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Статті в журналах з теми "Urban schools Victoria Curricula"
Zinn, Grover A. "Hugh of St. Victor's De scripturis et scriptoribus sacris as an Accessus Treatise for the Study of the Bible." Traditio 52 (1997): 111–34. http://dx.doi.org/10.1017/s0362152900011958.
Повний текст джерелаRuiz-Apilánez, Borja, Eloy Solís, and José M. de Ureña. "Urban morphological curricula in Spanish schools of architecture." Urban Morphology 19, no. 2 (April 20, 2015): 146–56. http://dx.doi.org/10.51347/jum.v19i2.4028.
Повний текст джерелаPfueller, Sharron L., Ian Innes-Wardell, Helen Skondras, Dianne Marshall, and Tarnya Kruger. "An Evaluation of Saltwatch: A School and Community Action Research Environmental Education Project." Australian Journal of Environmental Education 13 (1997): 61–68. http://dx.doi.org/10.1017/s0814062600002846.
Повний текст джерелаReupert, Andrea, Joanne M. Deppeler, and Umesh Sharma. "Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder." Australasian Journal of Special Education 39, no. 1 (December 18, 2014): 85–96. http://dx.doi.org/10.1017/jse.2014.17.
Повний текст джерелаScholz, Wolfgang, Tim Stober, and Hannah Sassen. "Are Urban Planning Schools in the Global South Prepared for Current Challenges of Climate Change and Disaster Risks?" Sustainability 13, no. 3 (January 20, 2021): 1064. http://dx.doi.org/10.3390/su13031064.
Повний текст джерелаKryczka, Nicholas. "Building a Constituency for Racial Integration: Chicago's Magnet Schools and the Prehistory of School Choice." History of Education Quarterly 59, no. 1 (January 31, 2019): 1–34. http://dx.doi.org/10.1017/heq.2018.49.
Повний текст джерелаZhu, Toby, Christina Crenshaw, and Lakia M. Scott. "Curriculum in Action: Teaching Students to Combat Human Trafficking." Education and Urban Society 52, no. 9 (March 24, 2020): 1351–71. http://dx.doi.org/10.1177/0013124520911909.
Повний текст джерелаRosi, Maja, Jerneja Smole, and Jasna Potočnik Topler. "Raising Awareness of Urban Environment Development in Primary Schools." Acta Economica Et Turistica 2, no. 2 (December 1, 2016): 105–13. http://dx.doi.org/10.1515/aet-2016-0009.
Повний текст джерелаBoston, Melissa D., and Anne Garrison Wilhelm. "Middle School Mathematics Instruction in Instructionally Focused Urban Districts." Urban Education 52, no. 7 (March 18, 2015): 829–61. http://dx.doi.org/10.1177/0042085915574528.
Повний текст джерелаClark, Julie, and Terry Harrison. "Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?" Australian Journal of Environmental Education 13 (1997): 27–36. http://dx.doi.org/10.1017/s0814062600002809.
Повний текст джерелаДисертації з теми "Urban schools Victoria Curricula"
Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.
Повний текст джерелаJones, Margaret Lewis. "A comparison of two strategies used to reduce the number of dropout-prone students in urban middle schools." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39821.
Повний текст джерелаEd. D.
Sithole, Kateko Lucy. "The use and analysis of African languages in the former Model C schools : A case study." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1119.
Повний текст джерелаThe study discovered that above mentioned situation has hardly changed English in the in the school under review is fill medium of instruction of the majority of learners,power of Afrikaans. A major recommendation of the study is that African languages should be introduced as medium of infraction for African language speakers in all former model school
Thornhill, Christa. "First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95918.
