Добірка наукової літератури з теми "Art education policies"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Art education policies".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Art education policies"
Baxter, Laurie. "Cross-Provincial Policies in Canadian Art Education." Marilyn Zurmuehlen Working Papers in Art Education 4, no. 1 (1985): 36–38. http://dx.doi.org/10.17077/2326-7070.1106.
Повний текст джерелаSuominen, Anniina, Tiina Pusa, Aapo Raudaskoski, and Larissa Haggrén. "Centralizing queer in Finnish art education." Policy Futures in Education 18, no. 3 (May 16, 2019): 358–74. http://dx.doi.org/10.1177/1478210319837836.
Повний текст джерелаKivanc Oztug, Emine, and Burcu Karagoz. "Music Education Policies of Northern Cyprus." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 442–48. http://dx.doi.org/10.18844/prosoc.v3i3.1613.
Повний текст джерелаKárpáti, Andrea, and Emil Gaul. "Art Education in Post-Communist Hungary: Ideologies, Policies, and Integration." Arts Education Policy Review 97, no. 1 (October 1995): 11–17. http://dx.doi.org/10.1080/10632913.1995.9935049.
Повний текст джерелаAdams, Eileen. "Coalition cultural and education policies: Impact on art and design education in schools." Cultural Trends 24, no. 1 (January 2, 2015): 6–10. http://dx.doi.org/10.1080/09548963.2014.1000601.
Повний текст джерелаScarsbrook, Sarah. "Artists Shaping Policies Through Higher Art Education. How Visual Artists Develop Policies that Affect their Lives, Practices, and Careers." Journal of Cultural Management and Cultural Policy / Zeitschrift für Kulturmanagement und Kulturpolitik 8, no. 2 (December 1, 2022): 175–92. http://dx.doi.org/10.14361/zkmm-2022-080209.
Повний текст джерелаScarsbrook, Sarah. "Artists Shaping Policies Through Higher Art Education. How Visual Artists Develop Policies that Affect their Lives, Practices, and Careers." Journal of Cultural Management and Cultural Policy / Zeitschrift für Kulturmanagement und Kulturpolitik 8, no. 2 (December 1, 2022): 175–92. http://dx.doi.org/10.14361/zkmm-2022-0208.
Повний текст джерелаLiu, Baowei. "PROMOTING ART EDUCATION FOR LIFELONG LEARNING AMONG CHINESE SECONDARY EDUCATION: A CRITICAL REVIEW." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 493–97. http://dx.doi.org/10.21474/ijar01/12319.
Повний текст джерелаWood, Craig. "The secret art of pedagogical alchemy." Open Scholarship of Teaching and Learning 2, no. 1 (October 20, 2022): 1–21. http://dx.doi.org/10.56230/osotl.45.
Повний текст джерелаBračun Sova, Rajka, and Metoda Kemperl. "The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression." Center for Educational Policy Studies Journal 2, no. 2 (June 30, 2012): 71–90. http://dx.doi.org/10.26529/cepsj.386.
Повний текст джерелаДисертації з теми "Art education policies"
Lim, Kyungeun. "An Inquiry of How Art Education Policies are Reflected in Art Teacher Preparation| Examining the Standards for Visual Arts and Art Teacher Certification." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635268.
Повний текст джерелаPolicy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study explores the connections between art education policy and the field of art education through a focus on art teacher preparation in Indiana. Additional attention was paid to perceptions of the appropriateness of alternative licensure routes in relation to policies of academic and quality standards and the extent to which visual art teachers’ sense of identity as teachers and artists is affected by appropriation of these standards.
The theoretical framework of this study is the need to understand policy appropriation of standards (including visual art and art teacher preparation standards) as an on-going process, that is continually influenced and changed by internal (human level) and external (institutional level) factors. The appropriation process is effectively expressed through practices, narratives, and texts of practitioners.
To understand the status and factors of the art education policy appropriation in art teacher preparation, I collected data as printed or digital documents, and as interviews with faculty members and pre-service art teachers in two traditional visual art teacher preparation programs in Indiana. I analyzed external (institutional level) and internal (human level) factors to adopt and work with state and national standards. While national standards for visual art education (were adopted by many states and presented as voluntary policy, in Indiana the national standards were built into the Indiana’s Academic Standards for Visual Art Standards for K-12 students. Visual art teachers were required to complete a traditional teacher preparation program and pass examinations to become licensed to teach art.
