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Статті в журналах з теми "Out-of-field and in-field history teacher"
Salleh, Umi Kalsum Mohd, and Fonny Hutagalung. "Comparisons of Out of Field and In-Field History Teacher: Teachers’ and Students’ Characteristics." Advanced Science Letters 22, no. 8 (August 1, 2016): 1952–56. http://dx.doi.org/10.1166/asl.2016.7737.
Повний текст джерелаFernandes da Silva Júnior, Astrogildo, and Josberto Montenegro Sousa. "O potencial do trabalho de campo na formação de professores de história." Ensino em Re-Vista 23, no. 2 (November 23, 2016): 437–59. http://dx.doi.org/10.14393/er-v23n2a2016-6.
Повний текст джерелаHardwood, David, and Kyle Thompson. "Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 34 (January 1, 2011): 199–200. http://dx.doi.org/10.13001/uwnpsrc.2011.3901.
Повний текст джерелаHarwood, David, and Kyle Thompson. "University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 33 (January 1, 2011): 235. http://dx.doi.org/10.13001/uwnpsrc.2011.3833.
Повний текст джерелаHarwood, David, and Kyle Thompson. "University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 35 (January 1, 2012): 168–69. http://dx.doi.org/10.13001/uwnpsrc.2012.3957.
Повний текст джерелаMohd. Salleh, Umi Kalsum, and I. Gusti Ngurah Darmawan. "Differences between In-Field and Out-of-Field History Teachers Influence on Students Learning Experience in Malaysian Secondary Schools." Creative Education 04, no. 09 (2013): 5–9. http://dx.doi.org/10.4236/ce.2013.49b002.
Повний текст джерелаKipkoech, Langat Albine. "Use of Field Trip Method in History and Government Instruction in Secondary Schools." East African Journal of Education Studies 3, no. 1 (April 8, 2021): 70–76. http://dx.doi.org/10.37284/eajes.3.1.316.
Повний текст джерелаFilippova, Tat'yana. "Interaction in the Field of Design and Scientific Research Activities of School and University." Profession-Oriented School 8, no. 3 (July 31, 2020): 49–53. http://dx.doi.org/10.12737/1998-0744-2020-49-53.
Повний текст джерелаStolyarenko, T. Ye. "FORMATION OF READINESS OF FUTURE TEACHERS OF HISTORY FOR INNOVATIVE ACTIVITY IN SCHOOL USING THE "PROJECT METHOD"." Educational Dimension 25 (June 23, 2009): 350–55. http://dx.doi.org/10.31812/educdim.6944.
Повний текст джерелаGustiar, Riski, Kurniawati Kurniawati, and Murni Winarsih. "The Challenges of Teaching Indonesian History in The Teaching Factory Learning Model in Vocational High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 11, 2021): 971–78. http://dx.doi.org/10.35445/alishlah.v13i2.692.
Повний текст джерелаДисертації з теми "Out-of-field and in-field history teacher"
Lindén, Clara. "History matters : A field study about Indian teachers and their outlook on the importance of history." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71131.
Повний текст джерелаWibaeus, Ylva. "Att undervisa om det ofattbara : En ämnesdidaktisk studie om kunskapsområdet Förintelsen i skolans historieundervisning." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42972.
Повний текст джерелаMelo, Naiane Pereira de. "Trabalhos de campo na semana de recepção de calouros no Instituto de Geociências/USP: institucionalização do ensino de geociências (1972-2012)." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21012013-151637/.