Повний текст джерелаENGLISH ABSTRACT: The aim of this study was to investigate and describe the current state of Afrikaans FAL teaching in selected Gr 4 – 6 classes in Western Cape urban schools. This was done by presenting an overview of the literature relevant to FAL teaching and FAL curricula as well as the results from questionnaires and semi-structured interviews with Gr 4 – 6 teachers. This study does not offer a quick-fix solution to the problems in the Afrikaans FAL classrooms, but the researcher believes that the findings will highlight the daily challenges Afrikaans FAL teachers have to face and that all role players will become actively involved in improving the state of Afrikaans FAL teaching in the Western Cape. The relevance of this study lies in the national drive towards the promotion of multilingualism among the general population and especially in education. Feedback from student teachers returning from practice teaching indicated that not enough time is allocated by schools for the instruction of Afrikaans FAL; greatly differing methodologies as well as teaching and learning materials are being used in Afrikaans FAL classes; and learner and teacher Afrikaans proficiency varies from class to class. A theoretical framework for language teaching and learning, a literature study pertaining to first additional language teaching nationally and internationally, and an analysis of South African FAL curricula support the research. Constructivism, social constructivism and teacher knowledge were identified as the underpinning theories for language teaching and learning. The literature study provides an overview of all the major methodologies relevant to FAL teaching and the researcher concluded that there is no single method or approach that will ensure effective FAL teaching, but that teachers should implement an eclectic approach to achieve the best results. This study used a mixed methods approach to generate empirical data; 125 questionnaires, completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the qualitative strand of the study, semi-structured interviews were conducted with 17 Afrikaans FAL teachers. The data of these interviews were used as triangulation, to confirm or disconfirm and elaborate on the results of the questionnaires. One of the major factors impacting negatively on the teaching and learning of Afrikaans FAL is the negative attitude towards Afrikaans among many learners and their parents. Teachers are not equipped with teaching strategies and techniques to manage these negative attitudes. The results show that many teachers still follow a teacher-centred approach to teaching, which is an indication that learners are not given enough opportunities to develop their communicative competence through interaction with others. Another factor affecting Afrikaans FAL teaching negatively is that not all schools implement the prescriptions of the various language policies and curricula as they should. The study also investigated the use of appropriate and relevant learning and teaching support materials (LTSM) in the FAL classroom. The results showed that most teachers still mainly use the textbook as teaching resource. There is a dire need for appropriate Afrikaans LTSM for FAL. The expectation is that, in the age of technology we find ourselves in today, learners’ interest will be stimulated through the use of technological teaching aids. Teachers should therefore have access to, and use, a variety of media and technological teaching aids and be able to integrate them effectively into their language teaching. The findings of the study revealed teachers are caught up in traditional language teaching methods and strategies which do not contribute to the enhancement of learners’ proficiency in the target language. The study also closely examined the different types of knowledge that a language teacher should have. The results showed that the teachers’ knowledge of the curriculum, language policies, language teaching and learning theories as well as methodologies is extremely limited. Therefore a new method or approach is needed, which is why this study recommends that the HEIs and the WCED ensure that initial teacher training programmes and in-service training workshops are upgraded and adapted in order to prepare the teachers adequately to implement the prescribed curriculum using appropriate methodologies and strategies.