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Auswahl der wissenschaftlichen Literatur zum Thema „Curriculum Engagement Program (CEP)“
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Zeitschriftenartikel zum Thema "Curriculum Engagement Program (CEP)"
Brugmann, Rashad, Nicolas Côté, Nathan Postma, Emily Shaw, Danielle Pal und John Robinson. „Expanding Student Engagement in Sustainability: Using SDG- and CEL-Focused Inventories to Transform Curriculum at the University of Toronto“. Sustainability 11, Nr. 2 (20.01.2019): 530. http://dx.doi.org/10.3390/su11020530.
Der volle Inhalt der QuelleFriedman, S., D. Porplycia, J. Lexchin, K. Hayman, S. Masood, E. O'Connor, E. Xie et al. „LO11: STAR-EM: An innovative summer research program for medical students in an urban Canadian academic emergency department“. CJEM 22, S1 (Mai 2020): S10—S11. http://dx.doi.org/10.1017/cem.2020.67.
Der volle Inhalt der QuelleAddleman, S., M. Yeung, S. Yiu, G. Mastoras, S. Tse und J. Frank. „P001: Continuing professional development and faculty development: launching continuous practice enhancement for academic emergency physicians“. CJEM 21, S1 (Mai 2019): S63. http://dx.doi.org/10.1017/cem.2019.192.
Der volle Inhalt der QuelleCortel-LeBlanc, M., J. Landreville und L. Thurgur. „P025: Improving senior resident engagement at academic core rounds“. CJEM 21, S1 (Mai 2019): S72. http://dx.doi.org/10.1017/cem.2019.216.
Der volle Inhalt der QuelleWoolfrey, K. G. „P130: Learning through simulation-a debriefing faculty development course“. CJEM 19, S1 (Mai 2017): S122. http://dx.doi.org/10.1017/cem.2017.332.
Der volle Inhalt der QuelleBlyth, Dana M., Ana E. Markelz, Luke surry, David Lindholm, Heather Yun und Alice Barsoumian. „138. Creation of a Clinical Educator Elective for ID Fellows“. Open Forum Infectious Diseases 7, Supplement_1 (01.10.2020): S199. http://dx.doi.org/10.1093/ofid/ofaa439.448.
Der volle Inhalt der QuelleKennedy, W., D. Andruchow, S. Dowling, K. Lonergan, T. Rich und C. Patocka. „MP23: Mixed methods analysis of an automated e-mail audit and feedback intervention for fostering emergency physician reflection“. CJEM 22, S1 (Mai 2020): S50. http://dx.doi.org/10.1017/cem.2020.171.
Der volle Inhalt der QuelleIzquierdo, Adriana, Michael Ong, Esmeralda Pulido, Kenmeth B. Wells, Marina Berkman, Barbara Linski, Vivian Sauer und Jeanne Miranda. „Community Partners in Care: 6- and 12-month Outcomes of Community Engagement versus Technical Assistance to Implement Depression Collaborative Care among Depressed Older Adults“. Ethnicity & Disease 28, Supp (06.09.2018): 339–48. http://dx.doi.org/10.18865/ed.28.s2.339.
Der volle Inhalt der QuelleLe, Emily, und Sheila Sy. „Incorporating Community Engagement into Asian American Studies Curriculum Reform“. AAPI Nexus Journal: Policy, Practice, and Community 16, Nr. 1-2 (23.09.2019): 137–52. http://dx.doi.org/10.36650/nexus16.1-2_137-152_lesy.
Der volle Inhalt der QuelleGuillotin, Bertrand. „Strategic internationalization through curriculum innovations and stakeholder engagement“. Journal of International Education in Business 11, Nr. 1 (08.05.2018): 2–26. http://dx.doi.org/10.1108/jieb-04-2017-0015.
Der volle Inhalt der QuelleDissertationen zum Thema "Curriculum Engagement Program (CEP)"
Olejnik, Mandy Rhae. „Rhetoric, Civic Engagement, and the Writing Major“. Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531918970120753.
Der volle Inhalt der QuelleLeiken, Susan M. „Does Dental Hygiene Student Engagement While Enrolled in the Dental Hygiene Program Influence Academic Achievement?“ University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1437744763.
