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Статті в журналах з теми "Degree Discipline: Education"
Slagle, Derek R., and Adam Williams. "Redefining the boundaries of Public Administration." Teaching Public Administration 36, no. 3 (May 24, 2018): 259–75. http://dx.doi.org/10.1177/0144739418775789.
Повний текст джерелаDean, Bill B. "Integrated Cropping Systems—A Multi-discipline Degree." HortScience 31, no. 4 (August 1996): 568a—568. http://dx.doi.org/10.21273/hortsci.31.4.568a.
Повний текст джерелаViatroski, Renon Carlos Costa, Alysson Rafael Ribeiro de Pontes, Érica Fernanda De Paula, Diego Petyk de Sousa, and Alfredo Cesar Antunes. "A língua brasileira de sinais nos cursos de licenciatura em educação física: análise das instituições de ensino superior públicas da região sul do Brasil." Caderno de Educação Física e Esporte 17, no. 1 (June 11, 2019): 209–15. http://dx.doi.org/10.36453/2318-5104.2019.v17.n1.p209.
Повний текст джерелаCorliss, Michael Craig, Anne Daly, and Phil Lewis. "Is a university degree still a worthwhile financial investment in Australia?" Australian Journal of Education 64, no. 1 (February 19, 2020): 73–90. http://dx.doi.org/10.1177/0004944120901883.
Повний текст джерелаTodorovich, John R., Daniel K. Drost, F. Stephen Bridges, and Christopher K. Wirth. "A Doctoral Degree in Physical Education and Health: A Next Generation Perspective." Kinesiology Review 4, no. 4 (November 2015): 403–8. http://dx.doi.org/10.1123/kr.2015-0042.
Повний текст джерелаHart, Joanne Louise. "Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (May 31, 2019): 50–66. http://dx.doi.org/10.21153/jtlge2019vol10no2art827.
Повний текст джерелаHU, Han, Mingwu TAN, Jiabei LIU, Menghan WANG, Shuke FU, and Xinyu LIU. "Practical Predicament and Promotion Path of High-quality Development of Professional Degree Postgraduate Education in Hubei Province." Integration of Industry and Education Journal 1, no. 1 (June 30, 2022): 43–53. http://dx.doi.org/10.6914/iiej.010105.
Повний текст джерелаKornbrot, Diana Eugenie. "Degree performance as a function of discipline studied, parental occupation and gender." Higher Education 16, no. 5 (1987): 513–34. http://dx.doi.org/10.1007/bf00128419.
Повний текст джерелаIvinsky, Dmitry V., and Ekaterina Y. Mukina. "Control and accounting of student performance (bachelor’s degree students) in elective discipline “Volleyball”." Tambov University Review. Series: Humanities, no. 186 (2020): 128–37. http://dx.doi.org/10.20310/1810-0201-2020-25-186-128-137.
Повний текст джерелаPearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." International Journal of Doctoral Studies 16 (2021): 689–713. http://dx.doi.org/10.28945/4875.