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die huidige stand van Afrikaans Eerste Addisionele Taal (EAT) onderrig in gekose Gr 4 – 6 klasse in Wes-Kaapse stedelike skole te ondersoek en beskryf. Dit is gedoen by wyse van die aanbieding van ’n oorsig van die betrokke literatuur oor EAT-onderrig en EAT-kurrikula, asook die resultate van vraelyste en semigestruktureerde onderhoude met Gr 4 – 6-onderwysers. Hierdie studie bied nie ’n kitsoplossing vir die probleme in die Afrikaans EAT klaskamers nie, maar die navorser glo dat die bevindinge die uitdagings wat Afrikaans EAT-onderwysers daagliks trotseer, sal beklemtoon en dat alle rolspelers aktief betrokke sal raak om die stand van Afrikaans EAT onderrig in die Wes-Kaap te verbeter. Die toepaslikheid van hierdie studie is gesetel in die nasionale klem op die bevordering van meertaligheid onder die algemene pupliek en veral in die onderwys. Studente terugvoer na die praktiese onderwys dui daarop dat nie genoeg tyd aan die onderrig van Afrkaans EAT in skole bewillig word nie en dat daar ‘n groot verskeidenheid onderrigmetodes en onderrig- en leerhulpmiddels in Afrikaans EAT-klasse aangewend word. Leerders en onderwysers se vaardigheid in Afrikaans wissel ook van klas tot klas. Die navorsing is ondersteun deur ‘n teoretiese raamwerk van taalonderrig en –leer, ‘n literatuurstudie van eerste addisionele taalonderrig, nasionaal sowel as internasionaal, asook ‘n analise van Suid-Afrikaanse EAT-kurrikula. Konstruktivisme. sosio-konstruktivisme en onderwyser kennis is geïdentifiseer as die teoretiese begronding vir taalonderrig en –leer. Die literatuurstudie gee ‘n oorsig van al die belangrike en relevante EAT-metodieke. Die navorser het tot die gevolgtrekking gekom dat nie een enkele metode of benadering effektiewe EAT-onderrig kan verseker nie, maar dat onderwysers ‘n eklektiese benadering behoort te volg om die beste resultate te verseker. Hierdie studie het ‘n gemengde navorsingsbenadering gevolg ten einde empiriese data te genereer. Die kwantatiewe data is ingesamel by wyse van talle vraelyste wat deur Gr 4 – 6 Afrikaans EAT-onderwysers voltooi is. Semi-gestruktureerde onderhoude is met 17 Afrikaans EAT-onderwysers gevoer ten einde die kwalitatiewe data in te samel. Die data van hierdie onderhoude is gebruik as tri-angulasie om die resultate van die vraelyste te bevestig of te weerspreek. Een van die belangrikste faktore wat die onderrig en leer van Afrikaans EAT negatief beïnvloed, is baie leerders en ouers se negatiewe houding teenoor Afrikaans. Onderwysers is nie toegerus met die nodige onderrigstrategieë en –tegnieke om hierdie negatiewe houdings aan te spreek nie. Die resultate wys daarop dat baie onderwysers steeds ’n onderwyser-gerigte benadering volg wat daartoe lei dat die leerders nie genoegsame geleentheide kry om hulle kommunikatiewe vaardighede by wyse van interaksie met ander te ontwikkel nie. ‘n Ander faktor wat Afrikaans EAT-onderrig negatief beïnvloed, is die feit dat nie alle skole die voorskrifte van die verskillende taalbeleide en kurrikula implementeer soos van hulle verwag word nie. Hierdie studie het ook die gebruik van gepaste en relevante onderrig- en leerondersteuningsmateriaal in die EAT-klaskamer ondersoek. Die resultate het daarop gedui dat die meeste onderwysers nog steeds die handboek as belangrikste onderrighulpmiddel gebruik. Daar bestaan ‘n geweldige behoefte na gepaste Afrikaanse onderrig- en leermateriaal vir EAT. In die tegnologiese era waarin ons ons bevind, bestaan die verwagting dat leerders se belangstelling gestimuleer sal word deur die gebruik van tegnologiese onderrigmateriaal. Onderwysers behoort dus toegang te hê tot en ‘n wye verskeidenheid media en tegnologiese onderrigmateriaal te kan gebruik en in staat wees om dit suksesvol te integreer in hulle taalonderrig. Die bevindinge van hierdie studie het gewys dat onderwysers vasgevang is in tradisionele taalonderrigmetodes en –strategieë wat nie bydra tot die ontwikkeling van die leerders se vaardigheid in die teikentaal nie. Die verskillende soorte kennis waaroor ‘n taalonderwyser behoort te beskik is ook onder die vergrootglas geplaas. Die resultate het getoon dat die onderwysers se kennis van die kurrikulum, taalbeleid, taalonderrig en –leerteorieë en metodieke uiters beperk is. Daar is dus ‘n behoefte aan ‘n nuwe metode of benadering en daarom beveel hierdie studie aan dat onderwyseropleidingsprogramme en indiensopleidingswerkswinkels opgegradeer en aangepas word deur die Hoëronderwysinstellings en die WKOD om te verseker dat onderwysers voldoende voorberei word om gepaste metodieke en strategieë toe te pas in die implementering van die voorgeskrewe kurrikula.
Uelk, Katie Owens. "Arts-Based Pedagogies and the Literacy of Adolescent Students in High-Risk and High-Poverty Communities." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555430793261226.