Findings reveal that faculty of higher art teacher education programs in Indiana paid attention to the national and state standards in K-12 visual art and the standards for teacher education when preparing students to become licensed K-12 art educators. External motivations were accreditations system for teacher preparation requested by Indiana Department of Education related to NCATE. Schools and districts could be external motivations that pre-service art teachers adopt the standards in order to succeed in a job market. Internal factors were respects of roles and leaders of art education associations, desires to train/be qualified teachers and attain balanced knowledge between art studio and art education. Alternative routes to licensure were viewed as economically advantageous but not supportive of high-quality education. Policy had little impact on issues of identity. I concluded with recommendations for improvement in art teacher preparation that were needs of supportive policies for pre-service teachers’ teaching and teaching licensure including traditional and alternative licensures.
Lidström, Anders. "Discretion : an art of the possible : education committees in the Swedish system of government." Doctoral thesis, Umeå universitet, Statsvetenskapliga institutionen, 1991. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-62936.
Повний текст джерелаdigitalisering@umu
Bredariolli, Rita Luciana Berti. "XIV Festival de Inverno de Campos do Jordão: variações sobre temas de ensino da arte." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27160/tde-19112010-091513/.
Повний текст джерелаFrom all the editions of the Campos do Jordão Winter Festival [Festival de Inverno de Campos do Jordão], which traditionally promoted chamber music and courses for young concert musicians, the 1983 edition stands out in dissonance. The XIV Festival was different, mainly because it was devoted to teachers of Art Education from the São Paulo state public education system. This paper addresses the pedagogical program of the XIV Festival de Inverno de Campos do Jordão. This paper aims at analyzing the concept of teaching art conveyed by the discourse about the workshops that took place during the festival. To this end, we have gathered and examined a collection of primary written and visual sources including newspapers, magazines, reports, letters, illustrations, and photos taken of the pedagogical activities during the 1983 Festival. In addition to these documents, we undertook a semi-structured interview with some of the Festivals attendees. This study is a result of the interrelationship between our sources of data and theory, interwoven by the meeting of Memory and History. Based on the path we chose, we infer that the artistic and pedagogical activities experienced during the XIV Festival contributed to the process of restructuring the teaching of art during the first ten years as of its incorporation by the Brazilian school system.
Banner, Terron. "A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696.
Повний текст джерелаAlvarenga, Cérise. "Jovens, profissionais de ensino e instituições artísticas e culturais: relações no espaço social." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-17082016-160140/.
Повний текст джерелаThis study investigated the relations of public school young students and teachers with artistic events from the experience of visiting artistic and cultural institutions that promote the right to art and culture in the metropolitan region of Belo Horizonte (RMBH). Understanding such experiences as historical processes, the senses constructed by the youth and the enunciations from the school professionals that schedule the visits were taken into account. In this context, Brazil for the first time presents the National Culture Plan (PNC) and the Statute of the Youth. The understanding of the youth as a subject, not only as a being that experiences a period of transition between adolescence and adulthood, and the comprehension of art and access to different areas of the city as rights are recently discussed constructions. The study was conducted by bibliographical, documentary and field research. Bibliographical and documentary researches aim to locate and question the social and historical construction of the youth category, their rights and public policies in the field of culture. The researcher attended 112 Middle School and High School students from three public schools in the artistic and cultural institutions during the field trip. Talks were held with students that were in the visits in groups of five to eight participants; also two students and three teachers were interviewed. Procedures were recorded with the authorization of the participants and or keepers. Methodological orientation was based on micro-history and phenomenology. Concepts of habitus, physical space and social space of Pierre Bourdieu and formulations of the aesthetic field Arnold Berleant help to figure the meanings that emerged. The visit appears to be a gesture of teachers that is driven by reviewing their own relationships with art, with the school and with the \"cultural spaces\". Visiting the latters may carry the sense pointed out by Bourdieu of values and habits, perpetuating social stratification that fix class positions, but also cause the students to think in these positions. The course out of school and the relationship with the artistic manifestations launch the youth to build meanings, recovering the actions or the gesture of those workers who participate in the social process of production of art in the visited institutions. For the teachers and the young students, the experience in this transit seems to comprehend a coefficient of possibilities in formulating questions and magnification of educative spaces and processes, sketching possible confrontations to the restrictions and limitations of the school context and other situations of segregation and social inequalities described by the youth and their teachers
DELFINO, ANTONIO. "O currículo de Arte – a linguagem do Teatro para os anos iniciais do Ensino Fundamental no Estado de São Paulo." Universidade Metodista de Sao Paulo, 2016. http://tede.metodista.br/jspui/handle/tede/1597.