Повний текст джерелаДисертації з теми "Degree Discipline: Education"
Mariani, Mirtes Rose Andrade de Moura [UNESP]. "A história da disciplina de didática no Curso Normal do Instituto Superior de Educação da cidade de Garça-SP (2003-2006)." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137907.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Trata-se de pesquisa de mestrado, com o objetivo geral localizar, identificar, reunir, selecionar, sistematizar, analisar e interpretar aspectos da disciplina de Didática no Curso Normal do Instituto Superior de Educação da cidade de Garça-SP (2003-2006). Tal formulação se originou da crença de que, as disciplinas escolares constituem corpos de saberes que elaborados, se tornam próprios para o estudo, a aprendizagem, e por meio da história das disciplinas escolares poderemos perceber a materialização da produção do conhecimento nas instituições escolares. Assim, se justifica a pesquisa cujos resultados ora apresento, centrado na história da disciplina Didática, no extinto Curso Normal Superior do Instituto Superior de Educação de Garça-SP (2003-2006), o qual faz parte de uma política de formação de professores pós LDB 9394/96. O método de análise e de interpretação dos dados e informações privilegiado é o dos “aspectos da configuração textual”, segundo Magnani (1993; 1997) /Mortatti (2000), baseado nos procedimentos de localização, identificação, recuperação, reunião, seleção, ordenação, sistematização e análise do corpus documental. O referencial teórico que subsidiou a análise dos dados e informações obtidos foi constituído pelas formulações de Chervel (1990) sobre o que esse pesquisador denomina de finalidades de objetivo e de finalidades reais, as quais fundamentam os saberes e permitem que eles se materializem nas instituições, por meio de todos os seus processos, dentre os quais, as disciplinas escolares e ou acadêmicas. Dentre as considerações finais tem-se que a as disciplinas de Didática deveria ter assumido no Curso Normal Superior de Garça, segundo o documento da instituição, papel relevante, ao lado da Pesquisa e Prática de Ensino e do Estágio Curricular Supervisionado como elementos integradores dos eixos curriculares. Entretanto, a pesquisa desenvolvida evidenciou que isso ficou apenas nas tentativas.
It is master's research, with the overall objective to locate, identify, gather, select, organize, analyze and interpret aspects of didactics of discipline in the Ordinary Course of the School of Education of the city of Garça SP (2003-2006). Such a formulation stemmed from the belief that school subjects are of knowledge that developed bodies become fit for study, learning, and through the history of school subjects can perceive the materialization of knowledge production in schools. Thus, it justifies the research whose results now present, centered in the history of Teaching discipline, extinct Training Course at the Higher Institute of Garça SP of Education (2003-2006), which is part of a post teacher training policy LDB 9394/96. The method of analysis and interpretation of data and privileged information is the "aspects of textual configuration," said Magnani (1993; 1997) / Mortatti (2000), based on the location of procedures, identification, recovery, meeting, selection, ordering , systematization and analysis of the documentary corpus. The theoretical framework that supported the analysis of the data and information obtained was constituted by Chervel formulations (1990) about what the researcher calls the objective purposes and real purposes, which underpin the knowledge and allow them to materialize in the institutions, through all its processes, among which the school and or academic disciplines. Among the final considerations it has been that the didactics of disciplines should have taken the Superior Normal Course of Garça, the report of the institution, role, next to the Research and Teaching Practice and Curriculum Supervised as the integrating elements of the axes curriculum. However, research carried out showed that it was only in attempts.
Checchia, Ana Karina Amorim. "Contribuições da psicologia escolar para formação de professores: um estudo sobre a disciplina psicologia da educação nas licenciaturas." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-07082015-114724/.
