Thematische Bibliographien / University of Pennsylvania. Graduate School of Education

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Auswahl der wissenschaftlichen Literatur zum Thema „University of Pennsylvania. Graduate School of Education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 28. Juli 2025

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Zeitschriftenartikel zum Thema "University of Pennsylvania. Graduate School of Education"

Newton, Richard. "Graduate Education in the Time of COVID-19." Bulletin for the Study of Religion 50, no. 1 (2021): 4–6. http://dx.doi.org/10.1558/bsor.20026.

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“The Buzz” examines scholarly topics in light of present-day concerns and challenges. This edition centers on the unique challenges of graduate education as a result of the restrictions of COVID-19. Those contributing to this discussion include Sarah E. Fredericks (associate professor of environmental ethics at the University of Chicago Divinity School), Steven Weitzman (Abraham M. Ellis professor of Hebrew and Semitic languages and literatures at the University of Pennsylvania), and Matthew Goff (professor of religion at Florida State University).

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Loss, Christopher P. "Bureaucratic Tyranny: “The Price of Structure” in the American University." History of Education Quarterly 45, no. 3 (2005): 446–53. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00047.x.

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I first encountered Laurence Veysey as an undergraduate at Pennsylvania State University in the early 1990s. I did not meet Veysey, who had long since left the academy. Nor did I read The Emergence of the American University’, which happened years later in graduate school. Actually, my first contact with Laurence R. Veysey occurred without me knowing it.

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John, Kose, and Joshua Ronen. "Information Structures, Optimal Contracts and the Theory of the Firm." Journal of Accounting, Auditing & Finance 5, no. 1 (1990): 61–95. http://dx.doi.org/10.1177/0148558x9000500106.

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We are grateful for comments made by participants at the Symposium on the “Measurement of Profit and Productivity: Theory and Practice,” on December 16, 1988, in the University of Florida, cosponsored by the Vincent C. Ross Institute of Accounting Research, Leonard N. Stern School of Business, New York University, the Public Policy Research Center, Graduate School of Business, University of Florida, and The Kruger Center of Finance, Jerusalem School of Business Administration, Hebrew University; at workshops at the Leonard M. Stern School of Business, New York University; at the Accounting Res

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Roy, Rustum. "“Materials” Education: The Second Time Around." MRS Bulletin 17, no. 9 (1992): 22–26. http://dx.doi.org/10.1557/s0883769400042032.

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Robert Sproull, the director of AREA (Advanced Research Projects Agency) in the Pentagon, recorded that Pennsylvania State University and Carnegie Institute of Technology first made proposals in 1957 for “interdisciplinary block funding” in what would essentially become “materials” research. But it was the industrial push (by W.O. Baker of AT&T Bell Laboratories and C.G. Suits of General Electric) that helped ARPA start the funding of 12 interdisciplinary materials research laboratories (IDMRLs) between 1960 and 1963. Pennsylvania State University was added in 1963 as a special modest gran

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Chaun, Hugh. "The Bockus International Society of Gastroenterology: Historical Review." Canadian Journal of Gastroenterology 26, no. 4 (2012): 211–15. http://dx.doi.org/10.1155/2012/254181.

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The Bockus International Society of Gastroenterology was founded in 1958 in honour of Dr Henry L Bockus (1894–1982) by his former students, residents and fellows at the Graduate School of Medicine of the University of Pennsylvania, Philadelphia, USA. It was a celebrated tribute to Dr Bockus’ outstanding leadership in the development and teaching of clinical gastroenterology as a subspecialty, which was in its infancy in the post-World War II era. He established the first formal training course in clinical gastroenterology in America. His department of gastroenterology became the leading gradua

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Day, Jeff, Marianne Snyder, and Dalmacio Dennis Flores. "Hidden No More: Addressing the Health and Wellness of LGBTQIA+ Individuals in Nursing School Curricula." Journal of Nursing Education 62, no. 5 (2023): 307–11. http://dx.doi.org/10.3928/01484834-20230306-01.