Повний текст джерелаThis study discusses the field work for the week of receiption of freshmen at the Geosciences Institute of USP, on two occasions. The first between 1978 and 1982 organized by the students of the bachelor\'s degree in geology, members of the Central Geological Survey Paulista - CEPEGE. The second moment for the students of the Bachelor\'s Degree in Geosciences and Environmental Education - LiGEA, between the years 2005 to 2012. The main objective of this study is to understand how these activities contributed and still contribute to the process of institutionalization of the area of Research and Education in Geosciences. Institutionalization is understood by us as not only the creation of a physical structure, with rules, regulations, laws and statutes, but in a broader sense, including also behaviors that embody values in a particular social group. During the research we realized that these introductory activities, each in its context, are imbued with values and methodological conceptions, educational and scientific. To carry out the analysis along these dimensions we use various techniques of data collection such as interviews, participant observation, research notes and document archive. So we try to understand how this field works were organized, using a multidimensional look, understanding the historical contexts and educational concepts, epistemological discussions relating to the area. The methodology of data analysis was the Textual Discourse Analysis. It was observed that the field work, both CEPEGE as the LiGEA reflect pedagogical aspects, procedural institutionalization and scientific training, participants\' subjective and emotional.
Silva, Sammia Castro. "Campo de saberes da capoeira cearense: um estudo sobre o Centro Cultural Capoeira Água de Beber (2002-2016)." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/21800.
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This work sought to know pedagogical practices of capoeira from the beginning of the XXI century, capoeira period gained greater political prestige in Brazil and the world due to patrimonialist policies. The methodology used was the Case Study, that is, an intensive qualitative research in documents and oral reports of a certain group of capoeira of the city of Fortaleza, the Cultural Center Capoeira Water of Drink- CECAB. The relevance of this study is to contribute with knowledge about the Field of Knowledge that constitutes this socioeducational space in constant expansion. The data collection process developed from the historical record of aspects of the main projects undertaken by the group which, in addition to the ritualistic practice of Capoeira, also promotes qualification courses, events and shows with a view to researching cultural diversity in a general way and Capoeira. Among the results obtained, we emphasize that the Capoeira Field of Knowledge assumes relations with traditional scientific fields of formal education and with traditional popular knowledge. However, it does not refer to an eminently disciplinary field with rigid and cast structures, but rather a free field of action of charismatic educators with a leadership profile. It is a field in which some knowledges are highlighted according to the collective interests of a given period and the motivation derived from corporal practices, offering subsidies for active and critical teaching proposals. Therefore, we conclude that the projects investigated are collective pedagogical actions that, through public and private resources, perpetuate knowledge about African and indigenous cultural values and elements, from a multicultural perspective.
Este trabalho pretendeu registrar práticas educativas da capoeira cearense a partir do início do século XXI, período em que a capoeira obteve maior prestígio político no Brasil e no mundo em virtude das políticas patrimonialistas vigentes. A imersão nos saberes e modos de ensinar a capoeira foi realizada através de uma análise sobre as práticas educativas do Centro Cultural Água de Beber - CECAB, ou seja, um Estudo de Caso. Portanto, trata-se de uma pesquisa qualitativa intensiva em documentos e relatos orais, cuja relevância consistiu em responder ao seguinte questionamento: Do que é constituído o Campo de Saberes da Capoeira na atualidade? O processo de coleta de dados se desenvolveu a partir do registro histórico de aspectos dos principais projetos empreendidos pelo grupo que, além da prática ritualística da Capoeira, também promove cursos de qualificação, eventos e espetáculos, em uma perspectiva de pesquisar a diversidade cultural de um modo geral e da Capoeira. Entre os resultados obtidos, destacamos que o Campo de Saberes da Capoeira assume relações com campos científicos tradicionais da educação formal e com os saberes populares tradicionais. Contudo, não se refere a um campo eminentemente disciplinar com estruturas rígidas e imutáveis, mas sim um campo livre de atuação de educadores carismáticos e com perfil de liderança. É um campo em que alguns saberes são postos em evidência de acordo com os interesses coletivos de determinado período e pela motivação oriunda das práticas corporais, oferecendo subsídios para propostas de ensino ativo e crítico. Portanto, concluímos que os projetos investigados são ações educativas coletivas que, através de recursos públicos e privados, perpetuam conhecimentos sobre valores e elementos culturais africanos e indígenas, numa perspectiva multicultural.
