Relevant bibliographies by topics / Pedagogical possibilities

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Pedagogical possibilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Pedagogical possibilities"

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Berg. "Pedagogical Possibilities." Transformations: The Journal of Inclusive Scholarship and Pedagogy 28, no. 1 (2018): 6. http://dx.doi.org/10.5325/trajincschped.28.1.0006.

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Mthethwa-Sommers, Shirley. "Pedagogical Possibilities." Journal of Transformative Education 10, no. 4 (October 2012): 219–35. http://dx.doi.org/10.1177/1541344612474955.

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Rice, Carla, Eliza Chandler, Kirsty Liddiard, Jen Rinaldi, and Elisabeth Harrison. "Pedagogical possibilities for unruly bodies." Gender and Education 30, no. 5 (November 22, 2016): 663–82. http://dx.doi.org/10.1080/09540253.2016.1247947.

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Smilie, Ethan K., and Kipton D. Smilie. "Physical possibilities: pedagogical presence in Chaucer." postmedieval 9, no. 3 (February 15, 2018): 367–87. http://dx.doi.org/10.1057/s41280-018-0076-4.

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Todd, Sharon. "Psychoanalytic Questions, Pedagogical Possibilities and Authority." Review of Education, Pedagogy, and Cultural Studies 17, no. 1 (January 1995): 15–26. http://dx.doi.org/10.1080/1071441950170104.

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McCormick, Kathleen. "Pedagogical Possibilities: Working at Teaching-Oriented Institutions." Profession 2003, no. 1 (December 2003): 120–31. http://dx.doi.org/10.1632/074069503x85481.

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Galea, Simone. "Migrating narratives: pedagogical possibilities for relating difference." Ethics and Education 7, no. 3 (November 2012): 225–36. http://dx.doi.org/10.1080/17449642.2013.766539.

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Murphy, Karla J. "The Pedagogical Possibilities of Covering Gilman's Wallpaper." Pedagogy 4, no. 2 (April 1, 2004): 337–43. http://dx.doi.org/10.1215/15314200-4-2-337.

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Hill, Anne. "Surprised by Children: A Call to Pedagogical Possibilities." Canadian Journal of Education / Revue canadienne de l'éducation 19, no. 4 (1994): 339. http://dx.doi.org/10.2307/1495335.

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Horowitz, Rosalind. "Advancing Research on Speaking and Writing: Pedagogical Possibilities." Writing & Pedagogy 9, no. 1 (June 7, 2017): 1–13. http://dx.doi.org/10.1558/wap.33843.

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Dissertations / Theses on the topic "Pedagogical possibilities"

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Neehoff, Shona Maree, and n/a. "Pedagogical possibilities for nursing." University of Otago. School of Social Science, 1999. http://adt.otago.ac.nz/public/adt-NZDU20051020.183802.

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Nursing practice is a very physical business. The work that most nurses do involves the use of their bodies as the primary tool of their work. Nurses take their physical selves to patients in order to carry out that work, the body of the nurse is often in direct contact with the bodies of patients that they care for. This thesis is about what I have called the �invisible bodies of nursing�, and I describe these throughout the body of the thesis. The physical body of the nurse, the body of practice, and the body of knowledge. The physical body of the nurse is absent in most nursing literature, it is sometimes inferred but seldom discussed. My contention is that the physical body of the nurse is invisible because it is tacit. Much nursing practice is invisible because it is perceived by many nurses to be inarticulable and is carried out within a private discourse of nursing, silently and secretly. Nursing knowledge is invisible because it is not seen as being valid or authoritative or sanctioned as a legitimate discourse by the dominant discourse. I approach these issues through an evolving �specular� lens. Luce Irigaray�s philosophy of the feminine and her deconstructing and reconstructing of psychoanalytic structures for women inform my work. Michel Foucault�s genealogical approach to analysing discourses is a powerful tool for exploring the history of the creation of the nurse and offers critical insights in to how nursing is perceived today. Maurice Merleau-Ponty�s phenomenology provides the flesh for my discussions about the embodied practice of nurses as beings in the world. Nursing�s struggle for recognition is ongoing. I discuss strategies that nurses could use to make themselves more �visible� in healthcare structures. The exploration of the embodied self of the nurse and through this the embodied knowledge of nursing is nascent. I hope to provide for nurses some food for both thought and discussion.
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Copeland, Tyrone Cephas. "Pedagogical possibilities for culturally diverse students." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284309.

