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Artykuły w czasopismach na temat "School location differences"
Engberg, John, i Taeil Kim. "Intra-urban Earnings Differences: Spatial Mismatch or Selective Migration?" Korean Journal of Policy Studies 11 (31.12.1996): 105–27. http://dx.doi.org/10.52372/kjps11007.
Pełny tekst źródłaHunt, Ethan T., Bridget Armstrong, Brie M. Turner-McGrievy, Michael W. Beets i Robert G. Weaver. "Differences by School Location in Summer and School Monthly Weight Change: Findings from a Nationally Representative Sample". International Journal of Environmental Research and Public Health 18, nr 21 (4.11.2021): 11610. http://dx.doi.org/10.3390/ijerph182111610.
Pełny tekst źródłaPallarés, Susana, Eva Trinidad Gómez, África Martínez-Poveda i Manuel Miguel Jordán. "Distribution Levels of Particulate Matter Fractions (<2.5 µm, 2.5–10 µm and >10 µm) at Seven Primary Schools in a European Ceramic Cluster". International Journal of Environmental Research and Public Health 18, nr 9 (5.05.2021): 4922. http://dx.doi.org/10.3390/ijerph18094922.
Pełny tekst źródłaAboritoli, Sunday. "EFFECT OF SCHOOL LOCATION ON THE ADOPTED COGNITIVE STYLE OF PRIMARY SCHOOL STUDENTS IN KOGI STATE". International Journal of Advanced Research 9, nr 10 (31.10.2021): 964–69. http://dx.doi.org/10.21474/ijar01/13635.
Pełny tekst źródłaRoss, George S., L. David Weller i Carvin L. Brown. "Attitudes of Georgia Public School Teachers toward Teaching as a Profession". Perceptual and Motor Skills 66, nr 3 (czerwiec 1988): 780–82. http://dx.doi.org/10.2466/pms.1988.66.3.780.
Pełny tekst źródłaUsashi Kundu (De). "Location of School: Impact on Secondary Students’ Performance in Mathematics". Issues and Ideas in Education 7, nr 1 (4.03.2019): 19–25. http://dx.doi.org/10.15415/iie.2019.71003.
Pełny tekst źródłaLoucaides, Constantinos A. "School Location and Gender Differences in Personal, Social, and Environmental Correlates of Physical Activity in Cypriot Middle School Children". Journal of Physical Activity and Health 6, nr 6 (listopad 2009): 722–30. http://dx.doi.org/10.1123/jpah.6.6.722.
Pełny tekst źródłaClay, Victoria. "Gender Differences in Perceptions of School Life and Self-Concept". Boyhood Studies 5, nr 1 (1.03.2011): 20–35. http://dx.doi.org/10.3149/thy.0501.20.
Pełny tekst źródłaGarcía-Perales, Ramón, Ascensión Palomares-Ruiz, Andrea Gracia-Zomeño i Eduardo García-Toledano. "Contextual Variables with an Impact on the Educational Inclusion of Students with Rare Diseases". International Journal of Environmental Research and Public Health 19, nr 21 (28.10.2022): 14103. http://dx.doi.org/10.3390/ijerph192114103.
Pełny tekst źródłaKushargina, Rosyanne, i Nunung Cipta Dainy. "STUDI CROSS-SECTIONAL: HUBUNGAN LOKASI SEKOLAH (PEDESAAN DAN PERKOTAAN) DENGAN STATUS GIZI MURID SEKOLAH DASAR". JURNAL RISET GIZI 9, nr 1 (1.06.2021): 33–37. http://dx.doi.org/10.31983/jrg.v9i1.6820.
Pełny tekst źródłaRozprawy doktorskie na temat "School location differences"
Krohn, Jacqueline M. "The dissemination of teacher learning: A study of the similarities and differences between public school levels and locations". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/826.
Pełny tekst źródłaMubark, Ma’Moon Mohammad. "Mathematical Thinking And Mathematics Achievement Of Students In The Year 11 Scientific Stream In Jordan". Thesis, 2005. http://hdl.handle.net/1959.13/24864.
Pełny tekst źródłaPhD Doctorate
Mubark, Ma’Moon Mohammad. "Mathematical Thinking And Mathematics Achievement Of Students In The Year 11 Scientific Stream In Jordan". 2005. http://hdl.handle.net/1959.13/24864.
Pełny tekst źródłaPhD Doctorate
Sadare, Oluseye Folasayo. "Exploring how location and gender influence the performance of students in physics (a case study of Akure South Local Government Area, Ondo State Nigeria)". Diss., 2018. http://hdl.handle.net/10500/26867.