Edberg, Mikaela. "India is a secular state : a study of how teachers at Jiva Public School integrate religious education in their subjects." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-524.
Повний текст джерелаThis report is based on a field study that was carried out in India. The aim of this field study is to find out how the religious education is carried out at Jiva Public School in Faridabad. The questions that are tried to be answered are if the teachers at this school integrate religious education in some of their subjects, if they see any problems performing this kind of education and what attitudes teachers’ have towards religious education.
In the presentation of previous research, opinions of several international researchers regarding religious education and their thoughts about how a good religious education can be designed will be made.
The empirical material has been assembled by doing qualitative semi-structured interviews with teachers at the school mentioned above. This kind of method suits well the aim and questions since the focus will be on trying to understand these teachers way to reason and act. When describing the methods, other problems that can occur during a field study are presented.
The results are presented in text but also in diagrams, so that the reader can get a good overview. In the analysis and discussion the results will refer to the previous research.
While analysing the empirical material a result was that a majority of the teachers did not integrate religious education in some of their subjects. They did not see it as their task and they meant that it is less important to get absorbed about people’s different beliefs since India is a secular state. You should not give any religion preference so why should you discuss about religions in your teaching? The focus should instead be on acceptance and to teach the pupils to respect each other no matter what. The teachers that did integrate religion in their subjects did this by celebrating religious festivals within the school. Only two teachers practised “ordinary” lessons when teaching about religions.
Denna uppsats baseras på en fältstudie som har utförts i Indien. Syftet med fältstudien är att undersöka hur religionsundervisningen ser ut på Jiva Public School i Faridabad. Frågeställningarna som ska försöka besvaras är hur lärare på denna skola integrerar religionsundervisning i något av sina ämnen, om de kan se några problem med att utföra denna typ av undervisning och hur lärarnas inställning till religionsundervisning ser ut.
I avsnittet Tidigare forskning redovisas flera internationella forskares syn på just religionsundervisning och hur de tycker att bra religionsundervisning kan vara utformad.
Det empiriska materialet har samlats in genom kvalitativa semistrukturerade intervjuer med lärare på ovannämnda skola. Denna metod passar syftet och frågeställningarna bäst eftersom fokus kommer att ligga på att försöka förstå dessa lärares sätt att diskutera och agera. I metodavsnittet kommer också andra relevanta problem man som forskare kan ställas inför då en fältstudie skall utföras att tas upp.
Resultatet presenteras i löpande text, men också med diagram för att göra det hela mer överskådligt samt lättförståeligt. I analys- och diskussionsavsnittet kommer resultatet att knytas till den tidigare forskningen.
Vid analysen av det empiriska materialet visade det sig att de flesta lärare inte integrerar religion i något av sina ämnen. Detta på grund av att de ansåg att det inte var deras uppgift. De menade också att det var mindre viktigt att fördjupa sig i vad andra människor har för trosuppfattning eftersom Indien är en sekulär stat. Ingen religion skall ha företräde och varför skall man då diskutera religion i sin undervisning? Istället borde fokus ligga på acceptans och att lära eleverna att bara respektera varandra utan vidare. De lärare som däremot integrerade religion i sina ämnen gjorde detta genom att fira olika religiösa högtider på skolan. Endast två lärare använde sig av ”traditionella” lektioner då de undervisade om religion.
Schreiner, Stefan. "‚Instrumentalisierte Religion‘ – Juden in Wilna unter deutscher Besetzung während des Ersten Weltkriegs." HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2016. https://slub.qucosa.de/id/qucosa%3A34820.
Повний текст джерелаMohd, Salleh Umi Kalsum. "An investigation into differences between out-of-field and in-field history teachers’ influence on students’ learning experiences in Malaysian secondary schools." Thesis, 2014. http://hdl.handle.net/2440/85038.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Education, 2014
"Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers." Doctoral diss., 2010. http://hdl.handle.net/2286/R.I.8824.
