Literatura científica selecionada sobre o tema "Commission on Native Education"
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Artigos de revistas sobre o assunto "Commission on Native Education"
Ngeno Kipkemoi Robert, Dr Samson O. Barasa e Prof. John Chang’ach. "Political ramification on educational policy in colonial kenya". INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 11 (13 de julho de 2020): 77–84. http://dx.doi.org/10.24297/ijrem.v11i.8788.
Texto completo da fonteLampert, Jo. "Indigenous Australian Perspectives in Teaching at The University of Queensland". Australian Journal of Indigenous Education 24, n.º 1 (abril de 1996): 35–39. http://dx.doi.org/10.1017/s1326011100002234.
Texto completo da fonteTijūnėlienė, Ona. "Antanas Smetona as Advocate of the Native Language". Pedagogika 121, n.º 1 (22 de abril de 2016): 156–70. http://dx.doi.org/10.15823/p.2016.11.
Texto completo da fontePaterson, Andrew. "“The Gospel Of Work Does Not Save Souls”: Conceptions Of Industrial And Agricultural Education For Africans In the Cape Colony, 1890–1930". History of Education Quarterly 45, n.º 3 (2005): 377–404. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00040.x.
Texto completo da fonteSingh, Bhupendra, e Patanjali Mishra. "Uniformity and Diversity of Components of Teacher Education". IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, n.º 3 (5 de julho de 2017): 228. http://dx.doi.org/10.21013/jems.v7.n3.p7.
Texto completo da fonteKuzmenko, Nadiia. "EDUCATIONAL ACTIVITY AND PEDAGOGICAL VIEWS OF ILYA SHRAG (1847–1919)". Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, n.º 2 (16) (2022): 15–17. http://dx.doi.org/10.17721/2415-369.2022.16.03.
Texto completo da fonteMardiros, Marilyn. "Preparing Native Indian RNs in British Columbia". Practicing Anthropology 10, n.º 2 (1 de abril de 1988): 8–9. http://dx.doi.org/10.17730/praa.10.2.q36316234501h246.
Texto completo da fonteGómez-Parra, M. Elena. "Measuring Intercultural Learning through CLIL". Journal of New Approaches in Educational Research 9, n.º 1 (15 de janeiro de 2020): 43–56. http://dx.doi.org/10.7821/naer.2020.1.457.
Texto completo da fontePONOMAREVA, Varvara V. "FIRST REFORM OF THE SMOLNIY INSTITUTE (FROM THE HISTORY OF THE INITIAL FORMATION OF THE SYSTEM OF WOMEN’S EDUCATION IN RUSSIA): 1783-1785". Historical and social-educational ideas 10, n.º 6/1 (18 de janeiro de 2019): 29–36. http://dx.doi.org/10.17748/2075-9908-2018-10-6/1-29-36.
Texto completo da fonteErokhina, Elena. "Institutional Transformations and Development Projects in the Arctic and the North: Expertise of Human Development Project Examination by Ethnosociologists of the Novosibirsk Scientific Center". Ideas and Ideals 14, n.º 4-2 (27 de dezembro de 2022): 315–36. http://dx.doi.org/10.17212/2075-0862-2022-14.4.2-315-336.
Texto completo da fonteTeses / dissertações sobre o assunto "Commission on Native Education"
Ray, Giulia. ""Wiping the Slate Clean of What Has Never Been Written". The Sout African Truth and Reconciliation Commission, History Education and the Building of National Identity". Thesis, Linköping University, Department of Thematic Studies, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2621.
Texto completo da fonteDuring Apartheid, the history subject in South African national education and the use of history served as fuel both for apartheid as well as for counterhistoriography. Afterthe 1994 elections, the official debate used phrases like "reconciliation through truth" and "knowledge about the past" in order to"move on". The national institution the Truth and Reconciliation Commission advocated a shared understanding of the past for promoting reconciliation. Considering historiography’s earlier contested use, one might expect the history subject in post-apartheid national education would be emphasised as very important, serving as an important tool for the general shaping of South African identity.