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Background: Lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual (LGBTQIA+) individuals face barriers to equitable health care access. During clinical encounters, LGBTQIA+ individuals interact with nurses and health care providers who often lack a thorough understanding of LGBTQIA+ cultures, terminology, and strategies for culturally affirming care. This article details the process undertaken to include LGBTQIA+ health elective courses. Method: To outline LGBTQIA+ health education, a curriculum crosswalk was conducted. Course descriptions, objectives, and outcomes were

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P., S. Aithal, and Aithal Architha. "How and Why Wharton Business School became World Topper – A Case Study on Organizational Quest for Excellence of First US Business School." International Journal of Application or Innovation in Engineering & Management (IJAIEM) 7, no. 1 (2018): 15–42. https://doi.org/10.5281/zenodo.1164718.

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After accepting quality higher education as service, many global business schools are competing to attract intelligent students to various innovative courses and by training them to become further smart, providing better challenging placements in the corporate sector with lucrative salaries. Such schools competing globally by differentiating their education model through top-level infrastructure, globally competitive faculty member, providing industry oriented and research-based curriculum, customized curriculum and teaching methods through providing a choice from an infinite number of

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Reyes, Iliana, and Nancy H. Hornberger. "Conversation Currents: The Continua of Biliteracy." Language Arts 93, no. 5 (2016): 397–402. http://dx.doi.org/10.58680/la201628594.

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This issue’s theme of biliteracy invites readers to consider the possibilities when we acknowledge and build on students’ existing language and literacy abilities. Nancy H. Hornberger, professor and Chair of Educational Linguistics at the University of Pennsylvania’s Graduate School of Education, and Iliana Reyes, research scientist at CINVESTAV, Mexico City, and associated faculty in language, reading, and culture at the University of Arizona, discuss the continuum of biliteracy and how teachers have used it to better acknowledge student language as a resource.

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Neumann, Anna, Aaron M. Pallas, and Penelope L. Peterson. "Exploring the Investment: Four Universities’ Experiences with the Spencer Foundation's Research Training Grant Program: A Retrospective." Teachers College Record: The Voice of Scholarship in Education 110, no. 7 (2008): 1477–503. http://dx.doi.org/10.1177/016146810811000702.

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Background This article serves as a conclusion to a TCR special issue devoted to understanding the impact of the Spencer Foundation's Research Training Grant (RTG) initiative. We examine four case reports prepared by scholars at the University of Wisconsin-Madison, the University of Pennsylvania, the University of California at Los Angeles (UCLA), and Michigan State University, as well as the introductory article prepared by Lauren Jones Young of the Spencer Foundation. Objective To identify a set of principles that might guide the construction and ongoing operation of researcher preparation p

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Kecskemethy, Thomas A. "The Spencer Research Training Grant at the Penn Graduate School of Education: Implementation and Effects." Teachers College Record: The Voice of Scholarship in Education 110, no. 7 (2008): 1397–423. http://dx.doi.org/10.1177/016146810811000705.

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Background/Context The Research Training Grant (RTG) program at the University of Pennsylvania's Graduate School of Education aimed to create strong research training experiences for predissertation fellows through generous financial aid, mentored research apprenticeships, and cocurricular experiences. Collectively these offerings sought to broaden knowledge of urban education and exposure to diverse research methods. Initiated in a context of significant institutional growth and change, the RTG also sought to improve the research training experiences of PhD students outside the RTG program, m

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Dissertationen zum Thema "University of Pennsylvania. Graduate School of Education"

Naman, Katya. "Pepperdine University Graduate School of Education and Psychology." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828343.