Повний текст джерелаMade available in DSpace on 2017-01-24T13:18:11Z (GMT). No. of bitstreams: 1 Antonio Delfino2.pdf: 2527939 bytes, checksum: 611f0694f684db07916c4d574b9298e8 (MD5) Previous issue date: 2016-09-14
This work, “The Art curriculum – Theater language in the early years of Elementary School in the State of São Paulo”, has as object of study the Curriculum Guidelines and Art Teaching (OCDArte) in the language of Theater, for the 1st, 2nd and 3rd years of Elementary Education of the Education Secretariat of the State of São Paulo (2013/2015). The authors of this curriculum proposal are: an expert consultant in the area of Theatre and an Art Reference Group, constituted by seventeen Art Coordinating Teachers of the Pedagogic Nuclei of the Regional Teaching Directories (PCNP) of which the investigator of this research was part. The adopted methodologies in this research have a qualitative and quantitative character including literature review and documentary research. This analysis consists of an account of the construction and implementation process of the curriculum guidelines that are the subject of this study and that had collaborative authoring proposal; then we set off for a contextualization of the social and political point of these steps; made a brief analysis of its editorial and graphic structure; and finally we focused our analysis on the specific area of our study, the theater language, on these curriculum guidelines for the early years, discussing the adopted methodologies, its teaching resources and its theoretical basis, in order to put into perspective and deepen the different dimensions of the document. Our goal is to understand if the construction process of these guidelines has enabled the participation of all stakeholders, how it manifests the theatrical language in these guidelines, and further contribute to the discussion of this curriculum and didactic proposal, reflecting on its alignment with contemporary design trends of art, education and art learning. We note that the OCDArte, in the language of theater, as it is structured, has an important role in education for the early years, since the preparation of educators in this language is generally insufficient. On the other hand, we notice some gaps in the choices and adaptations of literary works that permeate the studied learning situations, as well as a shy presence of contextualization action and interdisciplinary proposals.
Esse trabalho, “O currículo de Arte – a linguagem do Teatro para os anos iniciais do Ensino Fundamental no Estado de São Paulo”, tem como objeto de estudo as Orientações Curriculares e Didáticas de Arte (OCDArte), na linguagem do Teatro, para os 1ºs, 2ºs e 3ºs anos do Ensino Fundamental da Secretaria de Educação do Estado de São Paulo (2013/2015). Os autores dessa proposta curricular são: um consultor especialista na área do Teatro e um Grupo de Referência de Arte, composto por dezessete Professores Coordenadores de Arte dos Núcleos Pedagógicos das Diretorias Regionais de Ensino (PCNP) do qual o pesquisador dessa investigação fez parte. As metodologias adotadas para este estudo têm caráter qualitativo e quantitativo incluindo revisão bibliográfica e pesquisa documental. Essa análise compõe-se de um relato do processo de construção e implementação das orientações curriculares que são objeto desse estudo e que teve proposta de autoria colaborativa; partimos então para uma contextualização do momento social e político dessas etapas; fizemos uma breve análise da sua estrutura editorial e gráfica; e finalmente focamos nossa análise na área específica do nosso estudo, a linguagem do teatro, nessas orientações curriculares para os anos iniciais, discutindo as metodologias adotadas, os recursos pedagógicos e as bases teóricas, no sentido de colocar em perspectiva e aprofundar as diferentes dimensões do documento. Nosso objetivo é compreender se o processo de construção dessas orientações permitiu a participação de todos os atores envolvidos, como se manifesta a linguagem teatral nestas orientações, e ainda contribuir para a discussão dessa proposta curricular e didática, refletindo sobre seu alinhamento com as tendências contemporâneas de concepção de arte, de educação e de aprendizagem em arte. Observamos que as OCDArte, na linguagem do Teatro, como está estruturada, tem um papel relevante no ensino para os anos iniciais, visto que, a preparação dos educadores nessa linguagem é, regra geral, insuficiente. Por outro lado, percebemos algumas lacunas nas escolhas e adaptações das obras literárias que permeiam as situações de aprendizagem estudadas, assim como uma presença tímida da ação de contextualização e das propostas interdisciplinares.