Повний текст джерелаHales, Steven. "Municipal School Curricula Knowledge Dynamics in Brazil's Northeast." Thesis, 2011. http://hdl.handle.net/1807/29739.
Повний текст джерелаWelthagen, Denise Anne. "Urban township students' reading : micro-genetic studies in an academic support school." Thesis, 2014. http://hdl.handle.net/10210/10758.
Повний текст джерелаThis study focuses on the reading proficiency in English of black students who are attending an academic support school. From observations made on the difficulties experienced by many students in successfully completing reading tasks in the classroom., it appeared that many of these students were not proficient readers. As reading is a multi-dimensional research phenomenon, various dimensions of reading, which include bottom-up proficiency, top-down proficiency, metacognition, and affective and socio-cultural factors, have been investigated. While reading proficiency is the focus of the study, the relationship between reading and language proficiency as well as the influence of the sociocultural and educational background of the student on his reading have also been investigated. The research design for investigating the problem included a review of literature on the various reading models and on reading pedagogy, as well as on the relationship between language proficiency and reading proficiency. Literature on the influence of a disadvantaged sociocultural and educational background on reading proficiency was also reviewed. From these readings it was evident that reading is a complex process, the nature of which is still being investigated by reading theorists. Furthermore, the literature reviewed seemed to indicate that there is a relationship between language proficiency and reading proficiency, as well as a relationship between the sociocultural and educational background of the student and reading proficiency. The literature review was followed by a micro-genetic investigation of the research problem by a full participant researcher. Data were collected from nine students and processed. The findings indicate that most of the students are not proficient readers even though their bottom-up proficiency is adequate. Furthermore, it was found that a relationship between language proficiency and between sociocultural status and educational disadvantage and reading proficiency, does appear to exist. To conclude the investigation, suggestions for teacher training in reading pedagogy and for the teaching of reading in secondary schools to English Second Language readers were made. Finally, a model for reading pedagogy, which includes various aspects of the reading process, was devised.
Santos, Juarez Severino dos. "Entre o campo e a cidade : relações e concepções dos docentes acerca dos sujeitos aprendentes da escola do campo." Master's thesis, 2016. http://hdl.handle.net/10437/7431.
Повний текст джерелаEsta investigação se volta para compreender como se manifestam e são vivenciadas as dificuldades dos docentes nas suas práticas pedagógicas na escola do campo e as concepções dos docentes acerca dos sujeitos aprendentes da escola do campo em contraponto à prática pedagógica desenvolvida nas escolas da cidade. Para além desta questão norteadora, esta pesquisa pretende oferecer reflexões para alguns questionamentos: Quais as vivências e as dificuldades dos docentes na sua prática pedagógica da escola do campo? Quais as dificuldades encontradas pelos docentes no desenvolvimento curricular, nomeadamente na contextualização nas condições de aprendizagens dos sujeitos aprendentes? Como os professores se relacionam com a metodologia utilizada na escola do campo? Como trabalhar com os elementos curriculares que norteiam os métodos e práticas educacionais da educação do campo? As categorias teóricas eleitas que deram suporte à investigação empírica foram: cultura da escola; escola do campo; currículo e prática pedagógica. A tentativa de não reconhecer os conhecimentos populares para transformarem em conhecimento científico dando subjetividade a esses saberes, e a proposta de formação que articule princípios filosóficos, epistemológicos e políticos em prol de uma educação comprometida com os anseios populares. A fala da maioria dos profissionais da educação aqui entrevistados, reflete a concepção atual de educação como princípio do desenvolvimento e não só resultado das provas, mas também as relações com a realidade e identidade do sujeito aprendente.
