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51. 高素质职业农民高职课程教学探索与实践-以设施农业生产技术与装备课程为例.

52. Laying train tracks en route: How institutional education leaders navigate complexity during mandated curriculum change.

53. Am I prepared for Calculus? An action-research study of female students emerging from patriarchy.

54. THE STATUS OF ENTREPRENEURSHIP IN ENERGY ENGINEERING EDUCATION.

55. Managing assessment during curriculum change: Ottawa Consensus Statement.

56. Caveats for change: exploring pre-service teachers' concerns regarding change.

57. Evaluating the implementation of curriculum reform: the perspectives of Welsh teachers navigating the new health and wellbeing area of learning experience.

58. The Efficacy of the Development Studies Programme in Zimbabwe's Development Work.

59. Competence-based language curricula: implementation challenges in Africa.

60. Generación de metáforas creativas y percepción de la creatividad de los futuros docentes.

61. 基于新课标的新教材编研与应用( 笔会).

62. Four-Year Undergraduate Programme Curriculum Framework: A Kerala Model.

63. Reimagining Decoloniality and Extension.

64. Nomadic knowledge in emerging pedagogical contexts: ethnographic experience in two secondary schools in Málaga, Spain.

65. Differential long-term effects of a language-based professional development program on instructional support quality.

66. Assessment and Implementation of WOAH Day 1 Competencies (AID-1C): a cyclical methodology for curriculum harmonization with international standards.

67. Issues Regarding the Relationship between Secondary School Students' Reporting on Homework and Math Results.

68. E-Learning Challenges Faced by University Teachers During COVID-19 Pandemic.

69. Key factors in the reform of competence-based science teaching in Spain. A case study with secondary school teachers involved in a training programme focusing on context-based approach.

70. From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008.

71. Material use for EFL teacher learning in classroom ecology: a perturbation or affordance?

72. How Mathematics Education in Ohio Impacted the Nation: Laying the Groundwork for Reform.

73. A Teaching Practicum Model for Constructing Cogenerative Dialogue Amongst Preservice Teachers to Improve Science Teaching.

74. Interests, Knowledge and Evaluation: Alternative Approaches to Curriculum Evaluation.

75. Secondary school students' perceptions of the 21st-century 4Cs in Zimbabwe.

76. Examining Algebra I performance differences among at-risk Texas Hispanic high school boys: A multiyear investigation.

77. Representation of the Curriculum Review Components of Farhangian University: Emerging from a Case Study.

78. The Development of Curriculum Leadership in Teachers: A Multiple Case Study.

79. Evaluating Pragmatic Input in Moroccan EFL Contexts: Sociopragmatic and Pragmalinguistic Perspectives.

80. CREATIVE WRITING INSTRUCTION FOR PRIMARY STUDENTS: AN IN-DEPTH ANALYSIS IN THE CONTEXT OF CURRICULUM REFORM IN VIETNAM.

81. Strategies, Implementations, and Sustainable Development for Promoting the Job-Field Match of Graduates in Higher Education Institutions.

82. Primary Preservice Teachers' Misconceptions and Reasoning of Thermal Concepts in Everyday Contexts.

83. Linking School Culture to Successful Curriculum Reform.

84. Research Continuance and Mobility of Scholarly Works in Science Education: Thematic Inferences to the Pedagogy.

85. The Effect of the Harezmi Education Model on Secondary School Students' Science Academic Achievement.

86. Practices of Content-Based Instruction in the Voice of Foreign Language Teachers: Looking Inside an Authentic Classroom of Languages Laboratory.

87. The Inclusion of Nature of Science in South African Life Sciences and Physical Sciences School Curricula.

88. Paving the path to peace through citizenship education in a new social contract.

89. Is Literature Still the "Heart" of English?

90. Embedding interdisciplinary learning into the first-year undergraduate curriculum: drivers and barriers in a cross-institutional enhancement project.

91. Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process.

92. School curriculum reform in contemporary Japan: competencies, subjects, and the ambiguities of PISA.

93. "Losing My Craft": Teachers' Relational Work with Students during a Pandemic.

94. Agricultural vocational education and training for sustainable futures: responsiveness to the climate and economic crisis in Zimbabwe.

95. Longitudinal Effects of Data-Based Instructional Changes for Students With Intensive Learning Needs: A Piecewise Linear–Linear Mixed-Effects Modeling Approach.

96. Introdução a Antropologia e revolução: do ISCSPU ao ISCSP.

97. Shadow education in Latin America: Assembling the jigsaw.

98. Fostering Equitable Transformation: Leading Structural and Cultural Change for Curricular Scaffolding.

99. Tutors' Perspectives on Their Work with Multilingual Writers: Changes over Time and in Response to Revisions in Training.

100. Is it a Choice? Examining Neoliberal Influences in Three Ontario Education Reforms.

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