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Libros sobre el tema "Student teaching South Australia"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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1

Mostert, Willem Petrus. Demography: Textbook for the South African student. Pretoria: Human Sciences Research Council, 1998.

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2

Beasley, Vic. Participation and equity: The Flinders experiment. Bedford Park, S[outh] A[ustralia]: Beasley, 1985.

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3

Ranzjin, Rob. Psychology & indigenous Australians: Teaching, practice & theory : proceedings of the inaugural annual conference, held July 12th and 13th, 2007, University of South Australia. Edited by University of South Australia. School of Psychology and David Unaipon College of Indigenous Education and Research. Magill, SA: University of South Australia, 2008.

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4

Cosser, Michael. Settling for less: Student aspirations and higher education realities. Cape Town: HSRC, 2004.

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5

Ann, Game, ed. Teachers who change lives. Carlton, Vic: Melbourne University Press, 2006.

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6

Andresen, Lee. The influence of class size on teaching and learning law at the University of New South Wales: A study of student and staff perspectives during the 1989/1990 trials of increased class size. Kensington, NSW: University of New South Wales, Professional Development Centre, 1991.

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7

Research on Foreign Students and International Study: An Overview and Bibliography. New York, NY: Praeger Publishers, 1985.

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8

Spracher, William C. Teaching Intelligence in the United States, the United Kingdom, and Canada. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.308.

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Intelligence studies, as taught by specialized departments or institutes and leading to degrees with the word “intelligence” in their titles, is a relatively new phenomenon. Intelligence is considered a profession, while intelligence studies can probably best be described as an emerging discipline that has yet to reach full maturity. Much of the more recent data on teaching intelligence is in the hands of professional associations, government agencies, and nongovernmental organizations dealing with the intelligence profession. Some of the government academic institutions which served as the we
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9

Duffy, James, James Colin, Rachael Field, Paul Maharg, and Meera E. Deo. Promoting Law Student and Lawyer Well-Being in Australia and Beyond. Taylor & Francis Group, 2016.

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10

Improving Criteria and Feedback in Student Assessment in Law (Legal Education Series). Routledge Cavendish, 1998.

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11

Student achievement in studies of society and environment in Western Australian government schools, 1994. [Perth]: Education Dept. of Western Australia, 1996.

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12

Malcolm, Ian, and Judith Rouchecouste. Framing Student Literacy Reports. Macquarie University, 1999.

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13

North-south scholarly exchange: Access, equity andcollaboration. London: Mansell, 1988.

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14

Shive, Glenn L., and S. Gopinathan. North-South Scholarly Exchange: Access, Equity, and Collaboration. Mansell, 1989.

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15

Landes, Shive Glenn, Gopinathan Saravanan, and Cummings William K, eds. North-South scholarly exchange: Access, equity, and collaboration. London: Mansell Pub., 1988.

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16

Settling for Less: Student Aspirations and Higher Education Realities (Student Choice Behaviour Project). Human Sciences Research Council, 2005.

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17

Gilbert, Rob, and Brian Hoepper. Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum with Student Resource Access 12 Months. Cengage Learning Australia, 2016.

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18

(Editor), Holger Daun, Penny Enslin (Editor), Lidija Kolouh-Westin (Editor), and Dinaja Plut (Editor), eds. Democracy in Textbooks and Student Minds: Educational Transitions in Bosnia-Herzegovina, Yugoslavia, Mozambique, and South Africa. Nova Science Publishers, 2002.

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19

1943-, Booker Diane, and University of South Australia. Library., eds. Information literacy, the Australian agenda: Proceedings of a conference conducted by the University of South Australia Library, held at Adelaide College of TAFE 2-4 December 1992. Adelaide: University of South Australia Library, 1993.

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20

Metcalfe, Andrew, and Ann Game. Teachers Who Change Lives. Melbourne University Publishing, 2007.

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21

Yesterday's Enemy - Tomadachi. South Australia, Australia: OpenBook Publishers, 1994.

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22

Hodgkinson-Williams, Cheryl, and Patrícia Arinto. Adoption and Impact of OER in the Global South. African Minds, 2017. http://dx.doi.org/10.47622/9781928331483.

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Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. T
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23

Mesthrie, Rajend. Teaching the History of English. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0004.

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This chapter addresses how the history of English as a linguistic topic has been taught in one South African university. The author focuses on the traditional Old–Middle–Modern English trichotomy as well as colonial and postcolonial synchronic varieties. Subsequent to a curricular shift from historical to applied linguistics in English departments, students taking History of the English Language (HEL) come to the course with little or no background in Old and Middle English. The author offers practical examples of how he accommodated this change in student preparation. Additionally, he address
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24

Research on Foreign Students and International Study: An Overview and Bibliography. New York, NY, USA: Praeger, 1985.

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25

Cloete, Nico, Tracy Bailey, and Peter Maassen. Universities and Economic Development in Africa. African Minds, 2011. http://dx.doi.org/10.47622/9781920355807.

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Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight
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26

Johansen, Bruce, and Adebowale Akande, eds. Nationalism: Past as Prologue. Nova Science Publishers, Inc., 2021. http://dx.doi.org/10.52305/aief3847.

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Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living t
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