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birth to another competence, namely how to interpret and how to sort out the harmful and fallacious impulses, as well as how to stay on the supportive, and more uplifting side. The ten chapters of the publication are divided in main parts representing

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included in the draft of questions but are important to the participants. The draft was comprised of the following questions in the case of both groups: What do they like about school? What sort of student do they consider themselves to be? What helps them

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several times which led to an overall content picture of the material. The focus in the teachers’ reflections was described in accordance with their main content and sorted into content groups. To assess the reliability of the coding, the same coding was

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significant historical reasons. Blyth and Hughes (1997) also suggest linking children's own experience of reading and writing to the source material; the sort of materials used and the history of writing and printing. This is precisely what Vella and Caruana

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of collegial academic bodies is too slow, and even the Ministry of Education had a paper out in which they decided that it's also too prone to this sort of tribalistic self-interest. So (…) you have external members on the board from the business

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things that our students learn through this sort of educational experience are a range of skills that you might describe as professionalism, which they might not have when they are starting [University academic leadership member]. Enhancing professional

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market for researchers, but also a sort of boundaryless space. Prominently, ERA goes geographically beyond the membership to the European Union (EU) as such, allowing other European countries to benefit from collaborative schemes and opportunities. The

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present, and with an outlook unto the future. This empowering position should make students realize that our interpretation of the past is not teleologically closed (a sort of “Manifest Destiny”) but open to revisions. They can thus decide how Columbus

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problems, students were allowed to record their suggestions for improvement. Based on the related affinity diagram ( Fig. 3 ), it can be concluded that the majority of students anticipated their mentors to organise leisure activities and events. All sorts

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step was to sort submitted and marked texts based on the defied classification of students' higher and lower English proficiency levels. The texts are uploaded to the Coh-Metrix 3.0 webtool ( Tackett & McNamara, n.d. http://www.cohmetrix.com/ ), and

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