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Worry and rumination are implicated in various disorders and are believed to contribute to the symptoms that create and maintain psychopathology. The current critical review will examine worry and rumination in the context of depression, Generalized Anxiety Disorder (GAD), Posttraumatic Stress Disorder (PTSD), Obsessive Compulsive Disorder (OCD), and Social Anxiety Disorder (SAD). The review will focus on these two types of repetitive negative thinking more specifically the (a) definition, (b) process, (c) theories, and (d) maintenance of psychopathology; as well as similarities and differ

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Bartoszuk, Karin, Brian J. Maxson, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4162.

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Bartoszuk, Karin, Scott Kirby, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4160.

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Breivik, Jarle. "Leadership and organization change in biomedical PhD education| An instrumental case study of the development of a centralized organization for biomedical graduate studies at the University of Pennsylvania." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639020.

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Biomedical PhD education is a large and increasingly interdisciplinary segment of higher education. The primarily laboratory-based research training is commonly distributed to a range of administrative units within and outside the research-intensive universities. This organizational fragmentation represents a significant challenge to coordination, oversight, and quality development. The University of Pennsylvania was one of the first institutions to establish a centralized, umbrella-type biomedical graduate program to address these organizational challenges. The thirty-year-old program has

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Parker, Matthew. "For the "true lover of the law"---the origin of LL.M. programs| A case study of the University of Pennsylvania Law School." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746348.

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Legum Magister, or LL.M., degrees have come under increasing criticism in recent years in the United States. Observers have accused law schools of offering these and other graduate law degrees simply to increase revenue, and argue that they provide no value to graduates as they are not respected in the traditional legal services market. Despite these negative appraisals, the number, size, and types of these programs have continued to grow rapidly. While much has been written criticizing this growth, almost nothing has been written on how and why these programs came into existence, ev

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TSUKAGOSHI, Norihiro. "Perspectives for Development of Research and Education by International Collaboration in Graduate School of Bioagricultural Sciences, Nagoya University." 名古屋大学農学国際教育協力研究センター, 2004. http://hdl.handle.net/2237/8934.

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Lopez, Kathryn T. "Promoting and enhancing the graduate student transition experience : an exploratory study of Kansas State University." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15789.

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Master of Science Department of Journalism and Mass Communications William Adams This is an exploratory study on the existing transition efforts of the Kansas State University Graduate School for master’s degree students. There are a variety of graduate students at Kansas State University with many different graduate program experiences. This study identifies the current status of incoming master’s degree students outreach and details experiences of transitioning graduate students to make suggestions on future strategies. It is vital to identify if, and which, programs are catering

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Ozkan, Sule. "A Thesis Submitted To The Graduate School Of Natural And Applied Sciences Of The Middle East Technical University." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1051010/index.pdf.

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This study aimed to explore the roles of students&amp #8217 motivational beliefs (self-efficacy, intrinsic value, test anxiety) and learning styles on tenth grade students&amp #8217 biology achievement. In this study Turkish version of the Motivated Strategies for Learning Questionnaire, Learning Style Inventory, and Biology Achievement Test were used as measuring instruments. Motivated Strategies for Learning Questionnaire was adapted into Turkish and pilot tested with 238 tenth grade students from two representative schools. The main study was conducted in 11 randomly selected sc

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Baker, Jane Ellen. "Teacher talk, teaching philosophy, and effective literacy instruction in primary-grade classrooms : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=85&did=1400963541&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255441787&clientId=28564.

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Boynton, Matthew A. "Impact of water resources risk analysis on engineering education in rural counties a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=27&did=1908036111&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264712930&clientId=28564.

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Bücher zum Thema "University of Pennsylvania. Graduate School of Education"

Brickman, William W. Pedagogy, professionalism, and policy: History of the Graduate School of Education at the University of Pennsylvania. The School, 1986.

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Harvard University. Graduate School of Education. Office of Student Affairs. Harvard Graduate School of Education Office of Student Affairs. Harvard Graduate School of Education, 2009.

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Copenhagen, Edward. Portraits of the Harvard Graduate School of Education deans. Harvard Graduate School of Education, 2008.