Повний текст джерелаDissertation/Thesis
Ph.D. Curriculum and Instruction 2010
TUNG, RU-YUN, and 董如筠. "A Study on The Scale of Junior High School Social Field Teacher's Acceptance Toward History Teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3zvv3a.
Повний текст джерела東海大學
歷史學系
105
Abstract The objective of this study was to use Gee-Wen Ding’s article (2011) “A study of the relationship between lifelong learning literacy and professional attitude of public junior high and elementary school teachers” as a framework, and adopt a rigorous approach to compile the scale of junior high school social field acceptance toward history teaching. To conduct the research, a questionnaire was developed to survey on the sample space with 500 junior high school students. The study consists of three stages: topics of the scale development with skewness and kurtosis analysis, exploratory factor analysis, and confirmatory factor analysis. The research results indicate the scale contains three factors: cognition, affection, and skills respectively. There is a total of 12 topics included in the scale. The scale shows good reliability and validity; but some of the indicators for goodness of fit do not meet the standard. Conclusions: The study shows that the compiled scale is suitable for the measurement of the junior high school social field acceptance toward physical education. In the applied analysis, it was found that the three factors of the scale were both reliable and valid in skewness and kurtosis analysis, Exploratory factor analysis, and confirmatory factor analysis. Suggestions: Some division or topics of the scale were not comprehensive enough, future study may correct or improve these variables to make the measurement using the scale more accurate.
CHUNG, SHIU CHIN, and 許金鐘. "Study on Utilization of Resources from Local Cultural and History Workshops by Elementary School Teachers to Carry out Outdoor Homeland Education in Taoyuan County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/31358742626869585948.
Повний текст джерела國立臺北教育大學
社會科教育學系碩士班
94
Abstract The purpose of this study is to understand how elementary school teachers in Taoyuan County utilize resources from local cultural and history workshops to carry out homeland education. This study surveyed cultural and history researchers and elementary school teachers by questionnaire to understand their opinions on cooperation model, and explore the cooperation, resource demands, activity planning, cooperation strategies, cooperation values, and related affecting factors. Also, along with participation, field observation, and teaching, this study probed into the core of problems, in hope to develop a feasible teaching activity plan. The subjects of this study were elementary school teachers in Taoyuan County, 300 subjects were selected by strategies random sampling based on school scale and region. A total of 268 questionnaires were returned, and the valid return rate was 89%. The data were analyzed with descriptive statistics and One-way ANOVA, and the following results were reached: 1.Cultural and history workshops in Taoyuan County are willing to provide resources to assist in outdoor homeland education, and believe that there is demand for the resources. Concerning cultural heritage, most of the cultural and history researchers are willing to cooperate with interested teachers for voluntary service. 2.Elementary school teachers gain resources of cultural and history workshops mostly from the Internet, and mostly contact the researchers by telephone. The outdoor homeland education is usually about 3~5 hours, and integrate social studies subject. The teachers believe that the most valuable part of this cooperation model is “cultivating students’ love and care for their homeland”, “supplement teachers’ weakness in homeland education”, and “combining in-class teaching and outdoor teaching”. 3.Elementary school teachers believes that the factors affecting this cooperation model include “large class scale”, “lack of knowledge in homeland”, “lack of funding from the school”, and “cultural and history researchers are lack of channels to participate in school teaching”, among which, teachers’ competency is the most critical factor. 4.Teachers should invite cultural and history researchers in the community to participate in outdoor homeland education, and act as teaching guide and maintain the order of students. The cooperative and interaction could help to promote homeland education. 5. The teaching activity plan developed by this study includes: “careful pre-planning”, “complete preparation”, “effective teaching”, and “thoughtful review”. Based on the results, the following suggestions are proposed: 1.The education bureaus should allot special budget to fund the utilization of the resources from cultural and history workshop. 2.School administration should improve the support to teaching and relieve the burden of students. 3.Schools should actively invite cultural and history researchers to participate in homeland education training for teachers, in order to enhance teachers’ knowledge in homeland education through communication. 4.Teachers should evaluate the teaching activity after outdoor homeland education, and improve the teaching effect.