Earlier research as well as my own study, has shown that this is not the case. From the viewpoint of history teachers in South African schools and through various documents on South African post-apartheid education, it seems that the major shift in South African education is the one to an outcome-based approach (OBE). The approach and the new Curriculum (C2005) seem, in fact, have minimised the history subject to the extent that it is no longer a subject in its own right. In addition, the new Curriculum does not list a specific content, which allows the individual teacher large freedom to teach as much or as little about the past as they like. Moreover, what have been emphasised are subjects like science and technology, as well as learning practical skills of "constitutional value". In addition, phrases like "the new patriotism" and "allegiance to the flag" seems to be a recent way to create and promote a shared South African identity.
Sellers, John Paul. "Perceptions of Texas Public School Teachers and Principals Regarding Recommendations for Educational Reform". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331701/.
Texto completo da fonteSwartz, Moshe Edward. "African perspectives on the land question: The Native Laws Commission 1883". University of the Western Cape, 1995. http://hdl.handle.net/11394/6335.
Texto completo da fonteBoth Am-Xhosa and the European farmers, being pastoralists "the search for land and grass was (their) first principle", notes Walker (1928). When they met, they differed fundamentally on the "vital matter oflandholding" . So different were their perspectives, that Lekhehla (1955) suggested, as far as the treaties were concerned: "The Native Chiefs either did not understand the implications of the border treaties, or if they did, never intended to respect such treaties" (p.2 1). Hopper (1980) says the tension between the Europeans and the Africans on the land issue emanated from the fact that "Xhosa expansion" and "colonial expansion" processes were entirely different. While Am-Xhosa expanded in order to "preserve their political integrity" colonists were driven by an economic dynamic they expanded because land was necessary to accommodate growth (1980:261).
Lagarde, Natasha. "Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario". Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37834.
Texto completo da fonteSteinhauer, Diana M. "Native education, a learning journey". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21253.pdf.
Texto completo da fonteBae, Sun Hee. "The Syntax-Phonology Interface in Native and Near-Native Korean". Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845482.
Texto completo da fonteLinguistics
Mishina, Christy Lokelani. "Hawaiian Culture-Based Education| Reclamation of Native Hawaiian Education". Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275900.
Texto completo da fonteAmerican colonization of the Hawaiian Islands has brought about generations of Native Hawaiian learners being subjected to educational practices that are incompatible with core Indigenous beliefs. Consequently, Native Hawaiian learners have lower academic achievement than other ethnic groups in the islands. The lack of success is not confined to academics since Native Hawaiians are also underrepresented in material-economic, social-emotional, and physical wellbeing. Hawaiian culture-based education (HCBE) can be used to decolonize educational practices by increasing cultural relevancy and compatibility within schools. This study was conducted within a school founded explicitly for the education of Native Hawaiian children. The selected campus has approximately 80 teachers and 650 Native Hawaiian learners (age eleven to fifteen). The purpose of the study was to better understand implementation of the HCBE framework components and data was collected through surveys and semi-structured follow-up interviews. The findings showed that although there was a range of the extent the teachers at the school understood and implemented the various HCBE components, there was commitment to using Hawaiian language, knowledge, and practices as the content and context for student learning. The data also showed though teachers have a high level of understanding of the importance of relationship building, that building family and community relationships remains an area of challenge. Additionally, teachers pride themselves on delivering meaningful personalized learning experiences and assessments to their students, and would like their own professional development to be grounded in the same educational practices. This study provides baseline data to inform further growth.
Allan, Elizabeth J. "Constructing women's status : policy discourses of university women's commission reports /". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941051.
Texto completo da fonteBrown-Tremblay, Paulette C. "Educational climate in a Native employment preparation program: The perceptions of Native learners". Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10344.
Texto completo da fonteJones, Peter D. "The European Commission and Education Policy in the European Union". Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505797.
Texto completo da fonteLivros sobre o assunto "Commission on Native Education"
Brant, Castellano Marlene, Davis Lynne e Lahache Louise, eds. Aboriginal education: Fulfilling the promise. Vancouver: UBC Press, 2000.
