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Relevant bibliographies by topics / Postmodern educational practices

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Academic literature on the topic 'Postmodern educational practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Postmodern educational practices"

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English, Fenwick W. "The Postmodern Turn in Educational Administration: Apostrophic or Catastrophic Development?" Journal of School Leadership 8, no. 5 (September 1998): 426–47. http://dx.doi.org/10.1177/105268469800800501.

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The impact of postmodernism on educational administration will be catastrophic, i.e., a radical overturning of established thought and practice. The field has been slow in recognizing the full impact of a turning away from the Cartesian mindset of modernistic science. The most significant challenges in educational administration posed by postmodernism are to the concept of a stable knowledge base upon which to determine best or reflective practices, the assumed legitimacy of departments of educational administration as sanctified places to prepare school leaders, and the decoupling of the concepts of leadership from management practice and organizational theory. The postmodern challenge is to move beyond Cartesian logic and modernist traditions to redefine practice.

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Nikkhah, Akbar. "Postmodern Governments and Global Science Education." Journal of Public Administration and Governance 1, no. 1 (June 11, 2011): 71. http://dx.doi.org/10.5296/jpag.v1i1.702.

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The objective is to describe global governments’ responsibilities in making and supporting educational policies for improvements in the public creation and utilization of science. The necessity of the world human populations to be more similarly educated increases. Such a necessity stems from a global demand for timely expansion and effective utilization of new life technologies. Governments play key roles in maintaining publics adequately cognizant of the demand. In addition, governments are increasingly responsible for making new policies that will allow public education sectors to practice refined education programs. Such a global education, most fundamentally, starts from elementary schools and evolves through guidance and high schools, colleges, universities and industrial centers. Governments can foster new education policies in three distinct groups including governors, educators, and learners. The governors include ministers and all related officials and administrative professionals. The educators include science and technology mentors and trainers in schools, colleges, universities, industries, and private and semi-private institutes. The learners, by definition, are those enrolled in academic and non-academic institutions to obtain expertise and excellence in various fields of science and technology. These categories will have their own specified educators who revisit concepts and update members with most recent concepts and practices while reviewing major earlier principles. In the post-modern time, mentors and trainers themselves require frequent timely education to remain most up-to-date and functional. Constant education of educators faces more practical challenges than education of learners. Special courses and sessions are to be developed for governors, educators, mentors, advisors and teachers. It is only with such an interrelated structure that governors and policy makers will most profoundly realize the importance and necessity of adequate public education considerations. Such policies are to be supervised and supported by global sources to ensure practices in different world regions. The more extensive implementation of the policies will lead to more efficient and earlier accomplishment of preset goals. Effectual education of governments on ‘science education policies’ will be a turning point in enabling continual improvements in global science and life qualities.

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Horn, Raymond A. "Promoting Social Justice and Caring in Schools and Communities: The Unrealized Potential of the Cohort Model." Journal of School Leadership 11, no. 4 (July 2001): 313–34. http://dx.doi.org/10.1177/105268460101100404.

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The problem of the efficacy of educational leadership as a promoter of just and caring change in schools and communities is explored in the context of educational leadership preparation practices. An exploration of this problem is based on the premise that despite the use of innovative instructional methods, in most cases current preparation programs merely reproduce the use of modernistic administrative practices and organizational structures. Here, the cohort model is identified as a means to promote just, caring, and relevant educational leadership. After a review of the benefits, drawbacks, and the nature of the use of cohorts in leadership preparation programs, a cohort structure is examined that will prepare educational leaders who are able to promote just and caring change in our postmodern communities.

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Bonilla Medina, Sandra Ximena, and Yolanda Samacá Bohórquez. "Modern and Postmodern Views of Education that Shape EFL Mentoring in the Teaching Practicum." Colombian Applied Linguistics Journal 22, no. 1 (October 31, 2020): 55–68. http://dx.doi.org/10.14483/22487085.14576.