Повний текст джерелаThis research, which was based on a critical view of School Psychology, and it was also grounded on the Marxist line of thought. We have the aim of investingating the contribution of School Psychology to early education and to the graduation of teachers, who attended School Psychology classes as an expression of related discussions in the learning process, in this field of knowledge. In this sense, we asked the following questions: What is School Psychologys contribution for teachers graduation? In what way reflections in the School Psychology field, which are the main focus of the analysis of the teaching process, are present in the discussions that take place in School Psychology classes? Our field work included: a) interviewing individuals who were attending two School Psychology classes, which is an integrating part of the teachers graduation course and other teaching courses at the Education Faculty of a public University in the State of São Paulo, together with the coordinators of these courses. B) Interviewing groups of students attending these classes; c) observing these classes during the semester. As we did so, it was possible to identify that the subject matter expresses the discussions that took place throughout the critical movement in the field of School Psychology as the following themes were discussed: a) school failure with the traditional questioning of theorization about school failure and the explanation of the social, political and institutional elements that are part of the learning process; b) educational complaints educational problems and its causes, which are centered in the individual and in the pathology of educational complaints, placing it in the education medicalization process c) inter subjective relations that contribute to school daily life paying attention to the effects of objective conditions in the learning process in the subjects life as well as the reductionism of social matters in an individual scope through which the social dimensions and politics of this process are not being considered, thus making students, their families, or the teachers accountable for educational problems. Facing the criticism of trying to psychologize education which is subjacent to the way psychology is historically inserted in the early graduation process of teachers as well as the primary importance of human development and learning in this subject, which are identified as the foundation of School Psychologys contribution for the graduation of teachers. We would like to emphasize the relevance allowing discussions in the School Psychology field that express its movement from its analysis focus in individual centrality to reflections about the teaching process, to be understood in its complexity, and the relations among individuals (their history) that contribute to school daily life. Here we defend the proposition that the School Psychology discipline can be an important allied in the fight for humanization of school relations and for quality public education, all these grounded on discussions in School Psychology with the focus on the explanation of the ideological character of naturalizing psychological theories and the problematization of stereotypes and biases which are scientifically legitimated throughout all school relations, as well as the reductionism of social questions around the individual scope, thus, making it possible for these teachers (since they are essential allies in this fight) to try not to pact
O'Rourke, Kathleen A. "Measuring knowledge of developmentally appropriate practice while comparing and exploring disciplines of study, learning styles, degree of flexibility, and values of students enrolled in a home economics child development laboratory /." View online, 1995. http://repository.eiu.edu/theses/docs/32211998780870.pdf.
Повний текст джерелаOliveira, Fabiana Cristina Oliveira Silva de. "Uma disciplina, uma história : cálculo na licenciatura em Matemática da Universidade Federal de Sergipe (1972-1990)." Universidade Federal de Sergipe, 2009. https://ri.ufs.br/handle/riufs/4705.
Повний текст джерелаThe present work has the intention to construct a history of discipline Calculation in the course of Degree in Mathematics of the Federal University of Sergipe, during the period from 1972 to 1990. It examines the historical curse of discipline by means of the workload, of the prerequisite ones, of its contents, its professors and methods of teaching. It analyzes the history of the Calculation in the prism of the history of the disciplines, taking as sources the lesson plans, minutes acts, resolutions, reports, didatic books and verbal stories. We infer that the changes pass the discipline Calculation had went in regards to the workload of great relevance; however, in if treating to prerequisite and summaries, the alterations were smaller. In the case of the movement of contents of each disciplines, we notice that in elapsing of the years the malter of teaching Calculation was configured gradually and before assuming its last formation it pass for different disciplines with reformularizations in its configuration, with distinct signatures, with distinct workload, but with the same contents. We observed although there was renewal of the teaching picture causing significant alterations regarding the profile of the professors of Calculation. We consideed that the method of the lesson was closely connected to the use that the theacher could make of the book and the applications of exercises.
O presente trabalho tem o propósito de construir uma história da disciplina Cálculo no curso de Licenciatura em Matemática da Universidade Federal de Sergipe, durante o período de 1972 a 1990. Examina o percurso histórico da disciplina por meio da carga horária, dos pré-requisitos, de seus conteúdos, seus professores e métodos de ensino. Analisa a história do Cálculo no prisma da história das disciplinas, tomando como fontes os planos de aula, atas, resoluções, relatórios, livros didáticos e relatos orais. Inferimos que as mudanças por que passou a disciplina Cálculo foram no tocante à carga horária de grande relevância; porém, em se tratando de pré-requisitos e ementas, as alterações foram menores. No caso da movimentação dos conteúdos em cada disciplina, notamos que no decorrer dos anos a matéria de ensino Cálculo foi configurada paulatinamente e antes de assumir a sua última formação perpassou por diferentes disciplinas, com reformulações em sua configuração, com assinaturas distintas, com cargas horárias distintas, mas com os mesmos conteúdos. Observamos ainda que o quadro docente ocasionou alterações significativas na disciplina Cálculo. Consideramos que o método da aula estava intimamente ligado ao uso que o professor poderia fazer do livro e das aplicações de exercícios.
