• Refine your search:
  • 
    Keyword:
    
    • Education (4)
    • Educational psychology (2)
    • family engagement (2)
    • home literacy environment (2)
    • parent involvement (2)
    • school-aged children (2)
    • Classroom Study (1)
    • Cultural-historical theory (1)
    • Curriculum and Instruction (1)
    • Educational Assessment (1)
    •   more
  • 
    Creator / Publisher:
    
    • Zwass, Rachel (2)
    • Adams, Erin E (1)
    • Bailey, Alison L (1)
    • Lucas Wandela, Eugenia (1)
    • Scales, David (1)
    • Sigler, Ellen (1)
    • Souza, Silvana Paulina de (1)
    • Universidade Estadual Paulista (UNESP) (1)
    • Worley, David (1)
    • СОЛДАТЕНКО К.Ю. (1)
  • 
    Year:
    
    • 2014 (6)
  • 
    Medium:
    
    • Online (6)
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Партнерство ДОУ и родителей детей в процессе билингвального образования СОЛДАТЕНКО К.Ю.. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2014 BASE Show details 2 Parent Literacy Activities and Interactions with School-Aged Children Zwass, Rachel. - : eScholarship, University of California, 2014 In: Zwass, Rachel. (2014). Parent Literacy Activities and Interactions with School-Aged Children. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/65q0t3n4 (2014) BASE Show details 3 Parent Literacy Activities and Interactions with School-Aged Children Zwass, Rachel. - : eScholarship, University of California, 2014 BASE Show details 4 TANZANIA POST-COLONIAL EDUCATIONAL SYSTEM AND PERSPECTIVES ON SECONDARY SCIENCE EDUCATION, PEDAGOGY, AND CURRICULUM: A QUALITATIVE STUDY Lucas Wandela, Eugenia In: College of Education Theses and Dissertations (2014) Abstract: The development of technology and innovation in any country depends on a strong investment in science education from the lower to the upper levels of education. In most of the Sub-Saharan African nations, science education curriculum and teaching still faces many issues and problems that are inhibiting the growth of technology and innovation in these nations. In order to address these issues, an interpretive qualitative study that aims to examine how Tanzanian secondary science educators perceive secondary science education was conducted in the summer of 2013. The purpose of this study is to investigate problems and educational issues that might be limiting the growth of science, technology, and innovation in the Tanzanian society. Additionally, this research investigates the impacts of the colonial legacy that relates to language, politics, and economics, as they affect science education in Tanzania secondary schools. This study focuses on the governmental four-year ordinary level secondary science education; it took place in Dar-es-Salaam, Tanzania. The researcher interviewed nine secondary science educators: three secondary science teachers and six secondary science education administrators. The researcher also conducted classroom observations. The data results from both interview and classroom observations were contextualized with data from existing documentation on Tanzanian secondary science education and data from previous research. The emergent themes from the study indicate that most of the problems and issues that are currently facing secondary science education are historically connected to the impact of the colonization period in 19th and 20th centuries. This study suggests that in order to improve science education in Tanzanian society, the people, especially the elites, need to break away from an "Orientalist" mindset and start integrating the Tanzanian culture and science into the still existing Eurocentric science curriculum. In addition, the Tanzanian government needs to invest in industries and economic initiatives that will support strong science education at all levels of education, as well as the graduates produced through this system. Keyword: Education; Governmental schools; Pedagogy; Post-colonial Educational System; Science Curriculum; Teacher's Professionalism; Teaching and learning Environment URL: https://via.library.depaul.edu/soe_etd/71 https://via.library.depaul.edu/cgi/viewcontent.cgi?article=1072&context=soe_etd BASE Hide details 5 What an Ugly Classroom: Will It Affect Student Learning Outcomes? Adams, Erin E; Sigler, Ellen; Worley, David... In: SoTL Commons Conference (2014) BASE Show details 6 A organização do trabalho pedagógico no contexto das atividades de leitura e escrita Souza, Silvana Paulina de. - : Universidade Estadual Paulista (UNESP), 2014 BASE Show details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 6 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0