Der volle Inhalt der QuelleMURDOCH, AMY R. „EVALUATING AN INTERVENTION PROGRAM DESIGNED TO IMPROVE EARLY LITERACY SKILLS BY INCREASING CHILD AND TEACHER ENGAGEMENT IN LITERACY ACTIVITIES“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029156503.
Der volle Inhalt der QuelleNorris, Jessica R. „FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT“. VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.
Der volle Inhalt der QuelleChenoby, Helen. „The role of ICT in student engagement in learning mathematics in a preparatory university program“. Thesis, 2014. https://vuir.vu.edu.au/25852/.
Der volle Inhalt der QuelleSmith, Sue Erica. „To be wise and kind: a Buddhist community engagement with Victorian state primary schools“. Thesis, 2010. https://vuir.vu.edu.au/15538/.
Der volle Inhalt der Quelle(10665573), Helen C. Bentley. „“I’VE COME SO FAR IT’S HARD TO SAY IT ALL”: A NARRATIVE APPROACH TO CHANGES IN PERCEPTIONS OF STUDENT IDENTITY IN A STUDENT SUCCESS PROGRAM“. Thesis, 2021.
Den vollen Inhalt der Quelle findenThis four-year study centers on identity research, exploring a two-year student success program in a midwestern school. The program follows a “school-within-a-school” model (Indiana Department of Education website, 2020) as it is housed on the same grounds as the main school but in a different building. The student-to-teacher ratio is lower than traditional schools and the English class covers less material, but in more depth, than parallel 9th and 10th grade classes. The study follows two students as they progress through the two-year program and integrate into the main student body for 11th and 12th grade, to understand how they narrate their journey through high school. The 9th and 10th grade teachers provide a sense of the impact of teacher identity on the student participants. A narrative approach (Connelly & Clandinin, 1990) is used to examine individual’s perspectives- rooted in their experiences- to dig into my participants’ stories, framing them within an equity literacy context (Gorski, 2014). Using equity literacy allows for the exploration of biases and inequities that student participants may face in our education system. The findings of this dissertation study have three major implications: 1. Home identity has a significant effect on student identity. As such, an awareness of what high school students bring to the classroom and how this affects their thinking and motivation to participate in class is critical; 2. The importance of not only making lessons relevant to student lives, but also helpful. Both student participants appreciate being given space to write what they want to write, rather than being told what to write. As a result, writing becomes a means of processing events happening in their lives, and has a positive effect on self-efficacy; 3. Given the second implication, teacher educators need to provide space for preservice teachers to explore ways to make lessons helpful to their students by encouraging them to tell their own stories through discussions in a safe space, while modeling behaviors such as showing vulnerability in the classroom.
Bücher zum Thema "Curriculum Engagement Program (CEP)"
Kinch, Jeff. Evaluation of the Community Engagement Program (CEP), December 2002: Milne Bay community-based coastal and marine conservation program. Alotau, P.N.G: Conservation International, 2003.
Den vollen Inhalt der Quelle findenHamson-Utley, Jordan, Cynthia Kay Mathena und Tina Patel Gunaldo, Hrsg. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.
Der volle Inhalt der QuelleBuchteile zum Thema "Curriculum Engagement Program (CEP)"
Kothapalli, Naga Rama. „Four-Year Research Engagement (FYRE) Program at the University of Oklahoma: Integrating Research in Undergraduate Curriculum“. In ACS Symposium Series, 23–31. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1275.ch002.
Der volle Inhalt der QuelleKırkgöz, Yasemin. „Development of an Enhanced Study Abroad Curriculum in Teacher Education“. In Academic Mobility Programs and Engagement, 198–224. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1607-2.ch007.
Der volle Inhalt der QuelleRoush, Connie, Barbara J. Kruger, Edessa Jobli, Linda K. Connelly, Cindy Cummings und Judy M. Comeaux. „Nursing Student Engagement in a Program-Wide Community-Based Learning Curriculum“. In Community-Based Transformational Learning, 97–109. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350095847.0015.
Der volle Inhalt der QuelleSedivy-Benton, Amy L., James M. Fetterly, Betty K. Wood und Bronwyn D. MacFarlane. „Using Creativity to Facilitate an Engaged Classroom“. In Andragogical and Pedagogical Methods for Curriculum and Program Development, 169–94. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5872-1.ch009.
