Erica Smith. "Foot in both camps". Australian and International Journal of Rural Education 12, nr 2 (1.07.2002): 15–24. http://dx.doi.org/10.47381/aijre.v12i2.485.
Pełny tekst źródłaKurth, Jennifer A., Hailey Love i Jody Pirtle. "Parent Perspectives of Their Involvement in IEP Development for Children With Autism". Focus on Autism and Other Developmental Disabilities 35, nr 1 (17.04.2019): 36–46. http://dx.doi.org/10.1177/1088357619842858.
Pełny tekst źródłaElizabeth Akinyi Owino, HEZBORN NELLY KODERO i ROSE RUTO KORIR. "EFFECT OF PRESCHOOL TEACHERS EXPERIENCE ON STRATEGIES TO SCAFFOLD SOCIOEMOTIONAL COMPETENCE AMONG PRESCHOOL CHILDREN". Kabarak Journal of Research & Innovation 5, nr 1 (22.10.2017): 56–66. http://dx.doi.org/10.58216/kjri.v5i1.47.
Pełny tekst źródłaMahlangu, Pinky, Esnat Chirwa, Mercilene Machisa, Yandisa Sikweyiya, Nwabisa Shai i Rachel Jewkes. "Prevalence and factors associated with experience of corporal punishment in public schools in South Africa". PLOS ONE 16, nr 8 (12.08.2021): e0254503. http://dx.doi.org/10.1371/journal.pone.0254503.
Pełny tekst źródłaAkande, O. K., L. C, Obi George, D. O. Adeoye, O. A. Obakin i E. M. ,Anikor. "TOWARDS ENHANCING POST-PRIMARY SCHOOL STUDENTS' LEARNING EXPERIENCE: THE CASE FOR NIGERIAN SCHOOL LANDSCAPE ENVIRONMENT". Journal of Research in Architecture & Planning 33, nr 1 (25.06.2023): 1–16. http://dx.doi.org/10.53700/jrap3312023_1.
Pełny tekst źródłaKustanti, Erin Ratna. "Bullying Experience in Elementary School Students". International Journal of Psychosocial Rehabilitation 24, nr 1 (20.01.2020): 1507–17. http://dx.doi.org/10.37200/ijpr/v24i1/pr200248.
Pełny tekst źródłaHandy, Teresa Leary, i Derrick Robinson. "A Group of Our Own". Journal of African American Women and Girls in Education 2, nr 1 (31.05.2022): 8–26. http://dx.doi.org/10.21423/jaawge-v2i1a78.
Pełny tekst źródłaShin, Eunyoung. "The Relationship between Early Adolescence School Violence Victimization, Peer Relationships, and the Moderating Effect of School Transfer Experience". Korean Association For Learner-Centered Curriculum And Instruction 23, nr 19 (15.10.2023): 149–58. http://dx.doi.org/10.22251/jlcci.2023.23.19.149.
Pełny tekst źródłaRoede, Katy M., i John R. Slate. "Principal Experience and Texas Elementary School Accountability Ratings: A Statewide Investigation". Research and Advances in Education 2, nr 2 (luty 2023): 39–47. http://dx.doi.org/10.56397/rae.2023.02.05.
Pełny tekst źródłaRozprawy doktorskie na temat "School experience"
Price, Suzanne Phillips. "The black student medical school experience /". Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1106299x.
Pełny tekst źródłaTypescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (p. 113-117).
Tate, Monique. "Investigating How Families Experience School Criminalization". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2695.
Pełny tekst źródłaMcQuillan, Paul, i res cand@acu edu au. "The limit experience of senior high school students: A study across four catholic high schools". Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.
Pełny tekst źródłaHouse, Valerie. "School to work transition experience of Year 12 school leavers". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/990.
Pełny tekst źródłaParker, Jeanne D. "The African-American student experience in the independent school /". Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168262.
Pełny tekst źródłaTypescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).
Hartline, Stephanie Kane. "The H.G.A. experience an overview of Holy Guardian Angels School /". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.
Pełny tekst źródłaSource: Masters Abstracts International, Volume: 45-06, page: 2770. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaf 31).
Leary, Riley. "Understanding the Hybrid High School Student Experience". Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792647.
Pełny tekst źródłaHybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18–20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life’s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.
Trees, Sue. "Pre-school children s experience of place". Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2428/.
Pełny tekst źródłastjernstrom, anna-karin. "Students´Experience of School Support in Dyslexia". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29293.
Pełny tekst źródłaTEPEDINO, CRISTINA AZEREDO LOPES. "SCHOOL, SOCIO-CULTURAL TRANSFORMATION THE EXPERIENCE OF THE STELLA MARIS SCHOOL". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10741@1.