Ferreira, Melina Coutinho. "Arte: um estudo em representações sociais." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6031.
Повний текст джерелаApproved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-30T12:14:03Z (GMT) No. of bitstreams: 2 Dissertação - Melina Coutinho Ferreira - 2016.pdf: 11345243 bytes, checksum: 4dfdfed4b4ed9b093bbb7602e3e96e38 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2016-08-30T12:14:03Z (GMT). No. of bitstreams: 2 Dissertação - Melina Coutinho Ferreira - 2016.pdf: 11345243 bytes, checksum: 4dfdfed4b4ed9b093bbb7602e3e96e38 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-06-24
Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
The present study, of quantiqualitative nature, had as its main purpose to locate and understand how the teachers who are in action at the Art subject in schools and also those students who are in initial formation in Degree of Education, in the town of Jataí, State of Goiás, socially represent the Art and its educative process. The research problem is related to the context which engages the teaching of art providing opposing understandings, since its obligation by Law No. 5962/71 until the current days. First, the study gathered information from the Municipal and State Departments of Education in the early years of 2014 and 2015, to map the local reality about the teachers who work in the artistic discipline. Later, we contact the schools and consequently the teachers. Successively it reached the stage of collecting the materials where we contacted 28 teachers in action. The data were collected by using the free word association technique and semi- directive interview to identify possible social representations of the teachers. Then in the third stage of collection of materials using the free word association technique, 209 students of Pedagogy have been contacted. The statements were recorded, transcribed and analyzed according to the Social Representation Theories. The EVOC software processed the collected material using the technique called free evocation of words. Looking at the Social Representation Theories, the Central Nucleus Theory and the Education and Art teachers´knowledge we developed our understanding considering the specificity of the collected materials. From the initial understanding of the data, it is understood that the social representation of art and its teaching consists of elements anchored in judgment assignments and explanations that express the act of enjoying and practicing the art school. It also points to the importance of teaching focused on developing abilities, skills, creativity, imagination, socialization and critical sense. The previous experiences in school produce information that reflect and refract the historical development and the meaning of art in (and out of) school. The data also show that the art of teaching image constructed by the subject is divided more than one dimension, expressing an idealized representation of a space in which to learn and be happy must be present; one in which the art is represented by a hard reality; providing the structure of social representations of art related to social knowing, on one hand, understands the culture as art, and in the other hand, understands the cultural or sentimental expression. This connection of elements promote the structuring of social representations related to the values established in the lived experience in a school subject that bears the marks of a school that has not yet overcome its difficulties.
A presente pesquisa, de natureza quantiqualitativa, teve como objetivo principal localizar e compreender como os professores que estão em atuação na disciplina de Arte nas escolas e também daqueles estudantes que estão em formação inicial no curso de Pedagogia, no município de Jataí, Estado de Goiás, representam socialmente a arte e o seu processo educativo. O problema da pesquisa está relacionado ao contexto que envolve o ensino de Arte, desde sua obrigatoriedade por meio da Lei nº 5692/71 até os dias atuais, que oportuniza entendimentos dicotômicos sobre o mesmo. Primeiramente, fez-se um levantamento junto às Secretarias de Educação, Municipal e Estadual, no início dos anos de 2014 e 2015, para mapear a realidade local quanto aos professores que atuam na disciplina de Arte. Posteriormente, ocorreu o contato com as escolas, para assim, contatar os professores. Sucessivamente, chegou a fase de coleta dos materiais, momento em que foram contatados 28 professores em atuação, por meio do uso da Técnica de Associações Livres de Palavras (TALP) e de entrevista semidiretiva para identificar as possíveis representações sociais professorais. Em seguida, na terceira fase de recolha de materiais, por meio da TALP, foram contatados 209 estudantes de Pedagogia. Os dizeres nos momentos das entrevistas foram gravados, transcritos e analisados à luz da Teoria das Representações Sociais (TRS). O software EVOC foi utilizado para processar o material coletado com a técnica de evocações livres. Tendo por norte os fundamentos da TRS, da Teoria do Núcleo Central (TNC) e de conhecimentos das áreas de Formação de Professores e da Arte/Educação, elaboramos nossas compreensões considerando a especificidade dos materiais recolhidos. Com a compreensão inicial dos dados, entende-se que a representação social professoral sobre a arte e seu ensino é constituída por elementos ancorados em atribuições de juízo estético e explicações que expressam o ato de fruir e praticar a arte na escola. Também apontam para a importância do ensino centrado em desenvolver capacidades, habilidades, criatividade, imaginação, socialização e senso crítico. E as experiências escolares passadas produzem na constituição das representações sociais informações que refletem e refratam o desenvolvimento histórico e o sentido da arte na (e fora da) escola. Os dados mostram ainda que a imagem do ensino de Arte construída pelos sujeitos divide-se em mais de uma dimensão, expressam uma representação idealizada, de um espaço no qual o aprender e o ser feliz devem estar presentes; uma em que a Arte é representada por uma realidade difícil; propiciam a estruturação de representações sociais sobre a Arte vinculadas ao saber social que, por um lado, compreende a cultura como arte, por outra perspectiva, parte do entendimento de expressão cultural ou sentimental. Essa conexão de elementos favorece a estruturação de representações sociais vinculadas aos valores estabelecidos na experiência vivenciada em uma disciplina escolar que carrega as marcas de um ensino que ainda não superou suas dificuldades.