Pełny tekst źródłaThis study explored how location and gender influence the performance of students in Physics in Akure South Local Government, Ondo State, Nigeria. The sample consisted of four schools randomly selected from the co-educational schools in the public schools. Data were collected through interviews, classroom observation, focus group interviews of the students and documents obtained from the school principals on students’ academic performance in the West African Senior Secondary Certificate Examination (WASSCE) from 2011-2015. The validity and the reliability of all these instruments were established. The data obtained through interviews were interpreted qualitatively. The documents obtained from the selected schools were also analyzed. The results of the study revealed that the urban students perform better in Physics than the rural students. The study also revealed that the gender of the students affects their performance in Physics with male students performing better than female students. Frantic efforts should be made to ensure conducive learning environment and equivalent learning opportunities to both male and female students.
Hierdie studie ondersoek hoe plek en geslag die prestasie van studente in Fisika in die Akure Suid-plaaslike regering, Ondo-staat, Nigerië, beïnvloed. Die steekproef het bestaan uit vier skole wat lukraak gekies is uit die mede-opvoedkundige skole in die openbare skole. Data is ingesamel deur onderhoude, klaskamerwaarnemings, fokusgroeponderhoude van die studente en dokumente wat van die skoolhoofde verkry is oor studente se akademiese prestasie in die Wes-Afrikaanse Senior Sekondêre Sertifikaat-eksamen (WASSCE) vanaf 2011-2015. Die geldigheid en betroubaarheid van al hierdie instrumente is vasgestel. Die data wat deur onderhoude verkry is, is kwalitatief geïnterpreteer. Die dokumente wat van die geselekteerde skole verkry is, is ook ontleed. Die resultate van die studie het getoon dat die stedelike studente beter in Fisika verrig as die landelike studente. Die studie het ook onthul dat die geslag van die studente hul prestasie in Fisika beïnvloed, met manlike studente wat beter presteer as vroulike studente. Vreemde pogings moet aangewend word om bevorderlike leeromgewing en gelykwaardige leergeleenthede vir beide manlike en vroulike studente te verseker.
Lolu cwaningo luhlolisise ukuthi indawo kanye nobulili bathonya kanjani ukusebenza kwabafundi e-Physics e-Akure South Local Government, e-Ondo State, eNigeria. Isampula lalinabashumayeli izikole ezine ngezikhathi ezikhethiwe kusukela izikole co-ezemfundo ezikoleni zikahulumeni. Idatha abangu eziqoqiwe ngokusebenzisa izingxoxo, ekilasini observation, izingxoxo somnqopho sokufundisa isiqhema lwabafundi futhi imibhalo etholakala othishanhloko esikoleni ekusebenzeni abafundi 'academic eNtshonalanga Afrika Senior Secondary Certificate Examination (WASSCE) kusuka 2011 kuya ku-2015. De geldigheid en de betrouwbaarheid van alle deze instrumenten efen-widegesteldeld. Imibuzo yezintambo ze-data verkregen yesikhala esiphezulu se-geïnterpreteerd. De dokumenter fra de udvalgte skoler blev også analysisret. Imiphumela cwaningo lwembula ukuthi abafundi ezisemadolobheni basebente kancono Physics ngaphandle abafundi basezindaweni zasemakhaya. Lolu cwaningo lwembula nokuthi ubulili abafundi Ithinta hun ukusebenza Physics ne abafundi besilisa kokwenza Ukuze ungcono abafundi besilisa nabesifazane. Imizamo eqondile kufanele kwenziwe ukuze kuqinisekiswe imvelo yokufunda kanye namathuba okufunda okulinganayo kokubili abafundi besilisa nabesifazane
Science and Technology Education
M. Ed. (Specialization in Natural Sciences)
Książki na temat "School location differences"
Sattin, Antonella, i Stefano Coronella. Fabio Besta. Le dispense didattiche. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-646-6.
Pełny tekst źródłaBruinsma, Gerben J. N., i Shane D. Johnson, red. The Oxford Handbook of Environmental Criminology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190279707.001.0001.
Pełny tekst źródłaCzęści książek na temat "School location differences"
Gray, Emily M. "LGBTQ Teachers and the Location of Difference in English Schools". W Palgrave Studies in Gender and Education, 75–89. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137441928_6.
Pełny tekst źródłaPowell, Emilia Justyna. "Legal Schools and Regions". W Islamic Law and International Law, 239–71. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190064631.003.0007.
Pełny tekst źródłaCovington, Michele W., i Tracey L. Woodard. "Killers on Campus". W Handbook of Research on Mass Shootings and Multiple Victim Violence, 156–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0113-9.ch009.