Encontre o texto completo da fonteUnited States Commission on Civil Rights., ed. Native American Studies In North Dakota Special Education Programs... U.S. Commission On Civil Rights... April 1993. [S.l: s.n., 1997.
Encontre o texto completo da fonteAssociation, Canadian Education, ed. Les programmes d'enseignement des langues d'origine dans les commissions scolaires canadiennes. Toronto: Association canadienne d'éducation, 1991.
Encontre o texto completo da fonteMachungo, Inês. Evaluation of the status of teaching and use of African languages in higher education: A study commissioned by the Association of African Universities. [Accra]: The Association, 1998.
Encontre o texto completo da fonte1934-, Davidson Jane L., e National Council of Teachers of English., eds. Counterpoint and beyond: A response to Becoming a nation of readers. Urbana, Ill: National Council of Teachers of English, 1988.
Encontre o texto completo da fonteThailand. National Education Commission, Office of the National Education Commission. Bangkok, Thailand: The Commission, 1985.
Encontre o texto completo da fonteEducation, Child. Native Americans. Leamington Spa: Scholastic, 1998.
Encontre o texto completo da fonteImel, Susan. Adult education for Native Americans. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2001.
Encontre o texto completo da fonteEducation, Alberta Alberta, e Native Education Project (Alberta), eds. Native education in Alberta's schools. [Edmonton]: Alberta Education, 1985.
Encontre o texto completo da fonteReyhner, Jon Allan. American Indian/Alaska Native education. Bloomington, Ind: Phi Delta Kappa, 1994.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Commission on Native Education"
Peters, Michael A., e Tina Besley. "Contesting the Neoliberal Discourse of the World Class University: ‘Digital Socialism’, Openness and Academic Publishing". In Evaluating Education: Normative Systems and Institutional Practices, 235–50. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_14.
Texto completo da fonteMcCarty, Teresa L. "American Indian, Alaska Native, and Native Hawaiian Bilingual Education". In Bilingual Education, 45–56. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_5.
Texto completo da fontePratt, Sabrina V. "Santa Fe, New Mexico's creative tourism initiative." In Creative tourism: activating cultural resources and engaging creative travellers, 165–71. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789243536.0022.
Texto completo da fonteNicaise, Eric. "A new teacher education model". In Native and Non-Native Teacher Talk in the EFL Classroom, 182–91. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-7.
Texto completo da fonteKadowaki, Kaoru. "“Native” Japanese Speaker Teachers in Japanese Language Education at Primary and Secondary Schools in Australia". In Native-Speakerism, 173–87. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5671-5_8.
Texto completo da fonteKuznekoff, Jeffrey H., Stevie M. Munz e Scott Titsworth. "Problematizing the “Digital Native”". In Mobile Devices and Technology in Higher Education, 18–23. New York, NY: Routledge, 2020: Routledge, 2019. http://dx.doi.org/10.4324/9780429355097-3.
Texto completo da fontevan Eijck, Michiel, e Wolff-Michael Roth. "Novelizing Native and Scientific Discourse". In Cultural Studies of Science Education, 177–200. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5392-1_9.
Texto completo da fonteCajete, Gregory A. "Native Science and the Cosmos". In Sociocultural Explorations of Science Education, 5–21. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30451-4_1.
Texto completo da fonteLavakare, P. J. "India’s National Knowledge Commission". In Global Opportunities and Challenges for Higher Education Leaders, 137–41. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_31.
Texto completo da fonteMedgyes, Péter. "The Native/Nonnative Conundrum". In Research Questions in Language Education and Applied Linguistics, 607–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_106.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Commission on Native Education"
Tascovici, Daliana ecaterina, Robert gabriel Dragomir e Eliza consuela Isbasoiu. "VALUES WITHIN THE EUROPEAN DIMENSION OF EDUCATION - A CASE STUDY ON THE FOREIGN LANGUAGES LEARNING IN ROMANIA". In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-140.
Texto completo da fonteTascovici, Daliana ecaterina, e Robert gabriel Dragomir. "VALUES IN THE PROFESSIONAL ACTIVITY - FROM ACQUISITION TO APPLICATION". In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-307.