Aquino, Crisvânia de Castro. "Disciplinas de educação matemática em cursos de licenciatura em matemática: um estudo sobre enunciações de licenciados do Instituto Federal do Piauí (IFPI)." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3717.
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Este trabalho tem como objetivo analisar as enunciações de licenciados em Matemática do Instituto Federal de Educação, Ciência e Tecnologia do Piauí sobre o currículo de seu curso, no que se refere às disciplinas de Educação Matemática. Para identificar quais são as disciplinas, o trabalho toma como parâmetro uma pesquisa de Gatti e Nunes (2009) sobre currículo de licenciatura no Brasil. Nesse sentido, considerou-se Didática da Matemática, Modelagem da Matemática, Pesquisa em Ensino da Matemática e História da Matemática como disciplinas. O referencial teórico que as fundamentou situa-se na vertente da Educação Matemática denominada Etnomatemática em suas interlocuções com o pensamento de Michel Foucault. Participaram da pesquisa sete licenciados que estavam cursando o último semestre do curso. A pesquisa de cunho qualitativo utilizou-se de entrevistas como instrumento de coleta de dados, as quais foram gravadas e em seguida transcritas. A análise do material empírico evidenciou que: 1) O ensino das disciplinas Didática da Matemática e Modelagem Matemática enfatizou a confecção e utilização de materiais concretos como recurso eficaz para o processo de aprendizagem da Matemática ; 2) As aulas de História da Matemática foram "tradicionais"; 3) A disciplina Pesquisa em Ensino da Matemática priorizou a elaboração do trabalho de conclusão de curso (TCC); 4) As disciplinas de Educação Matemática contribuem para o dinamismo em sala de aula.
This paper aims to analyze the utterances of undergraduates in Mathematics from Instituto Federal de Educação, Ciência e Tecnologia do Piauí (Federal Institute of Education, Science and Technology of Piauí) on the curriculum of their course, in respect to the disciplines of Mathematics Education. To identify which disciplines, the work takes as a parameter a survey of Gatti and Nunes (2009) on undergraduate curriculum in Brazil. In this regard, it was considered Didactics of Mathematics, Mathematical Modeling, Research in Mathematics Education and History of Mathematics as disciplines. The theoretical referential, in which the research is based, is located on the slope of Mathematics Education called Ethnomatematics in their dialogues with the thought of Michel Foucault. Seven undergraduates participated in the survey and they were taking last semester. The qualitative study used interviews as a tool for data collection, which were recorded and then transcribed. The analysis of empirical data showed that: 1) The teaching of subjects didactics of mathematics and mathematical modeling emphasized the manufacture and use of concrete materials as an effective resource for the process of learning mathematics; 2) History lessons of mathematics were "traditional"; 3) Discipline Research in Mathematics Teaching was mainly north of the development work of completion (TCC); 4) the disciplines of mathematics education contribute to the dynamism in the classroom.
Somavilla, Adriana Stefanello. "A inserção da disciplina de matemática financeira nos cursos de licenciatura em Matemática dos Institutos Federais de Educação, Ciência e Tecnologia da Região Sul do Brasil." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br:8080/tede/handle/tede/2937.