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Educational settings are now characterised by ethnic, cultural, linguistic, sociocultural and epistemological diversity. This article analyses epistemological diversity as an important factor in shaping teacher education programmes. This involved exploring how teacher-educators and student-teachers align themselves or negotiate modern and postmodern views of education. The research employed a narrative analysis-based on a qualitative methodology to discuss the effects of modern and postmodern views of knowledge construction and pedagogical action during the English Teaching practicum at a state university in Bogota. The findings suggest that, even though teacher-educators and student-teachers position themselves with discourses of generational change regarding conceptions of knowledge construction, there is a tendency to shape practices based on the ideals of fixed-defined generations (e.g. old, young) who have fixed views of education (old/traditional, young/contemporary) which consequently give particular shapes to pedagogical actions.

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Ohrlander, Kajsa. "Challenging Essentialist Discourses on Children's Self-Identities: ‘The Child’ in Cultural Radicalism and Revolutionary Practices in Sweden in the 1960s and 1970s." Contemporary Issues in Early Childhood 6, no. 3 (September 2005): 269–82. http://dx.doi.org/10.2304/ciec.2005.6.3.7.

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This article tries to understand, by using some poststructural tools, practices with children that were performed by a Left action group in Sweden in the 1960s and 1970s. Modernist resistance discourses of enlightenment and liberation from obedience, silence and innocence can be seen as being produced, together with postmodern acts of unfolding and deconstructing a unified and essentialist child subject. It finds those non-essential child subjects created in the unpredictable dramaturgy of happenings and actions, and in the decentred spread of talks, tasks and modes of addressing. It makes the point that by analysing how new discourses of childhood were lived out, acted on and performed rather than found in ideological debates, it is possible to add new understandings of changes in child discourses in the 1970s. The article stresses the open-endedness of those practices, and their relation to the creation of new rooms and spaces. It suggests something of a paradox: that the moving and changing of child subjectivities was produced within practices where collectivity was the priority.

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Dantley, Michael E. "Rewriting Narratives and Leadership Vision through a Postmodern Imagination: A Spiritual Imperative to Leading African American Schools." Journal of School Leadership 15, no. 6 (November 2005): 673–85. http://dx.doi.org/10.1177/105268460501500605.

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This article asks educational leaders to imagine schools from a postmodern perspective in order to address the issues specifically germane to black children in public schools. In fact, this article challenges current as well as prospective school leaders to adopt a radical approach to perceiving schools so that the inequities and undemocratic practices in these institutions may be uncovered and dealt with. All of this is initiated through a spirit of resistance and radical reconstruction aimed at creating schools that are more effective in facilitating crucial education for African American and impoverished students.

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Knight, Linda. "Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood." Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 306–16. http://dx.doi.org/10.2304/ciec.2008.9.4.306.

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This article is a study of the arts in early childhood as a way of learning, for both children and their teachers. The author suggests that drawing can be a powerful tool for collaborative approaches to pedagogy. When teachers draw with children, pathways of communication can be opened, and the collaborative exercise can trigger processes of transformation for both adult and child. In order to present challenges to more traditional, hands-off pedagogical practices in arts education, this article is an account of reflexive arts pedagogies, and how they can work to improve communication and understandings between adults and children. Within the educational contexts of Australian preschooling and primary schooling, the author examines the process of collaborative drawing, and how this can enable a process of transformation. Her analysis, and the accompanying examples of reflexive practices, combine complementary lenses, socio-cultural and postmodern, that she sees as working in harmony to produce new possibilities, in arts education in particular, and, more broadly, in early childhood education.

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Lugg, Catherine A. "“Why's a Nice Dyke like you Embracing this Postmodern Crap?”." Journal of School Leadership 18, no. 2 (March 2008): 164–99. http://dx.doi.org/10.1177/105268460801800203.

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In this article, I present a historical overview of the queer rights movement in the United States, from the late 1940s to today, weaving snapshots of my own life into the narrative, from living in the closet to being totally out, both personally and professionally. Because I was closeted at the beginning of my career my research agenda did not initially address issues of queer rights. Instead, my central focus was U.S. political right-wing movements in general and the Protestant Right in particular and how they worked to shape educational politics and policy. I also illustrate how intersectional and multidimensional analyses can uncover the ways that shifting/multiple identities shape the policies and practices of U.S. public schooling by drawing on the work of scholars and activists who acknowledge the intersections and multidimensionality of our constructed and assembled identities (Francisco Valdes, Darren Lenard Hutchinson, Kenji Yoshino and Riki Wilchins). I also draw from the earlier work of social scientist Erving Goffman, who examined how stigmatized populations navigated their social worlds. I conclude this article by exploring the notion of differentiated citizenship and what mplications it may hold for public school policy and the politics of education.