Книги з теми "Out-of-field and in-field history teacher"
Leonova, Anna, Larisa Baykova, Galina Vyalikova, and Svetlana Ermolaeva. Development of the concept of teacher personality formation in the history and theory of higher pedagogical education in the 90s of the twentieth century. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1876370.
Повний текст джерелаOut of left field: Jews and Black baseball. New York: Oxford University Press, 2011.
Знайти повний текст джерелаUniversität Frankfurt am Main. Frobenius-Institut, ed. Out of our minds: Reason and madness in the exploration of Central Africa : the Ad. E. Jensen lectures at the Frobenius Institut, University of Frankfurt. Berkeley: University of California Press, 2000.
Знайти повний текст джерелаE, Israel Susan, and Monaghan E. Jennifer 1933-, eds. Shaping the reading field: The impact of early reading pioneers, scientific research, and progressive ideas. Newark, DE: International Reading Association, 2007.
Знайти повний текст джерелаShirshov, Vladimir. The history of social work. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/989564.
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 джерелаTales out of school: Gender, longing, and the teacher in fiction and film. Carbondale: Southern Illinois University Press, 1999.
Знайти повний текст джерелаGardiner, Di. Constructing the field of education as a liberal art and as teacher preparation at five Western Australian universities: An historical analysis. Lewiston, N.Y: Edwin Mellen Press, 2011.
Знайти повний текст джерелаKarnaukh, Nadezhda. History of training University teachers in Russia in the XIX century. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/23364.
Повний текст джерелаGagarina, Larisa, Grigoriy Kuznecov, Evgeniy Portnov, and Anna Doronina. Introduction to information and communication technologies. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1189946.
Повний текст джерелаЧастини книг з теми "Out-of-field and in-field history teacher"
Pop, Fom. "20. A Concise History of Modern Art." In Studies out in Left Field, 121. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.63.31pop.
Повний текст джерелаZhang, Di. "Out-of-School Child Entering Sports Field." In An Oral History of the Special Olympics in China Volume 2, 133–78. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5128-4_4.
Повний текст джерелаdu Plessis, Anna E., Linda Hobbs, Julie A. Luft, and Colleen Vale. "The Out-of-Field Teacher in Context: The Impact of the School Context and Environment." In Examining the Phenomenon of “Teaching Out-of-field”, 217–42. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3366-8_9.
Повний текст джерелаGoos, Merrilyn, and Aoife Guerin. "Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers." In Out-of-Field Teaching Across Teaching Disciplines and Contexts, 311–32. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9328-1_15.
Повний текст джерелаBosse, Marc, and Günter Törner. "Teacher Identity as a Theoretical Framework for Researching Out-of-Field Teaching Mathematics Teachers." In Views and Beliefs in Mathematics Education, 1–13. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_1.
Повний текст джерелаPlumpe, Werner. "1968 and German Firms: On Marking Out a Field of Research." In German Economic and Business History in the 19th and 20th Centuries, 137–66. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51860-6_6.
Повний текст джерелаMüller, Francis. "Methods and Aspects of Field Research." In Design Ethnography, 31–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60396-0_5.
Повний текст джерелаFranco Harnache, Andrés. "“Mostrar, no decir”: The Influence of and Resistance Against Workshop Poetics on the Hispanic Literary Field." In New Directions in Book History, 325–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_14.
Повний текст джерелаAlmquist, Heather, Lisa Blank, Jeffrey W. Crews, George Stanley, and Marc Hendrix. "Field-Based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies." In Teaching Science and Investigating Environmental Issues with Geospatial Technology, 35–50. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-90-481-3931-6_3.