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It is estimated that nearly 90% of the teaching force is comprised mostly of female middle-class European Americans; whereas the student population has become increasingly culturally and linguistically diverse. These teachers have been isolated from a significant part of the population they are likely to teach and have developed entrenched, ethnocentric identities with little, if any, knowledge about or experience with culturally or linguistically diverse children (Finney & Orr, 1995; Ladson-Billings, 1991). It is this concern which served as a catalyst for the present research study in pedagogical possibility for culturally diverse students. Since research studies in both inservice and preservice training in cultural diversity and multicultural education have indicated limited success. The present study focused on how four exemplary elementary school teachers developed their pedagogical practices for teaching in culturally diverse settings. Three broad areas were investigated: (a) background, (b) practice, and (c) origin of practice. The findings indicate that teachers who are known for their exemplary practices with culturally diverse populations of students adopt a relaxed, child-focused approach to classroom activities. The teachers believe that their students can be successful, and they have a strong sense of their own efficacy as professionals. With regard to culture, these teachers expressed a clear view of their own cultural identity and celebrated the cultural diversity and richness in their classes. They encouraged their students to expend effort, take risks, and raise questions. They structured their classroom to engender a sense of community and a collaborative approach to learning. They are passionate about knowledge and learning and see knowledge as an emerging, growing entity. Finally, their practices fit within the broad framework of what is generally understood as developmentally appropriate practice. Formal preparation in preservice or inservice programs were not significant factors in developing their classroom understandings or practices. Personal background and classroom contacts appear, from these interviews, to be the primary factors shaping the practices of these exemplary teachers. In addition, the teachers mentioned mentors and significant others in their personal lives who gave them a sense of confidence, love of self, and dedication to education.
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Haskell, Johnna Gayle. "Experiencing freefall, a journey of pedagogical possibilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ48643.pdf.

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Simon, Irene E. "Spirit in pedagogical relations : a study of constraints and possibilities." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10007471/.

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This study explores the possibilities for Spirit as a key term and value position in the development of pedagogical relationships in schools. It begins with an examination of the nature of Spirit from different standpoints and assesses its wider connections to the spiritual, religious and moral aspects of the human condition. This preliminary analysis lays the basic foundations from which to develop a greater understanding of the importance of these connections in pedagogy. Attention is then given to the importance of the pedagogical relationship as a central issue in education generally. The role that tradition plays in shaping this aspect of pedagogy, as a distinct practice, is discussed. Also discussed is the need to enrich and expand traditional meanings in order to meet the challenges and constraints of contemporary practice. Arguing that a renewed vocabulary of spirit is not only necessary but vital for enriching traditional meanings and practices, the study builds this renewed vocabulary in two ways: (l) through an analysis of the implications of the philosophical perspectives of Martin Buber, Emmanuel Levinas and John Macmurray, and (2) through the reconstruction of pedagogies of spirit in the work of two teachers. The study concludes with four recommendations for approaching the continued reconstruction of pedagogies of spirit in the development of teacher education programmes.
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Land, Mary Sylvia. "Writer's Work/place: The Non/fictional Pedagogical Possibilities of the Canadian Landscape." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34097.

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This project considers the role of place in the writing process of Canadian author Monique Polak. Drawing from ideas of literary geography, place-based literacy, and an ecological framework for viewing writing as a social process, this research specifically considers how places are represented in three of her novels written for young adults. This work draws from a representative case study approach, which included conversations with Polak about place, writing, and the intersection of these ideas. By inquiring into the pedagogical possibilities of place as experienced and demonstrated by Polak, educators and researchers can reflect on the role of place in their own work, and consider how teachers and students may benefit from these ideas in their writing as well.
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Klenowski, Val. "An investigation of student self-evaluation as an authentic pedagogical practice : processes, possibilities and realities." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019212/.

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This thesis investigates student self-evaluation in leamer-centred contexts to acquire a deeper understanding of the processes involved. The study describes, analyses and interprets student self-evaluation processes using qualitative, case study research design. Questions of how students go about self-evaluating their experiences of learning and teaching, and how teachers attempt or succeed in integrating experiences of this type of evaluation into their teaching practice, are the focus of this study. The conditions under which these processes are promoted are explored in a secondary school in Western Australia and in a comprehensive secondary school and a Further Education College in London. The constraints that exist in the implementation of these processes are also discussed. The impetus for this research stemmed from a lack of theory on feedback and fonnative assessment in the classroom. It also delived from the perceived potential of the involvement of students in the self-evaluation process as a means to improved learning outcomes. Student self-evaluation, as an authentic pedagogical practice, shifts the evaluative focus to learning itself, and the supportive processes associated with it, rather than focusing simply on the measurement of that learning. Student self-evaluation processes are therefore considered as a fonnative process leading to self-development. It is a process of identifying the value of the teaching and learning expelience for the individual student. This study contributes knowledge about the fonnative purposes of self-evaluation procedures and their links with learning. The potential exists for student selfevaluation processes to harness student ownership and control of their own work, influence the strategies they use in learning, and impact on their confidence, selfesteem and thus the quality of the learning they achieve. Student self-evaluation also supports the development of skills cun•ently being demanded of students to succeed in the twenty first century. This research provides a rationale for sustaining current efforts to transform assessment and evaluation practices despite the antithetical context.
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Campbell, Ashley. "Be/longing to Places: The Pedagogical Possibilities and His/Her/Stories of Shifting Cultural Identities." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39707.