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Brigham, Frederick J., and Lewis Polsgrove. "A Rumor of Paradigm Shift in the Field of Children's Emotional and Behavioral Disorders." Behavioral Disorders 23, no. 3 (May 1998): 166–70. http://dx.doi.org/10.1177/019874299802300301.

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This article is a response to David Elkind's “Behavioral Disorders: A Postmodern Perspective” (this issue). We suggest that Elkind's claim that a paradigmatic shift has occurred in the field of emotional and behavioral disorders is unwarranted, since multiple paradigms influence this area rather than a single monolithic view. Furthermore, we point out that Elkind's argument lies outside of the framework for understanding scientific paradigms proposed by Thomas Kuhn. Finally, we argue that postmodernism lacks the intellectual coherence and heuristic integrity necessary to qualify as a paradigm. We therefore find postmodernism without merit in advancing our understanding of emotional and behavioral disorders, clarifying issues facing the field, or improving practices.

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Dahal, Niroj, Bal Chandra Luitel, and Binod Prasad Pant. "Teacher-Students Relationship and its Potential Impact on Mathematics Learning." Mathematics Education Forum Chitwan 4, no. 4 (November 15, 2019): 35–53. http://dx.doi.org/10.3126/mefc.v4i4.26357.

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This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as students of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioural practices and seek to change towards transformative/constructive approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi-paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researchers thereby offering space for interpretation, transformation and envisionary. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which, in turn, develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.

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Dissertations / Theses on the topic "Postmodern educational practices"

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Du, Preez Elizabeth. "The social construction of counsellor identity in a South African context." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-08182005-154110.

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Asquith, Merrylyn. "Ideals, myths and realities a postmodern analysis of moral-ethical decision-making and professional ethics in social work practice." full text, 2002. http://www.dhs.sa.gov.au/dhs-library/documents/ideals,-myths-and-realities.pdf.

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LEE, TUNG-YEN, and 李東諺. "The Postmodern Practice of Boardgame Learning and Art Education:A Narrative Study of a Part-Time Substitute Art and Humanities Teachers in Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/k7nmj4.

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碩士
國立屏東大學
教育學系碩士班
104
This study intends to discover the transformation of my own ideological identity as an art educator in the process of developing and popularizing board games through educational experiments. Under the construction of this particular type of art educational experiment, I delve into the research of the importance of Cooperative Learning and explore the possibility of intellectual equality within the teacher-student relationship. I have made the attempt to tell my story of interweaving the expectation and hopelessness, reaching self-realization and letting go of the self in life, using a language that empathizes with myself. As a result, this thesis narrates my confusion and limits and meanwhile portrays a new imagination of myself as an art teacher.

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VAŇKOVÁ, Milena. "Současná praxe a možnosti využití supervize v ošetřovatelství." Doctoral thesis, 2015. http://www.nusl.cz/ntk/nusl-189471.