Couper, Brian J., and n/a. "Residential police education and its implications for curriculum design." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060629.170144.
Повний текст джерелаGunn, Paul W. (Paul Wayne). "AIDS and Higher Education in Texas: Policies at Accredited Institutions." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332547/.
Повний текст джерелаSmith, Kenneth D. "Benchmarks in American Higher Education: Selected Approaches for Distance Education Copyright and Intellectual Property Policies." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2266/.
Повний текст джерелаКниги з теми "Art education policies"
Forbidden language: English learners and restrictive language policies. New York: Teachers College Press, 2010.
Знайти повний текст джерелаSilverman, Harry. The Education Amendment Act, 1980 (Bill 82) implementation study: Board policies and school level practices. Toronto, Ont: Ministry of Education, 1987.
Знайти повний текст джерела1944-, Wilson Anne Keeton, Seller Wayne, and Ontario Ministry of Education, eds. The Education Amendment Act, 1980 (Bill 82) implementation study: Board policies and school level practices. Toronto, Ont: Ministry of Education, 1987.
Знайти повний текст джерелаGreat Britain. Department for Education. Education Act 1993: Draft circular on the organisation of special educational provision and draft regulations governing schools' SEN policies and SEN support services. London: Department for Education, 1993.
Знайти повний текст джерелаGreat Britain. Department for Education. Education Act 1993: Draft circular on the organisation of special education provision anddraft regulations governing schools' SEN policies and SEN support services. London: DFE, 1994.
Знайти повний текст джерелаGet'man, Viktor, Ol'ga Rozhnova, Svetlana Grishkina, Vera Sidneva, Mihail Litvinenko, Roza Kaspina, Mariya Vahrushina, et al. International Financial Reporting Standards. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1147319.
Повний текст джерелаCaruana, Sandro, Karl Chircop, Phyllisienne Gauci, and Mario Pace. Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8.
Повний текст джерелаUnited States. Congress. House. Committee on Education and Labor. Subcommittee on Employment Opportunities. The Income and Jobs Action Act of 1985: Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, first session, on H.R. 1398 ... hearing held in Chicago, IL, September 4, 1985. Washington: U.S. G.P.O., 1985.
Знайти повний текст джерелаUS GOVERNMENT. An Act to Amend the Omnibus Crime Control and Safe Streets Act of 1968 to Extend the Retroactive Eligibility Dates for Financial Assistance for Higher Education for Spouses and Dependent Children of Federal, State, and Local Law Enforcement Officers Who Are Killed in the Line of Duty. [Washington, D.C: U.S. G.P.O., 2000.
Знайти повний текст джерелаUnited States. Congress. House. Committee on Education and Labor. Subcommittee on Employment Opportunities. The Income and Job Action Act of 1985: Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, second session, hearing held in Oakland, CA, August 27, 1986. Washington: U.S. G.P.O., 1986.
Знайти повний текст джерелаЧастини книг з теми "Art education policies"
Rousseau, Grégoire, and Nora Sternfeld. "Educating the Commons and Commoning Education: Thinking Radical Education with Radical Technology." In Post-Digital, Post-Internet Art and Education, 117–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_7.
Повний текст джерелаDias, Belidson, Irene Tourinho, Fernando Miranda, Olga Lucia Olaya Parra, Vanessá Freitag, and Tatiana Fernández. "Looking at New Trends and Policies in Latin American Art Education." In The Palgrave Handbook of Global Arts Education, 157–70. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55585-4_10.