Texto completo da fonteVelzing, Evert-Jan, Annemiek Van der Meijden, Kitty Vreeswijk e Ruben Vrijhoef. "Circularity in value chains for building materials". In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10196.
Texto completo da fonteWei, Xing, Catia Cucchiarini, Roeland van Hout e Helmer Strik. "Distinctive Features for Classifying Spoken Native Versus Non-Native Speech". In 9th Workshop on Speech and Language Technology in Education (SLaTE). ISCA: ISCA, 2023. http://dx.doi.org/10.21437/slate.2023-11.
Texto completo da fonteRamlan, Anaztasia Natasha Muhamad. "Move Analysis in Ph.D. Theses Abstracts: Comparing Native and Non-Native Corpora". In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.51.
Texto completo da fonteKharisov, Firaz, e Chulpan Kharisova. "INNOVATIONS IN NON-NATIVE LANGUAGE EDUCATION". In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-096.
Texto completo da fonteElliott, Lidija. "Exploration of Native Speaker Teachers and Non-native Speaker Teachers Within the English Learning Communication". In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.2.
Texto completo da fonteArdika, Dewa Nyoman, I. Irwan e Dewa Gede Deniyasa Ekasaputra. "Native and Non-Native English Refusal Strategies in Transactional Negotiation: A Pragmatic Analysis". In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.093.
Texto completo da fonteMiranda-Aldaco, Citlali. "CONFIDENCE IN SPEAKING WITH NATIVE SPEAKERS". In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1644.
Texto completo da fonteKim, Jin-Ha. "Learner's Native Culture and the Humanities in Foreign Language Education". In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.59.23.
Texto completo da fonteRelatórios de organizações sobre o assunto "Commission on Native Education"
Kemper Patrick, Susan, Linda Darling-Hammond e Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, março de 2023. http://dx.doi.org/10.54300/956.678.
Texto completo da fonteOtero-Cortés, Andrea, Ana María Tribín-Uribe e Tatiana Mojica-Urueña. The Heterogeneous Labor Market Effects of the Venezuelan Exodus on Female Workers: Evidence from Colombia. Banco de la República, julho de 2022. http://dx.doi.org/10.32468/dtseru.311.
Texto completo da fonteZATONA, D. S., e I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, abril de 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.
Texto completo da fonteAdebayo, Oliver, Joanna Aldoori, William Allum, Noel Aruparayil, Abdul Badran, Jasmine Winter Beatty, Sanchita Bhatia et al. Future of Surgery: Technology Enhanced Surgical Training: Report of the FOS:TEST Commission. The Royal College of Surgeons of England, agosto de 2022. http://dx.doi.org/10.1308/fos2.2022.
Texto completo da fonteTriakina, Olga O., Olena O. Pavlenko, Nataliia P. Volkova e Darja Kassim. Usage of E-learning Tools in Self-education of Government Officers Involved in Global Trade Activities. [б. в.], novembro de 2018. http://dx.doi.org/10.31812/123456789/2670.
Texto completo da fonteFehily, Caitlin, Julia Dray, Olivia Wynne, Alexandra Metse, Jacqueline Bailey, Simone Lodge, Tegan Bradley e Jenny Bowman. Interventions to reduce or prevent lifestyle risks for people with disability. The Sax Institute, março de 2021. http://dx.doi.org/10.57022/jmuj9605.
Texto completo da fonteChung, Jinmyeong, e Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, julho de 2021. http://dx.doi.org/10.18235/0003368.
Texto completo da fonteVincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, novembro de 2021. http://dx.doi.org/10.18235/0003742.
Texto completo da fontePember, Susan, Helen Tilley, Jack Price e Larissa Peixoto Gomes. Supporting the Welsh Lifelong Learning System. Wales Centre for Public Policy - Cardiff University, dezembro de 2021. http://dx.doi.org/10.54454/20211216.
Texto completo da fonteLavadenz, Magaly, e Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.
Texto completo da fonte