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The thesis named "Current practice and possible ways of implementing clinical supervision in nursing" is the first doctoral dissertation establishing the concept of supervision in the Czech nursing environment. Itscentralresearch questionis as follows: How do nurses and university educators in nursing construct, interpret and practically apply theconcept ofclinical supervision and the supervisor's role in the context of nursing education at specific institutions of tertiary education and clinical nursing practice in the Czech Republic? The author draws on international theoretical literature and local empiricalevidence.Her qualitative research took the form of 26 semi-structured interviews with academic nursingeducators from the entire Czech Republic. In justified cases those are supplemented with qualitative data obtained through the study of legislative, policy and strategic documents in nursing and health care, including publicly available information and sources on clinical supervision, in order torefine the resulting picture of her interpretation of current clinical supervision practice in Czech nursing. A shift to the constructivist paradigm enabled one to conceive the term "clinical supervision" mainly in relation to learning, training and professional development of supervisees, also in the context of transformation of education and supervision not only of nurses but also of supervisors themselves in the Czech Republic. The author also focuses on the philosophical and theoretical foundations of clinical supervision and application of the postmodern approach in egalitarian clinical supervision. The empirical part of this dissertation is based on the qualitative research conducted. The author gradually presents her results as individual categoriesand relations between them that ensued from the analysed data in the process of open coding. The author draws a link between the category of implementation of clinical supervision in the context of nurses' professional education andexternal conditions, the environment and a broader professional and social-cultural context. Clinical supervision in nursing is constructed mainly as a unidisciplinaryconcept and a part of the nursing profession. The university nursing educatoris typically constructed as a role professional, but there is also an ongoing process ofdiversification, stratification, profiling and professionalization of non-academic nursing educators. Based on a content analysis of documents and post-modern philosophical-theoretical foundations and strategies of legitimizingclinical supervision, the author views the concept of clinical supervision in nursing as socially constructedand discursively legitimated. The author also defines the limitations of her research that arise from the choice of a qualitative research design. In the conclusion she outlines some future trends of clinical supervision in particular educational institutions that can be interesting and inspiring not only for supervisors but also for teachers of supervision themselves. Based on the results of her empirical analysis the author emphasises the need to integrate the theory and practice of education, clinical supervision and nursing. A comprehensive structure and methodology of system-wide implementation of clinical supervision, based on the situation of clinical nursing practice and supervision needs in the Czech Republic,should in future formthe basis of innovation of existing university programmes in nursing and approaches to the education and training of supervisors, as well as the subject of new research in clinical supervision.

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Hoffmann, Thomas. "Jüngerschaft und Gemeinde: eine praktisch-theologische Studie uber die Erziehung zur Nachfolge in evangelikal-freikirchlichen Gemeinden im postmodern-urbanen Umfeld (Discipleship and the local church: a practical-theological study of education to discipleship in evangelical free churches in a postmodern urban milieu)." Diss., 2005. http://hdl.handle.net/10500/1797.

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The subject of this study is Christian education in the church. This practical-theological work starts from the premise of the relevance of a commitment experience for the faith development of the individual and studies the formats and contents of continuing formal faith education of young Christians in evangelical free churches in a postmodern-urban milieu in Frankfurt. Its aim is to find out how well the New Testament discipleship topics of Jesus are integrated into the faith education in the church, and what reception difficulties and chances they experience in regard to the Zeitgeist. Are the New Testament discipleship topics still the basic guidelines with regard to content? The relationship between faith development, faith education and the local church is presented within a religion- and church-pedagogical approach and a connection to education for discipleship is made. The biblical premise is the discipleship commission of Jesus (Mt 28:18-20) and its church-pedagogical reply.
Der Untersuchungsgegenstand ist die christliche Erziehung in der Gemeinde. Diese praktisch-theologische Arbeit geht aus von der Bedeutung einer Commitment-Erfahrung für die Glaubensentwicklung des Einzelnen und untersucht die Formate und Inhalte der weiterführenden formalen Glaubenserziehung junger Christen in evangelikal-freikirchlichen Gemeinden im postmodern-urbanen Umfeld in Frankfurt. Ihr Ziel ist es, herauszufinden, inwiefern heute die neutestamentlichen Nachfolgethemen Jesu in der gemeindlichen Glaubenserziehung behandelt werden und welche Rezeptionsschwierigkeiten und Chancen sie im heutigen Zeitgeist haben. Sind dabei die neutestamentlichen Nachfolgethemen Jesu noch die inhaltlichen Grundrichtlinien? In einem religions- und gemeindepädagogischen Zugang wird die Beziehung von Glaubensentwicklung, Glaubenserziehung und der Ortsgemeinde gezeigt und mit der Erziehung zur Nachfolge verknüpft. Der biblische Ausgangspunkt ist der Jüngerschaftsauftrag Jesu (Mt 28,18-20) und dessen gemeindepädagogische Antwort.
Practical Theology
M. Th.(Practical Theology)

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Books on the topic "Postmodern educational practices"

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Briton, Derek. The modern practice of adult education: A postmodern critique. Albany: State University of New York Press, 1996.