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Creating an initial teacher training course involves many aspects, among them, the identity of the Teaching Institution and the constitution of the group of teachers involved in this process. In this scenario, some of the issues faced in the initial training courses of a mathematics teacher are related to pedagogical training, to the institutional field and to the curricular field of these courses. One of these impasses is the relation between Mathematics teaching and the development of competences for the exercise of citizenship. In this sense, debates and discussions on the financial literacy of citizens highlight the role of the contemporary school in the dissemination of financial knowledge. In Brazil there is a movement to insert the theme of financial education in Basic Education and although it is a subject of socioeconomic relevance, financial education is not yet contemplated in the political-pedagogical project of most public schools. Even with some initiatives in this direction, what draws attention to the initial training of mathematics teachers is the absence of discussions as to the insertion of the discipline of Financial Mathematics in the Mathematics Degree courses in Brazil. In this context, a relevant research question emerges: What is revealed about the insertion of the discipline of Financial Mathematics in the Mathematics Degree courses of the Federal Institutes of Education, Science and Technology of the South Region of Brazil? Thus, by adopting an analytical phenomenological research posture, it was sought the teachers with initial training in Mathematics, members of the Structuring Teaching Core of these Institutes who participated in the elaboration and modifications of the Political Pedagogical Project of the Mathematics Courses, offered as a classroom course, in 2016. In this search process, through the coordination of the Mathematics Degree courses, fourteen teachers were pointed out as possible research subjects. After being invited to participate in the research, the invitation was accepted by six teachers and the interview occurred with five of them. The interview prioritized the statements and spontaneous manifestations of the participants and the recording regarding the speech of these teachers was taken in video and audio, which were transcribed and analyzed later, following the three reflexive steps with a phenomenological tendency: description, reduction and interpretation. With the help of the Atlas t.i. software, the analysis process was guided by the research question, looking at the units of meaning that emerged from the Teaching Projects of the Courses and from the teachers' testimonials. Following, by the convergences of the units of meaning, two broad categories were perceived, which were described and interpreted separately. In this sense, in a diverse scenario, some aspects emerged in the investigation, such as: the intra-institutionality and its relation to the insertion of the discipline of Financial Mathematics; the standardization of the curriculum; the turnover of teachers in the NDE and the implications on the decisions of the curricular matrix of these courses in this condition; the delineation of the courses curricular matrix dependent on public policies; the non-establishment of the relationship between Financial Mathematics and Financial Education, signaling to the financial literacy of teachers; the estrangement of the courses before the financial context that is presented; among others. In this direction, the investigative look points to a study of proposals that can contribute to improving the level of the citizens' financial literacy.
Na criação de um curso de formação inicial de professores estão envolvidos muitos aspectos, dentre eles, a identidade da Instituição de Ensino e a constituição do grupo de docentes envolvidos nesse processo. Nesse cenário, algumas das questões enfrentadas nos cursos de formação inicial de um professor de matemática estão relacionadas à formação pedagógica, ao campo institucional e ao campo curricular desses cursos. Um desses impasses é a relação entre o ensino de Matemática e o desenvolvimento de competências para o exercício da cidadania. Nesse sentido, debates e discussões sobre a literacia financeira dos cidadãos destacam o papel da escola contemporânea na disseminação do conhecimento financeiro. No Brasil há um movimento de inserção da temática educação financeira na Educação Básica e apesar de ser um tema de relevância socioeconômica, a educação financeira ainda não é contemplada no projeto político-pedagógico da maioria das escolas públicas. Mesmo com algumas iniciativas nessa direção, o que chama a atenção na formação inicial de professores de matemática, é a ausência de discussões quanto à inserção da disciplina de Matemática Financeira nos cursos de Licenciatura em Matemática no Brasil. Nesse contexto, emerge uma interrogação de pesquisa relevante: O