Pełny tekst źródłaTsukuda, Yoko. "Location, Positionality, and Community". W Trans-Pacific Japanese American Studies. University of Hawai'i Press, 2016. http://dx.doi.org/10.21313/hawaii/9780824847586.003.0020.
Pełny tekst źródłaHewett, Richard. "The age of location realism". W The Changing Spaces of Television Acting. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784992989.003.0004.
Pełny tekst źródłaRobinson, LeAnne K. "Diffusion of Educational Technology and Education Reform". W Information Communication Technologies, 2130–42. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch155.
Pełny tekst źródłaSchultheis, Maria T., i Matthew Doiron. "Technologies for Functionally Relevant Neuropsychological Assessment". W The Role of Technology in Clinical Neuropsychology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190234737.003.0008.
Pełny tekst źródłaBokstein, Boris S., Mikhail I. Mendelev i David J. Srolovitz. "Thermodynamics of stressed systems". W Thermodynamics and Kinetics in Materials Science. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780198528036.003.0009.
Pełny tekst źródłaCohen, Andrew S. "Facies Models at the Lake Basin Scale". W Paleolimnology. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195133530.003.0012.
Pełny tekst źródłaStreszczenia konferencji na temat "School location differences"
Hačatrjana, Liena. "Data of Students’ Skills and Academic Achievement Assessed During Covid-19 Indicate Risks for Inequality". W 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.44.
Pełny tekst źródłaSaeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman i Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman". W 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/icearnc/10.
Pełny tekst źródłaSaeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman i Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman". W 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/uhdicearnc/10.
Pełny tekst źródłaURBONIENĖ, Jūratė, i Indrė KOVERIENĖ. "A COMPARATIVE INVESTIGATION OF ENGLISH LANGUAGE PROFI-CIENCY AND ACADEMIC PERFORMANCE OF CURRENT UNDERGRAD-UATE STUDENTS WITH SPECIAL REFERENCE TO GENERATION Z: RURAL VERSUS URBAN STUDENTS". W RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.159.
Pełny tekst źródłaOnyewuchi, Francis A., Michael A. Adewusi, Peter Okebukola, Tokunbo Odekeye, Olasunkanmi Gbeleyi i Fred Awaah. "Breaking the Backbone of Difficult Concepts in the New Secondary School Physics Curriculum in Africa". W 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28n3p7.
Pełny tekst źródłaYeasmin, Sabina, Md Mianoor Rahman i CRK Murthy. "Assessing Students’ Attitudes on OER-based Open Schooling for Non-Residents Bangladeshis (NRBs) in the Middle East Countries". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3459.
Pełny tekst źródłaA´vila, Javier, Silvia Gonza´lez, Vicente Borja, Alejandro C. Rami´rez i Marcelo Lo´pez Parra. "Applying a Design Process to Create a Reduction Platform of GHG in Industries". W ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39382.
Pełny tekst źródłaBlanca-Giménez, Vicente, Gonzalo Gurrea-Ysasi, Adrian Rodriguez-Burruezo i Inmaculada Fita. "Perceptual analysis of thermal-luminal comfort in areas shaded by vegetation in design education centers". W INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8779.
Pełny tekst źródłaRaporty organizacyjne na temat "School location differences"
Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates i Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), maj 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
Pełny tekst źródłaAcevedo, Ivonne, Francesca Castellani, María José Cota, Giulia Lotti i Miguel Székely. Open configuration options Higher Inequality in Latin America: A Collateral Effect of the Pandemic. Inter-American Development Bank, styczeń 2022. http://dx.doi.org/10.18235/0003967.
Pełny tekst źródłaSchmidt-Sane, Megan, Elizabeth Benninger, Tabitha Hrynick i Santiago Ripoll. Youth COVID-19 Vaccine Engagement in Cleveland, Ohio, United States. Institute of Development Studies, czerwiec 2022. http://dx.doi.org/10.19088/ids.2022.040.
Pełny tekst źródłaSchmidt-Sane, Megan, Tabitha Hrynick, Southall Community Alliance SCA, Charlie Forgacz-Cooper i Steve Curtis. Youth COVID-19 Vaccine Engagement in Ealing, London, United Kingdom. Institute of Development Studies, czerwiec 2022. http://dx.doi.org/10.19088/ids.2022.039.
Pełny tekst źródłaSchmidt-Sane, Megan, Tabitha Hrynick, Elizabeth Benninger, Janet McGrath i Santiago Ripoll. The COVID-19 YPAR Project: Youth Participatory Action Research (YPAR) to Explore the Context of Ethnic Minority Youth Responses to COVID-19 Vaccines in the United States and United Kingdom. Institute of Development Studies, październik 2022. http://dx.doi.org/10.19088/ids.2022.072.
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