Повний текст джерелаGrauby, Françoise. "The “Ready-Made-Writer” in a Selection of Contemporary Francophone Literary Advice Manuals." In New Directions in Book History, 199–216. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_8.
Повний текст джерелаТези доповідей конференцій з теми "Out-of-field and in-field history teacher"
Yadali Jamaloei, Benyamin. "Lessons Learned from History-Matching the First Out-Of-Sequence Fracturing Field Test in North America." In Abu Dhabi International Petroleum Exhibition & Conference. Society of Petroleum Engineers, 2019. http://dx.doi.org/10.2118/197227-ms.
Повний текст джерелаPop, Ioan-Nicolae. "Names of rhetoricians in the field of religion." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/65.
Повний текст джерелаGaidamashko, Roman V., Olga N. Krylova, and Alexander N. Levichkin. "About the conception of the Dictionary of Pinega dialects." In Lexicography of the digital age. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-19-1-2021-62.
Повний текст джерелаKurniawan, Andhy, Reffi Erany, Artur Aslanyan, Danila Gulyaev, Sameer Joshi, and Guruh Ferdyanto. "Reservoir And Production Characterization Through Multi-well Pressure Deconvolution Analysis to Optimize Field Development Strategy in Pematang Lantih Field, Jambi." In SPE/IATMI Asia Pacific Oil & Gas Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205810-ms.
Повний текст джерелаYeshayahu, Shai, Eric Strain, and Maria University of Las Vegas Nevada. "No Time to Think: A Theory about What Architects Do in the Age of Artificial Intelligence [AI]." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.36.
Повний текст джерелаHelmy, Mohmed, Rouhollah Farajzadeh, Adnan Al Maqbali, and Mohamed Sabahi. "Sultanate of Oman Giant Fractured Carbonate Field, Fracture Model Impact on Understanding Field Connectivity from Seismic to Flow." In SPE Conference at Oman Petroleum & Energy Show. SPE, 2022. http://dx.doi.org/10.2118/200154-ms.
Повний текст джерелаSantamaria, Giovanni. "Merging Thresholds and New Landscapes of Knowledge." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.11.
Повний текст джерелаZhang, Lina, Heng Zhang, Jintong Hu, Songjie Zhang, Wenling Yang, Changlu Yang, Xueliang Yu, Yuhong Hao, and Bin Wang. "Successful Application of Fishable and Sectional ESS Completion Technology for Sand Control _ A Case History in SHAD Field." In IADC/SPE Asia Pacific Drilling Technology Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/209868-ms.
Повний текст джерелаIsmagilov, Ruslan Faritovich, Irina Aleksandrovna Chernykh, Andrey Sergeevich Chukhlov, Sergey Evgenievich Nikulin, Danila Nikolaevich Gulyaev, and Linar Airatovich Zinurov. "Optimization of the Reservoir Pressure Maintenance System in a Low-Permeability Carbonate Field." In SPE Russian Petroleum Technology Conference. SPE, 2021. http://dx.doi.org/10.2118/206507-ms.
Повний текст джерелаShelegina, Olga N. "MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY: Materials of the IV All-Russian (with International Participation) Scientific Conference." In MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY, edited by Galina M. Zaporozhchenko. Novosibirsk State University, 2020. http://dx.doi.org/10.25205/978-5-4437-1115-7.
Повний текст джерелаЗвіти організацій з теми "Out-of-field and in-field history teacher"
Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.
Повний текст джерелаZhylenko, Tetyana I. Auto Checker of Higher Mathematics - an element of mobile cloud education. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3895.
Повний текст джерелаLeis, Sherry, and Mary Short. George Washington Carver National Monument plant community report: 2004–2020. Edited by Tani Hubbard. National Park Service, December 2021. http://dx.doi.org/10.36967/nrr-2288500.
Повний текст джерелаEnsuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.
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