This research turns to understand the difficulties of teachers in their pedagogical practices in rural schools, as well as to understand their conceptions about the learners as subjects in rural schools, opposed to the pedagogical practice developed in urban schools. In addition to this main question, this research intended to offer reflections to some questions: which are the difficulties of teachers in their pedagogical practices in a rural school? What are the difficulties found by them regarding the curriculum development, particularly in the contextualization of the conditions of learning for the learners? How teachers relate to the methodology employed in a rural school? How to work with curricular elements that guide the educational methods and practices in the rural education? The theoretical categories selected to give support to the empirical research were: school culture; rural school; curriculum and pedagogical practice. There is a tendency to not recognize popular knowledge as a tool to be transformed into scientific knowledge, which would add subjectivity to the different kinds of knowledge. There is also the need for a training proposal that articulates philosophical, epistemological and political principles in favor of an educational formation committed with popular aspirations. The speech of most education professionals interviewed reflects the current concept of education as a principle of development, and not only a result of the application of tests, which can give support to the relations with reality and identity of the learner.
Книги з теми "Urban schools Victoria Curricula"
J, Galton Maurice, and Patrick Helen 1951-, eds. Curriculum provision in the small primary school. London: Routledge, 1990.
Знайти повний текст джерелаLauria, Mickey. Urban schools: The new social spaces of resistance. New York: P. Lang, 2005.
Знайти повний текст джерелаHantzopoulos, Maria. Restoring dignity in public schools: Human rights education in action. New York: Teachers College Press, 2016.
Знайти повний текст джерела1944-, Tobin Kenneth George, Elmesky Rowhea 1975-, and Seiler Gale 1952-, eds. Improving urban science education: New roles for teachers, students, and researchers. Lanham, MD: Rowman & Littlefield Publishers, 2005.
Знайти повний текст джерелаLocke, Davidson Ann, ed. Bringing the Internet to school: Lessons from an urban district. San Francisco: Jossey-Bass, 2002.
Знайти повний текст джерелаEducating Moral Sensibilities in Urban Schools. BRILL, 2008.
Знайти повний текст джерелаPinder-Watkis, Terrecita E. Linking Chapter I and regular classroom programs in an urban elementary school through curriculum redesign: A case study, 1986-1989, Roosevelt, New York. 1992.
Знайти повний текст джерелаEducational Resources Information Center (U.S.), ed. Small learning communities meet school-to-work: Whole-school restructuring for urban comprehensive high schools. [Baltimore, MD]: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University & Howard University, 1999.
Знайти повний текст джерелаPutting Education to Work: How Cristo Rey High Schools Are Transforming Urban Education. HarperOne, 2014.
Знайти повний текст джерелаWassell, Beth A., and Ian Stith. Becoming an Urban Physics and Math Teacher: Infinite Potential. Springer Netherlands, 2010.
Знайти повний текст джерелаЧастини книг з теми "Urban schools Victoria Curricula"
Johnson, Joseph F., Cynthia L. Uline, and Lynne G. Perez. "Access to Challenging Curricula for All Students." In Leadership in America’s Best Urban Schools, 37–50. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315685519-4.
Повний текст джерелаPlainer, Zsuzsa. "Segregated Schools, “Slow Minds” and “Must Be Done Jobs”: Experiences About Formal Education and Labour Market in a Roma Community in Romania." In Social and Economic Vulnerability of Roma People, 39–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_3.
Повний текст джерелаHansen, Cory Cooper. "ABCs and PCs." In Cases on Educational Technology Integration in Urban Schools, 230–35. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch032.
Повний текст джерелаKnowlton Cockett, Polly L., Janet E. Dyment, Mariona Espinet, and Yu Huang. "School Partnerships." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0015.
Повний текст джерелаPopejoy, Kate, Amy J. Good, Tracy Rock, and Jean Payne Vintinner. "Integrated Methods Block." In Professional Development Schools and Transformative Partnerships, 228–44. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6367-1.ch016.
Повний текст джерелаBurkholder, Zoë. "Conflict in the Community." In An African American Dilemma, 129–66. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0005.
Повний текст джерелаPopejoy, Kate, Amy J. Good, Tracy C. Rock, and Jean Payne Vintinner. "Integrated Methods Block." In Teacher Education, 1212–29. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch058.
Повний текст джерелаТези доповідей конференцій з теми "Urban schools Victoria Curricula"
Ra, Seung. "Doing the Right Things." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335082.
Повний текст джерелаЗвіти організацій з теми "Urban schools Victoria Curricula"
Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.
Повний текст джерелаBano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.
Повний текст джерела