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Looking to the places we live to inform our understandings of identity and belonging, this métissage of place-based stories draws on personal narratives and intergenerational stories to re/create meaning in new spaces and contexts. Through the interweaving of personal and academic stories, this research provides a space for critical engagement, creative scholarship and learning. The pedagogical possibilities of places and understanding of curriculum as both the lived experiences and knowledge/s that shape and in/form our identities and understandings. As newcomers, settlers, and treaty members, living on Turtle Island/North America, perhaps we must begin by looking at the places where we live and dwell, to better understand our responsibilities to both the land and peoples. Unsettling narratives that disrupt textbooks histories, and the re/telling of new/old stories. Using bricolage to gather up the fragments and/or pieces left behind – artefacts, memories and stories, I begin to re/trace the footsteps of my grandmothers - the re/learning his/her/stories, stories of shifting cultural identities and landscapes - and be/longing to places, while also examining how notions of be/longing are transformed through intergenerational stories and our connections to places. Stories that may help to move and guide us forward in a good way. From wasteland to reconciliation, this work examines the meaning of places to our lives and learning, as well as our responsibilities to land and peoples – those who came before, and the generations before us.
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Sukaratana, Debra Clark. "Blinded by the white soul-searching for the pedagogical possibilities of otherness in the white hearts of parents raising children of color /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/debra_c_sukaratana/Sukaratana_Debra_C_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by John A. Weaver. ETD. Includes bibliographical references (p. 163-168) and appendices.
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Trimble, Lisa. "Teaching and learning sexual health at the end of modernity: exploring postmodern pedagogical tensions and possibilities with students, teachers and community-based educators." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107588.

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Sexual health education is taking new innovative directions in establishing pedagogical partnerships between schools and community-based sexualities educators. Evaluations of The Sense Project, a community-based sexual health program in Montreal, demonstrate that youth respond enthusiastically to these initiatives. The partnerships, however, must navigate through the same epistemological and cultural tensions occurring everywhere as we collectively re-define knowing about questions of the body, sexualities, gender and youth. In the first phase of this study, former students of sex education reflect on their sexual health learning experiences. The study identified the content and pedagogies that supported or interfered with meaningful learning. Building on those insights, interviews with several teachers and community-based educators articulate what they see as the possible barriers and potential benefits of forming sexual health teaching partnerships. Implications for both groups of communities of practice are explored through the rich data emerging from their interviews. The findings of this study suggest that the pedagogical practices developed by this community agency offer an excellent resource for teachers and students of sexual health, and a model for other community educators. Recommendations are made to teacher education institutions regarding the theoretical, reflexive and praxis components that would support pre-service training in sexualities pedagogy. Finally, based on the model offered by the community-based educators, the thesis presents fifteen principles essential to the development and implementation of good sexual health pedagogy.
L'éducation à la sexualité prend un tournant innovateur en forgeant des partenariats entre les écoles et des organismes communautaires. Les évaluations du Projet Sens, un programme issue d'un organisme communautaire situé à Montréal, indiquent que les jeunes répondent avec enthousiasme à cette initiative. Ces partenariats, cependant, doivent naviguer a travers les mêmes tensions epistemologiques et culturelles se produisant partout alors que nous redéfinissons collectivement les savoirs entourant le corps, les sexualités, et l'identité des jeunes. Dans la première phase de cette étude, des étudiants ayant prit des cours d'éducation a la sexualité réfléchissent sur leurs expériences. L'étude identifie le contenu et les démarches pédagogues qui ont soutenu et ceux qui ont interféré un apprentissage significatif. En ce basant sur les résultats des cette première phase, des entrevues avec des enseignants et des éducateurs communautaire servent a identifier les barrières possibles et les avantages potentiels de former ces partenariats. Des implications pour les deux groupes sont explorées via les données riches émergeant des entrevues. Les résultats de cette étude suggèrent que les pratiques pédagogiques développées par cet organisme communautaire offrent une excellente ressource pour les enseignants et les étudiants et propose des pistes riches pour d'autres organismes communautaires. Des recommandations sont faites pour les programmes de formation des maîtres concernant les aspects théoriques, pratiques et réflexifs de cette formation. En conclusion, la thèse présente quinze principes essentiels au développement d'une approche pédagogique substantif.
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Slavikienė, Svetlana. "Tėvų pedagoginių kompetencijų, kaip ikimokyklinio amžiaus vaikų ugdymo tęstinumo prielaidos, ugdymas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060612_143804-48685.