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The modern practice of adult education: A postmodern critique. Albany: State University of New York Press, 1996.

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Reflective teaching in the postmodern world: A manifesto for education in postmodernity. Buckingham [England]: Open University Press, 1997.

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Towards a theory and practice of teacher cultural politics: Continuing the postmodern debate. Norwood, N.J: Ablex, 1992.

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Bornhauser, Thomas. Gott für Erwachsene: Ein Konzept kirchlicher Erwachsenenbildung im Zeichen postmoderner Vielfalt. 2nd ed. Stuttgart: Kohlhammer, 2002.

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Education & culture. Barcelona: LINKS International, 1997.

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Pathologizing Practices: The Impact of Deficit Thinking on Education (Counterpoints: Studies in the Postmodern Theory of Education). Peter Lang Publishing, 2004.

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W, Hutchens James, Suggs Marianne Stevens, and National Art Education Association, eds. Art education: Content and practice in a postmodern era. Reston, Va: National Art Education Association, 1997.

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The Postmodern Challenge to the Theory and Practice of Educational Administration. C.C. Thomas, 2003.

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Useful Theory: Making Critical Education Practical (Counterpoints: Studies in the Postmodern Theory of Education). Peter Lang Publishing, 2006.

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Book chapters on the topic "Postmodern educational practices"

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Lewis, Matthew T. "Postmodern Dietetic: Reclaiming the Body Through the Practice of Alimentary Freedom." In Educational Dimensions of School Lunch, 35–57. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72517-8_3.

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Shah, Saeeda. "Islam, Education, and Gender: Discourses and Practices Among Pakistani Diaspora in the UK." In Gender, Religion and Education in a Chaotic Postmodern World, 241–52. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5270-2_16.

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Yuen, Gail. "Ready for Ethical and Critically Reflective Practice in Supercomplex Times? Discourses, Knowledge and Values in the Postmodern Society of Hong Kong." In New Frontiers of Educational Research, 293–308. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2207-4_17.

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Jančec, Lucija, and Jurka Lepičnik Vodopivec. "The Implicit Pedagogy and the Hidden Curriculum in Postmodern Education." In Implicit Pedagogy for Optimized Learning in Contemporary Education, 41–59. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5799-9.ch003.

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This chapter addresses everyday educational practices known as the “hidden curriculum” and the related term “implicit pedagogy” in today's dominant postmodern theory. It presents results of a survey with preschool and school teachers (N=813) in Croatia and Slovenia in selected three determinants of the hidden curriculum: empathy, personality traits, and preschool and school teachers' attitudes towards space characteristics. In addition to interesting results describing current conditions in these vital populations of institutional life of children, the chapter is getting closer to answering questions like: “What else do children learn in kindergarten and school?” “What affects children's learning, and is nowhere to be ‘measured' in the context of learning?” “Are the phenomena of hidden curriculum that we want to look at the same in the two neighboring countries, in the same groups of professionals?” This is, in the context of postmodernism and postmodern education theories, one of the crucial points.

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Perren, James M. "Producing Pathways to Proficient Pronunciation with Learner-Designed Pronunciation Stations." In Advances in Educational Technologies and Instructional Design, 231–62. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch014.

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The chapter reports on a study examining learning stations designed by English as a second language students in order to improve pronunciation. This on-going Design-Based Research study focuses on promoting, sustaining, and understanding an educational innovation (Bell, 2004). The longitudinal study identifies favorable and unfavorable aspects of learner-designed pronunciation station teaching. Results extend previous iterations of data collection and analysis of student assignments with reference to technology resources and online survey results as part of strategic (re)designing of the activity. This pedagogy fosters student responsibility for learning and utilizing learning opportunities they create. Discussion is provided about how poststructural theory corresponds with design-based research as data collection and analysis methodology to illuminate discourses of autonomy as agency, motivation and investment, and resistance. Design-based research frames the postmodern and action oriented design based research goals of “examining the assumptions underlying contemporary educational programs and practices” (Reeves, McKenney, & Herrington, 2011, pp. 60-61).