que se revela sobre a inserção da disciplina de Matemática Financeira nos cursos de Licenciatura em Matemática dos Institutos Federais de Educação, Ciência e Tecnologia da Região Sul do Brasil? Assim, ao adotar uma postura de investigação de pesquisa analítica de cunho fenomenológico, buscou-se pelos docentes com formação inicial em Matemática integrantes do Núcleo Docente Estruturante desses Institutos que participaram da elaboração e das modificações do Projeto Político Pedagógico dos Cursos (PPC) de Licenciatura em Matemática, ofertados na forma presencial, em 2016. Nesse processo de busca, por meio das coordenações dos cursos de Licenciatura em Matemática, catorze docentes foram apontados como sujeitos passíveis de investigação. Após serem convidados a participar da pesquisa, o convite foi aceito por seis professores e a entrevista ocorreu com cinco deles. A entrevista priorizou os depoimentos e manifestações espontâneas dos participantes e o registro referente ao discurso desses professores se deu por meio de gravação de vídeo e áudio, que foram transcritos e analisados posteriormente, seguindo os três passos reflexivos com tendência fenomenológica: descrição, redução e interpretação. Com o auxílio do software Atlas t.i., o processo de análise foi conduzido pela interrogação de pesquisa, com o olhar para as unidades de significado que emergiram dos Projetos Pedagógicos dos Cursos e dos depoimentos dos docentes. Na sequência, pelas convergências das unidades de significado, foram percebidas duas categorias amplas, que foram descritas e interpretadas separadamente. Nesse sentido, num cenário diverso, despontaram alguns aspectos na investigação, tais como: a intra-institucionalidade e sua relação na inserção da disciplina de Matemática Financeira; a padronização da grade curricular; a rotatividade dos docentes do NDE e as implicações nas decisões da matriz curricular desses cursos nessa condição; o delinear da matriz curricular dos cursos dependente de políticas públicas; o não estabelecimento da relação entre a Matemática Financeira e a Educação Financeira, sinalizando para a literacia financeira dos professores; o distanciamento dos cursos frente ao contexto financeiro que está posto; entre outros. Nessa direção, o olhar investigativo aponta para um estudo de propostas que contribuam para melhorar o nível de literacia financeira dos cidadãos.
Sheehan, William Mark. "Defending the high ground : the transformation of the discipline of history into a senior secondary school subject in the late 20th century : a New Zealand curriculum debate : a thesis presented in partial fulfilment of the requirements for the degree Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/728.
Повний текст джерелаКниги з теми "Degree Discipline: Education"
E, Reys Robert, and Dossey John A, eds. U.S. doctorates in mathematics education: Developing stewards of the discipline. Providence, R.I: American Mathematical Society, 2008.
Знайти повний текст джерелаE, Walker George, ed. Envisioning the future of doctoral education: Preparing stewards of the discipline Carnegie essays on the doctorate. San Francisco: Jossey-Bass, A Wiley Imprint, 2006.
Знайти повний текст джерелаSzollosi-Janze, Margit. "Doktorgrad entzogen!": Aberkennungen akademischer Titel an der Universität Köln 1933 bis 1945. Nümbrecht: Kirsch, 2005.
Знайти повний текст джерелаPazuhina, Svetlana. Psychological and pedagogical theories and technologies of primary education (tasks and exercises for practical classes and independent work of students). ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002499.
Повний текст джерелаSigal, Anatoliy. Modeling the economy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1096081.
Повний текст джерелаMoginov, Rostislav, Ekaterina Nadirova, and Yaroslav Dmitriev. Basics of flexography. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1064900.
Повний текст джерелаGrafkina, Marina. Labor protection. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1173489.
Повний текст джерелаVdovina, Ol'ga, Semen Reznik, and Ol'ga Sazykina. HR management strategy. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1891037.
Повний текст джерелаAstrahancevaa, Irina, Sergey Bobkov, Vadim Mizonov, and Sergey Boykov. Modeling of systems. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1831624.
Повний текст джерелаOrehova, Elena, and Lyudmila Polunina. History and current state of youth policy abroad. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1023713.
Повний текст джерелаЧастини книг з теми "Degree Discipline: Education"
Han, Jinghe. "Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers." In SpringerBriefs in Education, 83–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_6.
Повний текст джерелаAnderson, Peter, Levon Blue, Thu Pham, and Melanie Saward. "Undoing Commonly Held Beliefs About Indigenous HDR Students." In SpringerBriefs in Education, 91–103. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5178-7_7.