Der volle Inhalt der QuelleButler, S.J., Jack. „Reflection and Core Renewal“. In Curriculum by Design, 62–68. Fordham University Press, 2023. http://dx.doi.org/10.5422/fordham/9781531501327.003.0007.
Der volle Inhalt der QuelleRaby, Rosalind. „Using the International Negotiation Modules Project (INMP) to Build a Learning Community“. In Student Engagement and Participation, 652–66. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch033.
Der volle Inhalt der QuelleEfrat, Rafael, und Scott W. Plunkett. „Evaluating the Impact of the VITA Program on Attitudes and Motives Regarding Volunteering and Civic Engagement“. In Advances in Accounting Education: Teaching and Curriculum Innovations, 89–106. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s1085-462220200000024011.
Der volle Inhalt der QuelleWilliams, Patricia Hrusa, und Amanda Labelle. „Making Space for Place“. In Community Engagement Program Implementation and Teacher Preparation for 21st Century Education, 66–81. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0871-7.ch004.
Der volle Inhalt der QuelleTaylor, Jonathan E. „Starting with the Learner“. In Andragogical and Pedagogical Methods for Curriculum and Program Development, 55–80. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5872-1.ch004.
Der volle Inhalt der QuelleGrant, Gittel T. „From the Classroom to the Startup Playground“. In Business Community Engagement for Educational Initiatives, 63–77. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6951-0.ch004.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Curriculum Engagement Program (CEP)"
Cano-Ciborro, Víctor. „Cartografiando el acoso sexual: dos TFG sobre mujeres y espacio público en India“. In Jornadas sobre Innovación Docente en Arquitectura. Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA), 2023. http://dx.doi.org/10.5821/jida.2023.12227.
Der volle Inhalt der QuelleKhuriyati, Nafis, Adi Djoko Guritno, Muhammad Prasetya Kurniawan, Nurulia Hidayah und Jans Hendry. „Dissemination of SDGs 4, 9, 13 through Strengthening Curriculum for Senior Vocational High Schools“. In 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.32.
Der volle Inhalt der QuelleHartopo, Anggoro B., Effika N. Putri, Maria P. Inggriani, Jajah Fachiroh und Fatwa S. T. Dewi. „Ischemic Electrocardiogram Patterns among Population of Universitas Gadjah Mada Health and Demographic Surveillance System Sleman: The Community-Based Learning and Community Service by Cardiology and Vascular Medicine Residency Program at Universitas Gadjah Mada“. In 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.6.
Der volle Inhalt der QuelleH. Flores, Nuno, und Rui Pinto. „Quest-based Gamification In A Software Development Lab Course: A Case Study“. In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16110.
Der volle Inhalt der QuelleNga, Tran Thi. „ALTERNATIVE EDUCATIONAL ACTIVITIES TO ENHANCE YOUTH’S PARTICIPATION IN SOCIAL INNOVATION IN HIGHER EDUCATION: THE CASE STUDY OF “ACTIVE CITIZENS” PROGRAM BY BRITISH COUNCIL IN A VIETNAMESE UNIVERSITY“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end072.
Der volle Inhalt der QuelleAssif, Maria, Sonya Ho, Shalizeh Minaee und Farah Rahim. „Undergraduate Students as Partners in a Writing Course: A Case Study“. In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.012.
Der volle Inhalt der QuelleCarriere, Michael, und David Schalliol. „Engagement as Theory: Architecture, Planning, and Placemaking in the Twenty-First Century City“. In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335068.
Der volle Inhalt der QuelleAlves, Anabela C., und Celina P. Leão. „Action, Practice and Research in Project Based Learning in an Industrial Engineering and Management Program“. In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51438.
Der volle Inhalt der QuelleSchumacher, Lauren N., und Ronald M. Barrett. „Guided Munition Adaptive Trim Actuation System for Aerial Gunnery“. In ASME 2018 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/smasis2018-8032.
Der volle Inhalt der QuelleGil, Einat, und Alison Gibbs. „Introducing secondary school students to big data and its social impact: a study within an innovative learning environment“. In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16401.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Curriculum Engagement Program (CEP)"
Olsen, Laurie, Elvira Armas und Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.
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