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Common Elements of Developmental Education Policies. Policy Brief

Subjects: Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Developmental Studies Programs, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Educational Policy, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Postsecondary Education, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, College Students, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Student Evaluation, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Student Placement, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Best Practices, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Teaching Methods, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Accountability, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, College Readiness, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Cutting Scores, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, State Policy, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, High Stakes Tests, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Educational Change, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Remedial Instruction, Developmental Studies Programs, Educational Policy, Postsecondary Education, College Students, Student Evaluation, Student Placement, Best Practices, Teaching Methods, Accountability, College Readiness, Cutting Scores, State Policy, High Stakes Tests, Educational Change, Remedial Instruction, Required CoursesColorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Colorado, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Minnesota, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Texas, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Florida, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Virginia, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, West Virginia, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, California, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Massachusetts, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, North Carolina, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Arkansas, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Georgia, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Idaho, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Nevada, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, New Hampshire, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Tennessee, Colorado, Minnesota, Texas, Florida, Virginia, West Virginia, California, Massachusetts, North Carolina, Arkansas, Georgia, Idaho, Nevada, New Hampshire, Tennessee, Maryland

  • Source: Education Commission of the States. 8 pp.

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Academic Journal

Considering the Anchor Mission Strategy within the Competing "Regimes" of Higher Education Community Engagement

Subjects: Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Higher Education, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Institutional Mission, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Competition, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Educational Change, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Risk, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Power Structure, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, College Role, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, School Community Relationship, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Urban Universities, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Community Involvement

  • Source: Metropolitan Universities, v30 n1 p69-74 Feb 2019. 6 pp.

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Academic Journal

Discourse Analyses of Chinese Visiting Professors at Canadian Universities: Adaptation and Transformation

Subjects: Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Foreign Countries, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, College Faculty, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Foreign Nationals, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Teacher Attitudes, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Discourse Analysis, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Teaching Experience, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Study Abroad, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Foreign Students, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, College Programs, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Program Development, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Cultural Differences, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Graduate Students, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Educational Change, Foreign Countries, College Faculty, Foreign Nationals, Teacher Attitudes, Discourse Analysis, Teaching Experience, Study Abroad, Foreign Students, College Programs, Program Development, Cultural Differences, Graduate Students, Educational Change, Resistance to ChangeCanada

  • Source: International Education Studies, v12 n4 p87-99 2019. 13 pp.

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Academic Journal

Professional Education Reform in Colleges and Universities and Cultivation of College Students' Innovation and Entrepreneurship Consciousness: "Taking Major of E-Commerce as an Example"

Subjects: Foreign Countries, Business Administration Education, Innovation, Entrepreneurship, Educational Change, College Graduates, Undergraduate Students, Labor Force Development, Foreign Countries, Foreign Countries, Business Administration Education, Innovation, Entrepreneurship, Educational Change, College Graduates, Undergraduate Students, Labor Force Development, Business Administration Education, Foreign Countries, Business Administration Education, Innovation, Entrepreneurship, Educational Change, College Graduates, Undergraduate Students, Labor Force Development, Innovation, Foreign Countries, Business Administration Education, Innovation, Entrepreneurship, Educational Change, College Graduates, Undergraduate Students, Labor Force Development, Entrepreneurship, Foreign Countries, Business Administration Education, Innovation, Entrepreneurship, Educational Change, College Graduates, Undergraduate Students, Labor Force Development, Educational Change, Foreign Countries, Business Administration Education, Innovation, Entrepreneurship, Educational Change, College Graduates, Undergraduate Students, Labor Force Development, College Graduates, Foreign Countries, Business Administration Education, Innovation, Entrepreneurship, Educational Change, College Graduates, Undergraduate Students, Labor Force Development, Undergraduate Students, Foreign Countries, Business Administration Education, Innovation, Entrepreneurship, Educational Change, College Graduates, Undergraduate Students, Labor Force Development, Labor Force Development, Foreign Countries, Business Administration Education, Innovation, Entrepreneurship, Educational Change, College Graduates, Undergraduate Students, Labor Force Development, Educational DemandChina

  • Source: Higher Education Studies, v9 n2 p33-44 2019. 12 pp.