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Willard, Thorp. The Princeton Graduate School: A history. 2nd ed. Association of Princeton Graduate Alumni, 2000.

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Cheskis-Gold, Rena. Harvard University graduate student housing survey fall 2001: School of Education summary. [Demographic Perspectives], 2002.

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Columbia University. Department of Nursing. Columbia University School of Nursing: [Commission on Collegiate Nursing Self Study Report]. Columbia University School of Nursing, 2003.

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Vanderpool, Joan. Different needs, different visions: A history of international education at Harvard University Graduate School of Education 1966-1996. s.n., 1996.

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Harvard Graduate School of Education Alumni of Color Conference (6th : 2008 : Cambridge, Mass.), ed. Raising our voices: (re)framing conversations about race and education. Harvard Graduate School of Education, 2008.

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Harvard Graduate School of Education Alumni of Color Conference (9th : 2011 : Cambridge, Mass.), ed. We make the road by walking: Education for leadership and transformation. Harvard Graduate School of Education, 2011.

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McCarthy, Joseph F. X. Learning in the city: The Graduate School of Education reviews its seventy-five years in New York, 1916-1992. Fordham University, Graduate School of Education, 1992.

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Buchteile zum Thema "University of Pennsylvania. Graduate School of Education"

Middaugh, Ellen, Yasmeen Ramos, and Amrita Deo. "Learning with the City: Establishing a Culturally Sustaining School-University-City Partnership." In University-Community Partnerships for Transformative Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60583-3_14.

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AbstractSan José Y-PLAN connects San José State University (SJSU) faculty, undergraduate and graduate students with area youth and civic partners. This chapter describes an emerging partnership between UC Berkeley, SJSU, the City of San José, and East San José middle and high schools as they adapted the Y-PLAN model to strengthen connections between systems that regulate students’ current realities and possibilities for the future. We analyze how the Y-PLAN methodology, which has operated with great success for years in urban, progressive cities, intersects with the context of a predominantly

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van Meeningen, Ylva, and Kristina Jönsson. "Promoting Sustainable Development in Higher Education: Lund University Agenda 2030 Graduate School." In World Sustainability Series. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-80380-2_4.

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Arya, Diana J., Estefanía Pihen González, Devon M. Christman, et al. "Rising with the Tides of Change Through Community Based Literacies." In University-Community Partnerships for Transformative Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60583-3_10.

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AbstractCommunity Based Literacies (CBL) connects faculty, undergraduates, and graduate students from the University of California, Santa Barbara, with school-age children from the central coast of California. This chapter presents an account of how our intergenerational university-community team pulled together during intersecting challenges of COVID, sociopolitical upheaval, and extreme environmental conditions to connect with and engage in meaningful experiences with our local community of youth and families. Our efforts involved major shifts from in-person to virtual explorations and colla

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Vogt, Tom Caldwell. "Heart of Language: Teamwork as Sociogenesis." In University-Community Partnerships for Transformative Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60583-3_4.

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AbstractInspired by my experiences as a graduate student in the Santa Barbara UC Links program some years ago, I created a new program in Augsburg, Germany. As part of my bilingual ‘Media & Learning Communities/Medien & Lerngemeinschaft’ seminar, the ‘English Media Club’ project connects University of Augsburg faculty, undergraduate students, international Erasmus+ (visiting) students, and local school age children in Augsburg, Germany. In this chapter I describe the crucial, multi-level teamwork of such a Uni-After School partnership, with a focus on language-learning processes, build

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Bintliff, Amy Vatne, Zaharah Namanda, Beinomugisha Peninah, Rebecca S. Levine, Norah Nalutaaya, and Wendy Wei Cheung. "The Wellbeing Club-Uganda: Facilitating Positive Wellbeing and Leadership Among Adolescents in Kampala, Uganda." In University-Community Partnerships for Transformative Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60583-3_19.