Pełny tekst źródłaInserida no contexto dos estudos sobre diversidade cultural e educação, esta pesquisa focaliza o processo de mudança que o Colégio Stella Maris passou nos últimos anos. Esta instituição de ensino, uma tradicional escola confessional da cidade do Rio de Janeiro, ao longo dos seus 65 anos atendeu às classes média e alta do Rio de Janeiro. No ano 2000, devido a diferentes circunstâncias e a uma opção da congregação religiosa responsável pela escola, passou a atender prioritariamente à população de seu entorno geográfico, os moradores da favela do Vidigal. O objetivo central da investigação foi identificar as implicações da mudança de clientela na instituição escolar e na prática cotidiana dos professores e professoras. As principais estratégias utilizadas na pesquisa de campo foram: análise documental, observação e entrevistas com os principais atores. Na análise dos dados, especial atenção foi dada às implicações das questões estudadas à diversidade sociocultural na dinâmica pedagógica da escola.
The present research is inserted in the context of Cultural Diversity and Education studies and intends to focus on the changing process which the Colégio Stella Maris, in Rio de Janeiro has been through these last years. This teaching institution, a traditional and confessional school, educated Rio de Janeiro´s high and middle classes for 65 years. In 2000, the school experienced a transforming process, due to different circumstances and also to a choice made by the religious congregation responsible for the school. It began to assist primarily the low class population living in the neighborhood, the inhabitants of the Vidigal favela. The main purpose of this investigation was to identify the implications of this clientele change to the school itself and the differences in the teachers´ behaviour and in their pedagogical practices, not only theoretically but also when facing daily life problems. The strategies used in the field research were: document analysis, observation and interviews with the main subjects. In the data analysis, special attention was given to the implications of the studied questions to the social and cultural diversity in the pedagogical dynamic of the educational institution.
Książki na temat "School experience"
Billett, Stephen, Greer Johnson, Sue Thomas, Cheryl Sim, Stephen Hay i Jill Ryan, red. Experience of School Transitions. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0.
Pełny tekst źródłaBitz, Michael, red. The Charter School Experience. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3.
Pełny tekst źródłaCookson, Peter W. Recent experience with urban school choice plans. [New York, N.Y.]: ERIC Clearinghouse on Urban Education, 1997.
Znajdź pełny tekst źródłaHeiter, Celeste. American boarding schools: The American boarding school experience. Wyd. 2. San Francisco, Calif: ThingsAsian Press, 2009.
Znajdź pełny tekst źródłaTuah, Adi Badiozaman. School supervision: A Sarawak experience. Kuching, Sarawak: Persatuan Perkembangan Profesionalisme Pendidikan Sarawak, 2004.
Znajdź pełny tekst źródłaMcWilliams, Alexandra I. School experience in teacher education. [s.l: The Author], 1989.
Znajdź pełny tekst źródłaSweeney, Mary Ellen. Planning a charter school: One Colorado group's experience. Denver, CO: Angel Press, 1994.
Znajdź pełny tekst źródłaCollege, Westhill. Guidelines for school experience: College and school staff handbook. Birmingham: Westhill College, 1986.
Znajdź pełny tekst źródłaLass, William E. A South Dakota Country School Experience. Mankato, MN: Minnesota Heritage Publishing, 2014.
Znajdź pełny tekst źródłaEwing, Chalen. Childhood lost: The residential school experience. Saskatoon: Saskatchewan Indian Cultural Centre, 2001.
Znajdź pełny tekst źródłaCzęści książek na temat "School experience"
King, Ronald. "Organisation and experience". W School and College, 173–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003296799-11.
Pełny tekst źródłaFitzpatrick, Michael. "My Charter School Experience". W The Charter School Experience, 119–24. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_10.
Pełny tekst źródłaFazio, Xavier, i Louis Volante. "Practicum/School Experience/Fieldwork". W Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_401-3.
Pełny tekst źródłaFazio, Xavier, i Louis Volante. "Practicum/School Experience/Fieldwork". W Encyclopedia of Science Education, 764–66. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_401.
Pełny tekst źródłaFaerm, Steven. "The Design School Experience". W Introduction to Design Education, 68–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003049166-8.
Pełny tekst źródłaBelton, Curt. "A Canadian School Experience". W Schooling for Sustainable Development in Canada and the United States, 305–15. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4273-4_22.
Pełny tekst źródłaJohnson, Davon. "School in a Computer". W The Charter School Experience, 131–37. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_12.
Pełny tekst źródłaSmith, Barbara. "The DCCAS Experience". W A Charter School Principal’s Story, 105–9. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-218-3_24.
Pełny tekst źródłaNg, Thomas. "Teaching in the City". W The Charter School Experience, 3–15. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_1.