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Academic Journal

Shifting Schemas: Perspectives and Practice in a Learner-Centered Course

Subjects: Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Student Centered Learning, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Preservice Teachers, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Constructivism (Learning), Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Social Studies, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Methods Courses, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Communities of Practice, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Teaching Methods, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Educational Change, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Inquiry, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Leadership, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Student Attitudes, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Course Evaluation, Student Centered Learning, Preservice Teachers, Constructivism (Learning), Social Studies, Methods Courses, Communities of Practice, Teaching Methods, Educational Change, Inquiry, Leadership, Student Attitudes, Course Evaluation, Teacher Education Programs

  • Source: International Journal of Teaching and Learning in Higher Education, v31 n1 p154-165 2019. 12 pp.

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Academic Journal

Unveiling Opportunities for Hope: Is It Too Much to Ask for a Compassionate University?

Subjects: Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, Universities, Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, Institutional Characteristics, Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, Politics of Education, Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, Empathy, Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, Educational Change, Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, Ethics, Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, College Administration, Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, Educational Administration, Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, Transformational Leadership, Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, Educational Practices, Universities, Institutional Characteristics, Politics of Education, Empathy, Educational Change, Ethics, College Administration, Educational Administration, Transformational Leadership, Educational Practices, Foreign CountriesBrazil, Brazil, Brazil, South Africa

  • Source: Australian Universities' Review, v61 n1 p71-75 2019. 5 pp.

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Academic Journal

Teaching Approach of Theory-Centered Course for Freshmen of Business English Major: A Case Study of "Research Methodology" Course

Subjects: Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Teaching Methods, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, English (Second Language), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Second Language Learning, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Second Language Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Majors (Students), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, International Trade, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Business Administration Education, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Educational Change, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, College Freshmen, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Business English, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Linguistic Input, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Lecture Method, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Blended Learning, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Foreign Countries, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Student Attitudes, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Case Studies, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Research MethodologyChina

  • Source: English Language Teaching, v12 n3 p191-199 2019. 9 pp.

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Academic Journal

Kyrgyzstan Universities' Profile in Terms of Preparing Students for the Future: Student Opinions

Subjects: Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, Foreign Countries, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, Educational Quality, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, Futures (of Society), Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, College Role, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, Universities, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, Student Attitudes, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, Educational Facilities, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, Second Language Learning, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, Second Language Instruction, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, Educational Improvement, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, College Students, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, Educational Change, Foreign Countries, Educational Quality, Futures (of Society), College Role, Universities, Student Attitudes, Educational Facilities, Second Language Learning, Second Language Instruction, Educational Improvement, College Students, Educational Change, PhenomenologyKyrgyzstan

  • Source: Asian Journal of Education and Training, v5 n1 p97-105 2019. 9 pp.

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Report

Financial Aid and the 21st Century Learner: Background, Concerns, and Guiding Principles

Subjects: College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, College Students, College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, Student Financial Aid, College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, Educational Legislation, College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, Federal Legislation, College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, Higher Education, College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, Educational Change, College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, Need Analysis (Student Financial Aid), College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, Eligibility, College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, Barriers, College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, Federal Aid, College Students, Student Financial Aid, Educational Legislation, Federal Legislation, Higher Education, Educational Change, Need Analysis (Student Financial Aid), Eligibility, Barriers, Federal Aid, GrantsHigher Education Act 1965, Pell Grant Program, Higher Education Act 1965, Higher Education Act 1965, Pell Grant Program, Pell Grant Program, Higher Education Act 1965, Pell Grant Program, Higher Education Act Title IV

  • Source: Online Learning Consortium. 11 pp.

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Academic Journal

The Process of Change from Chairs to Departments at Spanish Universities

Subjects: Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, Department Heads, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, Foreign Countries, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, Administrative Organization, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, Universities, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, Educational Policy, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, College Faculty, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, Departments, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, Case Studies, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, Educational Change, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, Authoritarianism, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, College Administration, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, Teacher Attitudes, Department Heads, Foreign Countries, Administrative Organization, Universities, Educational Policy, College Faculty, Departments, Case Studies, Educational Change, Authoritarianism, College Administration, Teacher Attitudes, ModelsSpain

  • Source: Journal of New Approaches in Educational Research, v8 n1 p66-72 Jan 2019. 7 pp.

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