Повний текст джерелаKrüger, Heinz-Hermann. "Young Adults’ Exclusive Educational Careers in the Transition to Higher Education or Employment: Key Findings of a Qualitative Longitudinal Study." In Life Course Research and Social Policies, 71–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_5.
Повний текст джерелаBağcı, Cahit. "The Impacts of Online Education on Ecology of Learning and Social Learning Processes." In Educational Theory in the 21st Century, 51–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_3.
Повний текст джерелаPenn, Everette B., and Shannon A. Davenport. "The Community Safety Education Act of Texas." In Police and Youth, 132–44. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429424519-8.
Повний текст джерелаHealy, Deborah, and Kristin O’Donnell. "Safe Schools Are No Accident." In Policing America’s Educational Systems, 194–206. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315155715-12.
Повний текст джерелаTavcer, D. Scharie. "Policies and programming." In Sexual Violence Policies and Sexual Consent Education at Canadian Post-Secondary Institutions, 81–116. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003332671-4.
Повний текст джерелаBaptista, João, Cristina Sin, and Orlanda Tavares. "Data and Reflections on Access-Transition to Higher Education in Portugal." In Equity Policies in Global Higher Education, 143–69. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_7.
Повний текст джерелаDobkins, Vicky, and D. Scharie Tavcer. "Understanding consent education." In Sexual Violence Policies and Sexual Consent Education at Canadian Post-Secondary Institutions, 46–80. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003332671-3.
Повний текст джерелаAmaral, Alberto. "Equity in Higher Education: Evidences, Policies and Practices. Setting the Scene." In Equity Policies in Global Higher Education, 23–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_2.
Повний текст джерелаТези доповідей конференцій з теми "Art education policies"
WANG,, YOU-SHENG, and AHMAD FAROQ. "COMPARISON OF HIGHER EDUCATION BETWEEN CHINA AND PAKISTAN." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35698.
Повний текст джерелаXIE, LIN. ""BEAUTIFUL" FENCES: CEILING OF CAREER DEVELOPMENT FOR COMMUNITY WORKERS—BASED ON THE ANALYSIS OF THE POLICY OF COMMUNITY WORKER TEAM CONSTRUCTION IN CHENGDU." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35734.
Повний текст джерелаLIU, JIE, and CHANG-CHEN GAO. "ANALYSIS OF GOVERNMENT PROVIDING PUBLIC EMPLOYMENT SERVICE UNDER THE NEW EMPLOYMENT PATTERN." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35727.
Повний текст джерелаZeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng, and Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.
Повний текст джерелаLugonjić, Marija. "Comparative Analysis of Medical Workers." In Organizations at Innovation and Digital Transformation Roundabout. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.33.
Повний текст джерелаMonteiro, Caique Cahon. "Aesthetic Experience and Digital Culture: New Flows in The Space of Art Exhibition." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.67.
Повний текст джерелаVitória Abrahão Cabral, Marina, and Valdir Júnio dos Santos. "Restorative justice and the resolution of judicial conflicts: na analysis of the restorative justice Program of the General Department of Social and Education Actions (DEGASE –RJ)." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212436.
Повний текст джерелаManh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
Повний текст джерелаWei, Qin. "The Transformation of Police Training in the View of Policing Revolution." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.54.
Повний текст джерелаFalaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.
Повний текст джерелаЗвіти організацій з теми "Art education policies"
Anayatova, Dilraba, Marina Basu, Saiarchana Darira, Andrew Freiband, Devynn Glanz, Atota Halkiyo, Setrag Hovsepian, et al. Turn it around! An education guide to climate futures. Mary Lou Fulton Teachers College, May 2022. http://dx.doi.org/10.14507/oge-tia.
Повний текст джерелаPape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.
Повний текст джерелаHayes, Anne M., and Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, July 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.
Повний текст джерелаBano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.
Повний текст джерелаTumbula, Samuel. Systematic review on the determining factors of school failure in the 1st year of engineering degree courses in Angola. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0111.
Повний текст джерелаSchelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.
Повний текст джерелаArif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.
Повний текст джерелаAlpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt008.
Повний текст джерелаArifi, Besa. Education in Preventing & Countering Violent Extremism: Considerations for the Western Balkans. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/pn2022.1.wb.
Повний текст джерелаBano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.
Повний текст джерела