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AbstractThe Wellbeing Club-Uganda is a research-practice partnership connecting University of California, San Diego Department of Education Studies faculty and students with Africa Education and Leadership Initiative (Africa ELI), a nongovernmental organization in Kampala, Uganda, supporting low-income and refugee youth with educational and leadership opportunities. The goal of The Wellbeing Club is to support adolescent wellbeing through a positive youth development curriculum that includes teaching the 4W LIFT model of wellbeing that exposes youth to 11 dimensions of wellbeing through arts-b

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Buss, Shirl, and Deborah McKoy. "Forming Authentic Civic Partnerships While Creating Joyful, Equitable Cities." In University-Community Partnerships for Transformative Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60583-3_15.

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AbstractBerkeley Y-PLAN (Youth-Plan, Learn, Act, Now!) connects faculty, undergraduate and graduate mentors at the University of California, Berkeley, with young people in public schools. Together they tackle challenges posed by city leaders in their communities. Using the Y-PLAN educational strategy, children and youth engage in city planning and design projects focused on four areas of the civic domain: transportation, housing, public space, and schools/services. In the process, young people use their personal experiences and fresh insights to improve their neighborhoods and cities, while ci

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Coleman, Kathryn, and Amanda Belton. "Computationally Collected and Curated ‘What If’ Questions to Spark a SoTL Collaboration." In Rethinking Higher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8951-3_14.

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AbstractAs the project team began this journey at Melbourne Graduate School of Education, The University of Melbourne at the start of the pandemic in early 2020, we asked, what collaborations are needed for next practice collaborative thinking to emerge in the academy in the current socio-political climate, and what conditions do we need in place for these collaborations to develop into new and agile educational research partnerships? Our next practices project was co-designed across 2020–2021 through a process of speculative thinking that “thrives on imagination and aims to open up new perspe

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Halley, Jean. "My Not-At-All-Private Metamorphosis: On the Graduate Center of the City University of New York and Public School Spaces." In Women on the Role of Public Higher Education. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137358806_11.

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Phillips, Christina, and Patrick Howard. "Utilizing Collaborative Self-Study to Explore Pedagogies for Sustainability." In Sustainable Development Goals Series. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-56172-6_19.

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AbstractWhole school approaches (Wals and Mathie, Whole school approaches to sustainability: Exemplary practices from around the world. Wageningen University, Education and Learning Sciences, 2022) to sustainability where various facets or currents of environmental education (e.g., Sauvé, Can J Environ Educ 10(1): 11–37, 2005) are seamlessly integrated with disciplinary subject matter, leadership practices, and everyday classroom routines remain elusive in many contexts as they serve as counter-narratives to the status quo promoting over-consumption and exploitation of environments and people.

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Louis, Dave A., and Ingrid Rügge. "Observations and Perceptions on a Doctoral Research Seminar in Engineering and Logistics." In Dynamics in Logistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88662-2_15.

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AbstractLogistics is a global challenge needing cooperation across disciplinary as well as cultural diversity. International, interdisciplinary education has the potential to provide meaningful experiences and cultural exchange for the individuals involved, including students, faculty, and university professionals and can have a positive impact on their lives and professionalism. We introduce the doctoral training program International Graduate School for Dynamics in Logistics (IGS) at the University of Bremen and explores a German-American educational partnership on the level of doctoral trai

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Konferenzberichte zum Thema "University of Pennsylvania. Graduate School of Education"

Fjarlie, E. J. "University to night school, to graduate school, to training to short course." In Education and Training in Optics and Photonics. OSA, 2009. http://dx.doi.org/10.1364/etop.2009.emcb3.

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Fjarlie, E. J. "University to night school, to graduate school, to training, to short course." In Eleventh International Topical Meeting on Education and Training in Optics and Photonics, edited by K. Alan Shore. SPIE, 2009. http://dx.doi.org/10.1117/12.2208032.