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Parents’ interaction with pedagogues as equal partners is an important and unquestionable factor in a successful process of education. The practice shows that a problem of contact with parents arises. Therefore searching for new co-operation forms, seeking to ground the importance of parents’ pedagogical competences for continuity of preschool age children education and to ascertain the competences education possibilities, a research was made, in which parents’ opinions about pedagogical competences have been analysed, negative factors have been examined and parents opinion about the impact of pedagogical competences on children education continuity, parents and pedagogues co-operation was revealed. 282 respondents took part in the research: i.e. 60 parents of Šiauliai aesthetical education Study “Ko-dėl-čia”, 150 parents from the kindergarten “Kulverstukas”, 72 parents from Kužiai Kindergarten “Vyturėlis”. The following research methods were used in the thesis: scientific literature analysis, questionnaire, interview. Statistical analysis was made. Seeking to ensure the validity of the data received and legitimacy of the conclusions, the following data processing methods were used: relative frequency and percent frequency, correlation analysis (analysing data using Kruskal- Wallis test). The hypothesis of the research has proved out: it was established that the parents lack pedagogical knowledge. The results of the research show that education for parents is necessary... [to full text]
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Books on the topic "Pedagogical possibilities"

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Fanon & education: Thinking through pedagogical possibilities. New York: Peter Lang, 2010.

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Dei, George J. Sefa. Fanon & education: Thinking through pedagogical possibilities. New York: Peter Lang, 2010.

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Dei, George J. Sefa. Fanon and education: Thinking through pedagogical possibilities. New York: Peter Lang, 2010.

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Hållander, Marie. The Pedagogical Possibilities of Witnessing and Testimonies. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55525-2.

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Tkacheva, Viktoriya, Il'ya Evtushenko, and Marina Zhigoreva. Career guidance and socialization of students with complex disabilities. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014625.

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The textbook deals with theoretical and methodological, legal and socio-humanistic foundations of the system of vocational guidance and socialization of students with complex disabilities, the history of the formation of ideas about career counseling in domestic and foreign science and practice. Presented psycho-pedagogical features of pupils with complex disabilities and conditions that ensure successful mastery of the available professions, work skills. This description of the vocational diagnostic procedure aimed at exploring the possibilities of a child with severe to mastering the profession. The estimation of the level of employment, pre-vocational and vocational knowledge and skills. The possible extent of mastering different kinds of work, professional activities and employment options of persons with complex disabilities. First introduced the variative model of the system of vocational guidance and socialization of students with complex disabilities and the contents of psychological and pedagogical support of their families in the process of career guidance. For students of institutions of secondary vocational education, undergraduate, master degree, post-graduate students studying in areas of training 44.03.01/44.04.01 "Pedagogical education", 44.03.02/44.04.02 "Psycho-pedagogical education", 44.03.03/44.04.03 "Special (defectological) education", as well as professionals working in the system, both General and special education, institutions secondary vocational and higher education.
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Dei, George J. Sefa 1954- and Simmons Marlon, eds. Fanon and education: Thinking through pedagogical possibilities. New York: Peter Lang, 2010.

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Gibbs, Paul, and Andrew Peterson. Higher Education and Hope: Institutional, Pedagogical and Personal Possibilities. Palgrave Macmillan, 2019.

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Teaching Graphic Novels in the English Classroom: Pedagogical Possibilities of Multimodal Literacy Engagement. Palgrave Macmillan, 2017.

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Burger, Alissa. Teaching Graphic Novels in the English Classroom: Pedagogical Possibilities of Multimodal Literacy Engagement. Palgrave Macmillan, 2018.

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Tilley, Heather, and Jan Eric Olsén. Touching Blind Bodies: A Critical Inquiry into Pedagogical and Cultural Constructions of Visual Disability in the Nineteenth Century. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474400046.003.0014.