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Hogan, Padraig. "Paideia, Prejudice and the Promise of the Practical." In The Paideia Archive: Twentieth World Congress of Philosophy, 150–58. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199829490.

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In an age of radical pluralism it is increasingly difficult to affirm and sustain the educational aspirations of Greek paideia (Latin humanitas). The most challenging attacks on these aspirations come from standpoints which share a postmodern attitude of opposition towards inherited cultural ideals, especially those which claim universality. This paper first examines optimistic and pessimistic prospects for the educational heritage of humanitas, concluding that, in the face of cultural disparateness which is increasingly evident in post-Enlightenment cultures, the pessimistic case seems to be more convincing. Recognizing that this gives added impetus to postmodernist standpoints, the second section examines some key features of these, taking as its examples arguments of Lyotard, Foucault and Rorty. I show that the prejudices of the postmodernist arguments are as invidious as the discriminatory assumptions and the neglect of the quality of educational practice in the Western cultural inheritance. Recalling some insights which can be gleaned from the educational practices of Socrates, the last section joins these with findings of contemporary philosophers on the pre-judgements and partiality which are inescapable features of human understanding. This is a reclamation and elucidation of a practical and promising humanitas which does justice to the claims of diversity and universality.

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Jensen, Sisse Siggaard. "Reflective Designing for Actors and Avatars in Virtual Worlds." In Virtual Technologies, 425–48. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-955-7.ch027.

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This chapter proposes a designing strategy referred to as “virtual 3D exploratories”. It is a strategy by which to facilitate knowledge sharing and social innovation, activities important to many postmodern organizations and work groups—be they educational or commercial. The strategy will allow us to build virtual worlds, and universes, aimed at exploration—virtual worlds, where actors interact and communicate with each other by the means of avatars. To substantiate the designing strategy, this chapter calls attention to virtual phenomena such as: avatar-based interaction, communication, and scenarios designed for re?ective practices. Taking a ?rst step, the chapter presents narratives and video-based self-observations from 12 experiential sessions undertaken by the “Virtual 3D Agora-world” SIG as part of the EQUEL EU research project (2002-2004). Based on ?ndings and re?ections from these sessions, the designing strategy of virtual “exploratories” is outlined with reference to the “sense-making” theory (Dervin & Foreman-Wernet, 2003) and summarized in a “designing triangle”.

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"Governmentality and practice." In Adult Education and the Postmodern Challenge, 65–82. Routledge, 2004. http://dx.doi.org/10.4324/9780203639771-8.

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"Practice without Theory? A Postmodern Perspective On Educational Practice." In Understanding and Researching Professional Practice, 55–64. Brill | Sense, 2009. http://dx.doi.org/10.1163/9789087907327_005.

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"Reconceptualising theory and practice." In Adult Education and the Postmodern Challenge, 135–54. Routledge, 2004. http://dx.doi.org/10.4324/9780203639771-11.

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Conference papers on the topic "Postmodern educational practices"

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Yafizova, R. A. "Activation Of Educational Potential Of Interdisciplinary Integration In Vocational Secondary Education." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.122.

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Sergienko, I. V. "Teacher Interactive Educational Content Designing." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.89.

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Kudinova, G. F. "Russian-Language Educational Resources: The Monitoring Results." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.59.

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Sergienko, I. V. "E-Educational Content Designing And Its Introduction In Group Activity Clubs." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.90.

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Startseva, O. G. "Decision Making Support Approach In The Distance Learning Educational Service Management." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.91.

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Yangirova, V. M. "Teacher Training For Educational Achievements Diagnosis And Evaluation: Approaches And Tools." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.121.

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Bahktiyarova, V. F. "Enhancing The Competitiveness Of College Graduates Through The Digital Educational Environment." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.15.

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Bikmetov, E. Yu. "Family And Educational Institutions In The Formation Of Value Orientations Of Youth." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.20.

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Boronilova, I. "Research Of Development Of Communicative Competence Of Future Managers Pre-School Educational Institutions." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.26.

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Vakhidova, Liutsiia. "Professional Self-Effectiveness Forming For A Specialist In A Personified Informational Educational Environment." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.31.

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