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Yamanaka, Yasuhiro, and Michiyo Shimamura. "A Trans-Graduate-School Education Program Awaking Competencies to Graduate Students in Research University: The Concept of Nitobe School Program in Hokkaido University." In 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2016. http://dx.doi.org/10.1109/iiai-aai.2016.259.

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Protacio, Judel V., Fe Mae L. Laborte, Mary Ann L. Decrepito, Malou D. Basquez, and Christy B. Agnas. "Exploring flexible learning perspectives of graduate school communities in a Philippine State University." In THE 3RD INTERNATIONAL CONFERENCE ON PROGRESSIVE EDUCATION (ICOPE) 2021: Harmonizing Competencies in Education Transformation towards Society 5.0. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0142310.

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Jervan, Gert, Margus Kruus, and Ennu Rustern. "Graduate School in Information and Communication Technologies. Experiences at Tallinn University of Technology." In 2007 IEEE International Conference on Microelectronic Systems Education. IEEE, 2007. http://dx.doi.org/10.1109/mse.2007.47.

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Tripaichayonsak, Kedsara, and Nutcha Phasuk. "GRADUATE QUALIFICATIONS OF GRADUATE SCHOOL, SUAN SUNANDHA RAJABHAT UNIVERSITY FOR NATIONAL QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION IN THAILAND." In International Interdisciplinary Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.001.023.

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Vazquez Batisti, Anita, and Michael E. Pizzingrillo. "Beyond Degree Programs: How a Major University Immersed Itself in the Educational Landscape of New York City." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11142.

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In 2006 the Center for Educational Partnerships was established as the “outreach arm” of Fordham University’s Graduate School of Education. In so doing, Fordham reimagined the role of higher education to go beyond degree granting programs, faculty expertise and research opportunities. In this paper, we describe how what began in 2006 as a vision to strengthen the presence of the Graduate School of Education in New York City public schools has grown into a thriving Center that touches the lives of more than 500,000 students in grades Pre‑K to 12, thousands of teachers, and hundreds of administr

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Sasaki, Minoru, Takahiro Nitta, Tetsuya Mouri, Gakuji Nagai, and Takeshi Miyasaka. "Intelligent Science and Engineering Project-based Learning at the Graduate School of Natural Science and Technology, Gifu University." In 2021 International Conference on Modern Management and Education Research (MMER 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210915.026.

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Ali, Azad, and Frederick Kohun. "Dealing with Isolation Feelings in IS Doctoral Programs." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2978.

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This paper discusses the feeling of isolation among doctoral students; its’ origin and the effect it has on the decision of the students to leave doctoral programs. The paper explains the development of isolation feeling within four stages of completing the program. It explains how each stage contributes to increasing the feeling of isolation among the students and then suggests counter measures to this feeling. Last, the paper presents the experience of a particular university located in Western Pennsylvania; the doctoral program of Information Systems and Communications (DISC) at Robert Morr

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Lubis, Rizky Syamhot, Fikarwin Zuksa, and Tappil Rambe. "The Influence of the 2017 Anthropology Student Learning Process Medan State University Graduate School of Social Interaction Whatsapp." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.025.

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Berichte der Organisationen zum Thema "University of Pennsylvania. Graduate School of Education"

Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei

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Kao, Sovansophal, Phal Chea, and Sopheak Song. Upper Secondary School Tracking and Major Choices in Higher Education: To Switch or Not to Switch. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.133.202203.

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Strengthening the quality of education, science and technology education is one of the four strategic rectangles of Rectangular Strategy Phase IV and at the heart of Cambodia’s ambition to achieve higher-middle-income status by 2030 and high-income status by 2050. To that end, increasing attention has been paid to improving both the quantity and quality of science education from secondary school through higher education. Empirically, it has been demonstrated that upper secondary school science can play a significant role in inspiring students to pursue STEM majors in higher education. Yet, the

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