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Changing ideas on the nature of and relationship between the senses in nineteenth-century Europe constructed blindness as a disability in often complex ways. The loss or absence of sight was disabling in this period, given vision’s celebrated status, and visually impaired people faced particular social and educational challenges as well as cultural stereotyping as poor, pitiable and intellectually impaired. However, the experience of blind people also came to challenge received ideas that the visual was the privileged mode of accessing information about the world, and contributed to an increasingly complex understanding of the tactile sense. In this chapter, we consider how changing theories of the senses helped shape competing narratives of identity for visually impaired people in the nineteenth century, opening up new possibilities for the embodied experience of blind people by impressing their sensory ability, rather than lack thereof. We focus on a theme that held particular social and cultural interest in nineteenth-century accounts of blindness: travel and geography.
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Book chapters on the topic "Pedagogical possibilities"

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Eglinton, Kristen Ali. "Theoretical, Methodological, and Pedagogical Possibilities." In Youth Identities, Localities, and Visual Material Culture, 167–86. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4857-6_8.

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Zembylas, Michalinos, and André Keet. "Decolonial Strategies and Pedagogical/Curricular Possibilities." In Critical Human Rights Education, 131–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27198-5_10.

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Povey, Hilary. "Pedagogical possibilities for all-attainment teaching." In Debates in Mathematics Education, 66–77. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2020] | Series: Debates in subject teaching: Routledge, 2020. http://dx.doi.org/10.4324/9780429021015-6.

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Leslie, Christopher. "Pedagogical Possibilities for the History of Computing." In Encyclopedia of Education and Information Technologies, 1–11. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_116-1.

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Leslie, Christopher. "Pedagogical Possibilities for the History of Computing." In Encyclopedia of Education and Information Technologies, 1247–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_116.

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Hållander, Marie. "The Impossible Witnessing, The Pedagogical Possibilities: Theoretical Framing." In The Pedagogical Possibilities of Witnessing and Testimonies, 15–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55525-2_2.

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Hållander, Marie. "Introduction." In The Pedagogical Possibilities of Witnessing and Testimonies, 1–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55525-2_1.

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Hållander, Marie. "“Pull Out the Uneven Thick Threads”: On Penelope’s Web and Re-Presentation as a Way of Teaching." In The Pedagogical Possibilities of Witnessing and Testimonies, 31–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55525-2_3.

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Hållander, Marie. "On Saying We: Relational Witnessing and Empowered Subjectivity." In The Pedagogical Possibilities of Witnessing and Testimonies, 55–70. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55525-2_4.

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Hållander, Marie. "On the Verge of Tears: The Ambivalent Spaces of Emotions and Testimonies." In The Pedagogical Possibilities of Witnessing and Testimonies, 71–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55525-2_5.

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Conference papers on the topic "Pedagogical possibilities"

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Markov, Zdravko, Ingrid Russell, Todd Neller, and Neli Zlatareva. "Pedagogical Possibilities for the N-Puzzle Problem." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322457.

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Yaghoobian, Hamed. "Pedagogical Possibilities of Critical Engagement in Introductory CS Education." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439659.

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Zhmakina, Nadezhda, Liliya Ibragimova, and Tatyna Dergunova. "Leading Pedagogical Possibilities in Children’s Public Organizations and Personality Formation." In Proceedings of the 5th International Conference on Social, Economic, and Academic Leadership (ICSEALV 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.186.

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Vidotto, Danica. "MOBILE DEVICE APPLICATIONS IN PHYSICAL EDUCATION: INVESTIGATING NEW PEDAGOGICAL POSSIBILITIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0266.

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Mamedova, Rena Muslumovna. "Pedagogical conditions as a reflection of the possibilities of educational environment." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-462089.

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Zakharevich, E. "Modern textbook on physics and its possibilities for students' self-education." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-210-212.

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Plevová, Irena. "Possibilities Of Assessing Cognitive Abilities Of Primary-Aged Children In Pedagogical Practice." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.58.

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Korolev, Andrey. "Pedagogical Possibilities of Distance Learning in the Educa-tional Process of the School." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e1203.

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Kihtenko, Sergey. "APPLICATION OF MATHCAD IN MODELING TASKS IN ASTRONOMY LESSONS." In CAD/EDA/SIMULATION IN MODERN ELECTRONICS 2019. Bryansk State Technical University, 2019. http://dx.doi.org/10.30987/conferencearticle_5e0282138a74d7.47345509.

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10

Palekha, Ekaterina, and Roksana Galieva. "PSYCHOLOGICAL AND PEDAGOGICAL POSSIBILITIES OF CORRECTION OF THE "LIFE PATH" OF PERSONS WITH DEVIANT BEHAVIOR." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2549.

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