Pełny tekst źródłaRichards, Tanisha. "Getting the Blend Right". W The Charter School Experience, 125–30. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_11.
Pełny tekst źródłaStreszczenia konferencji na temat "School experience"
McMinn, Melissa, Igor Maksimov, Paora Mepham, Kirsten Price, Vanessa Madhar i Lynne Brice. "School-Based Learning in Initial Teacher Education: An Authentic Partnership". W ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302006.
Pełny tekst źródłaLucia Marçal Mazza Sundefeld, Maria. "A successful experience of database employment". W Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03314.
Pełny tekst źródłaL. Mari, J., S. Boyer, C. Laffont i D. Sfez. "The IFP School Blended-Learning Experience". W 66th EAGE Conference & Exhibition. European Association of Geoscientists & Engineers, 2004. http://dx.doi.org/10.3997/2214-4609.201405679.
Pełny tekst źródłaPaz-Albo Prieto, Jesús, i Aránzazu Hervás Escobar. "THE ETWINNING EXPERIENCE: BEYOND SCHOOL CLASSROOMS". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2445.
Pełny tekst źródłaTsybrova, Irina Olegovna. "Project making experience in primary school". W VII International Research and Practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112620.
Pełny tekst źródłaMadanih, Rahmawati. "How inclusive schools work: an experience from Lazuardi Global Islamic school." W International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.33.
Pełny tekst źródłaMutiarini, Menik, i Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.
Pełny tekst źródłaAllen, Thomas, Javier Cañada Pérez-Sala, Constantina Coureas, Grace Porter, Javier Sánchez Fernández, Estelle Schurer, Moisés Eugenio Batres Alvarenga i Óscar Ernesto Rodríguez Flores. "Footbridge for the School of El Yomo in El Salvador". W Footbridge 2022 (Madrid): Creating Experience. Madrid, Spain: Asociación Española de Ingeniería Estructural, 2021. http://dx.doi.org/10.24904/footbridge2022.055.
Pełny tekst źródłaNawaz, Muneebullah, Khaled Alsharif, Athar Hanif i Qadeer Ahmed. "Efficient Electric School Bus Operations: Simulation-Based Auxiliary Load Analysis". W WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2024. http://dx.doi.org/10.4271/2024-01-2404.
Pełny tekst źródłaWalters, Barbara, i Vicki Jones. "Middle school experience with visual programming environments". W 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond). IEEE, 2015. http://dx.doi.org/10.1109/blocks.2015.7369022.
Pełny tekst źródłaRaporty organizacyjne na temat "School experience"
Gruber, Samuel H. The Bimini Research Experience for ONR Science High School Students. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 1997. http://dx.doi.org/10.21236/ada628274.
Pełny tekst źródłaAmdahl-Mason, Ameena. The Lived Experience of High School Policy Debate in Oregon. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.531.
Pełny tekst źródłaWilliams, Thomas, Caroline Erolin i Muireann McMahon. Cell Survival Deluxe: School Version. University of Dundee, lipiec 2023. http://dx.doi.org/10.20933/100001284.
Pełny tekst źródłaSummers, Aeylin. Characteristics of Marginally Achieving Secondary Students and the Nature of their School Experience. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1383.
Pełny tekst źródłaCarlana, Michela, Gaia Gaudenzi i Eliana La Ferrara. Italy: Tutoring Online Program (TOP): A Successful Gobal Experience. Inter-American Development Bank, wrzesień 2023. http://dx.doi.org/10.18235/0005113.
Pełny tekst źródłaFrisancho, Verónica, Alejandro Herrera i Eduardo Nakasone. Does Gender and Sexual Diversity Lead to Greater Conflict in the School? Inter-American Development Bank, wrzesień 2022. http://dx.doi.org/10.18235/0004451.
Pełny tekst źródłaGortazar, Lúcas, Claudia Hupkau i Antonio Roldan. Spain: A Succesful Experience of Remote Tutoring. Inter-American Development Bank, sierpień 2023. http://dx.doi.org/10.18235/0005077.
Pełny tekst źródłaMboup, Massene. Perceptions of Students of Color About Their Experience in an Alternative High School: A Phenomenological Inquiry. Portland State University Library, maj 2020. http://dx.doi.org/10.15760/etd.7334.
Pełny tekst źródłaElacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic i Carolina Méndez. COVID-19 Exodus: Parent preferences for public schools in Peru. Inter-American Development Bank, sierpień 2023. http://dx.doi.org/10.18235/0005095.
Pełny tekst źródłaFrisancho, Verónica. Spillover Effects of Financial Education: The Impact of School-Based Programs on Parents. Inter-American Development Bank, luty 2023. http://dx.doi.org/10.18235/0004736.
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