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surrounding world ( Phuong, 2020 ). The level of use of organizational forms is described in Table 7 . Table 7. Forms of organizing science discovery activities for 5–6-year
early childhood education of high quality, which are promoted by the Organization for Economic Co-operation and Development (OECD) and most countries enhancing the quality of early childhood education ( OECD, 2018 ). The effectiveness of
). Meaningful differences in the everyday experience of young American children . Paul H Brookes Publishing . Hofmann , N. ( 2019 ). Bottom up, top down and human Rights: Roma organizations, policy frameworks and European institutions . In Lifelong
and organizational culture). Overall, the purpose of the interventions was to develop teachers’ DDDM-related knowledge and abilities, and to increase their feeling of satisfaction. In the following, DDDM-related abilities and knowledge are used to
promoting the situation of Roma women in several European countries. These are Croatia, Poland, Norway, Great Britain, Germany, and Hungary. Although the history, geographical location and social organization of the countries presented are very different
for Teaching and Learning (CTLs) in supporting academic development and teaching excellence ( Jacob, Xiong, & Ye, 2015 ; Jerez Yàñez, Aranda Càceres, Corvalán Canessa, González Rojas, & Ramos Torres, 2019 ). CTLs have diverse organizational structures
Az információs korszak szükségessé teszi, hogy a társadalmi szervezetek a logisztika olyan új formáit hozzák létre, amelyek képessé teszik őket a környezethez való alkalmazkodásra. A társadalmi szervezetek emberekből állnak, akiknek az intelligenciája nem eredményezi a szervezet intelligenciaszintjének növelését. Az információs korszakban az adatfeldolgozás és a kommunikáció új lehetőségeinek megjelenése drámaian megnövelte a szervezeteken belüli információs szintet. Ez a folyamat a hadseregben és az üzleti életben indult el. A szervezeti intelligencia szükségleteinek kielégítése érdekében megszervezték az üzleti intelligencia egységeit, amelyek modellül szolgálhatnak a társadalom más szervezetei számára.
and life-reform aspects – soon had an influence on the artistic-aesthetic area of education, on the organisation of school life as a whole (school music, theatre, dance, festivals) and, beyond that, on the architecture of the school buildings and the
can be adapted in students' engagement with written feedback in writing. For the structural organization, this paper first defines the concept of feedback literacy. Second, it elaborates on the characteristics of the existing frameworks describing
multiperspective views, analytical skills, adaptable interpretative framework ( Lee, 2004 ), and the establishment of historical thinking ( Lévesque & Croteau, 2020 ). Professional organizations dealing with history teaching and education for citizenship in Europe