Повний текст джерелаArcher, Melenie, Dawn A. Morley, and Jean-Baptiste R. G. Souppez. "Real World Learning and Authentic Assessment." In Applied Pedagogies for Higher Education, 323–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_14.
Повний текст джерелаKlein, Julie Thompson. "Pragmatics for cross-disciplinary collaboration." In Bridging research disciplines to advance animal welfare science: a practical guide, 17–36. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789247893.0002.
Повний текст джерелаGruntov, Aleksandr Vladimirovich. "Diagnostics of Legal Competences Development Levels of First Year Cadets of the Specialty "Operation of Ship Power Plants"." In Pedagogy and Psychology of Modern Education, 111–17. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103636.
Повний текст джерела"Curriculum Issues in Industry Oriented Software Engineering Education." In Software Industry-Oriented Education Practices and Curriculum Development, 153–65. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-797-5.ch010.
Повний текст джерелаJones, Elodie J., and Betsy L. Crawford. "Holding Space and Grace." In Elevating Intentional Education Practice in Graduate Programs, 99–111. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-4600-3.ch005.
Повний текст джерелаMusendekwa, Menard, and Ester Rutoro. "Contextualising Theology." In Examining a New Paradigm of Heritage With Philosophy, Economy, and Education, 71–84. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3636-0.ch006.
Повний текст джерела"Developing a Teacher Training Program with Acquisition, Learning, and Technological Literacy Skills." In Reforming Teacher Education for Online Pedagogy Development, 221–48. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5055-8.ch010.
Повний текст джерелаCresswell-Yeager, Tiffany J., and Raymond J. Bandlow. "Transformation of the Dissertation." In Creating a Framework for Dissertation Preparation, 41–66. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9707-0.ch003.
Повний текст джерелаТези доповідей конференцій з теми "Degree Discipline: Education"
Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4912.
Повний текст джерелаGill, Grandon, and Anol Bhattacherjee. "The Informing Sciences at a Crossroads: The Role of the Client." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3153.
Повний текст джерелаH.Burkett, William, Linda Knight, Gail Burkett, Thorne Donnelley, and Ian Newman. "Panel: One Size Does Not Fit All: Critical and Timely Issues in Computer Centered Curriculum Development." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2449.
Повний текст джерелаVoci, Denise, and Matthias Karmasin. "Sustainability and Communication in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.
Повний текст джерелаVenables, Anne, and Grace Tan. "Thinking and Behaving Scientifically in Computer Science: When Failure is an Option!" In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3048.
Повний текст джерелаMichael, Andreas. "The True Market Value of a Good Petroleum Engineer: A Technical Perspective." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206272-ms.
Повний текст джерелаFerreira, Rui Manuel Alves, Isabel Maria Simão Alves-Pereira, Joana Manuela Capela-Pires, and Marta Sofia Garcia Candeias. "Functional and conservation value of fruits - a lab approach." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11082.
Повний текст джерелаSharma, Ramesh Chander, and Yashpaul Sharma. "Augmenting Learning through Virtual Reality Applications in Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7986.
Повний текст джерелаHale, Beverley. "Reaching out to the sports science setting: the impact of academic practice on students’ statistical literacy." In Statistics Education and Outreach. International Association for Statistical Education, 2011. http://dx.doi.org/10.52041/srap.11501.
Повний текст джерелаMiliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.
Повний текст джерелаЗвіти організацій з теми "Degree Discipline: Education"
Brokert, V. V., and O. N. Nazarova. Electronic tests for the current control of knowledge in the discipline "Applied Geometry and Engineering Graphics" (training direction: 160000 Aviation and rocket and space technology, the level of higher education - specialty, bachelor's degree). Science and Innovation Center Publishing House, January 2017. http://dx.doi.org/10.12731/brokertnazarova17012017.22528.
Повний текст джерелаБілоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.
Повний текст джерелаAfrican Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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