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Recueil des legislations linguistiques dans le monde. Tome V: l'Algerie, l'Autriche, la Chine, le Danemark, la Finlande, la Hongrie, l'ile de Malte, le Maroc, la Norvege, la Nouvelle-Zelande, les Pays-Bas, le Royaume-Uni, la Tunisie, la Turquie, l'ex-URSS (Record of World Language-Related Legislation. Volume V: Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Norway, New Zealand, the Netherlands, the United Kingdom, Tunisia, Turkey, the former USSR).

Subjects: Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Armed Forces, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Courts, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Educational Administration, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Educational Policy, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Foreign Countries, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Language Role, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Languages, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Laws, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Official Languages, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Public Administration, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Public Policy, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Second LanguagesAlgeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Algeria, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Austria, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, China, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Denmark, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Finland, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Hungary, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Malta, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Morocco, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Netherlands, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, New Zealand, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Norway, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Tunisia, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Turkey, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, United Kingdom, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, USSR

  • Source: 239 pp.

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Book

Linking Recognition Practices and National Qualifications Frameworks: International Benchmarking of Experiences and Strategies on the Recognition, Validation and Accreditation (RVA) of Non-Formal and Informal Learning

Subjects: Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Nonformal Education, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Informal Education, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Recognition (Achievement), Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Validity, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Student Certification, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Benchmarking, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Qualifications, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, National Standards, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Foreign Countries, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Lifelong Learning, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Prior Learning, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Educational Policy, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Educational Legislation, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Inclusion, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Stakeholders, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Adult Education, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Vocational Education, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Skill Development, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Higher Education, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Elementary Secondary EducationAfghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Afghanistan, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Bhutan, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Burkina Faso, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Czech Republic, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Denmark, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Finland, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, France, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Gambia, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Ghana, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, India, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Jordan, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Malaysia, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Mauritius, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Mexico, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Namibia, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Netherlands, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, New Zealand, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Norway, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Portugal, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, South Africa, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, South Korea, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Syria, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Trinidad and Tobago

  • Source: UNESCO Institute for Lifelong Learning. 219 pp.

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Report

Too Scared to Learn? Understanding the Importance of School Safety for Immigrant Students. Policy Brief No. 15

Subjects: School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, School Safety, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, Immigrants, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, Student Attitudes, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, Academic Achievement, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, Correlation, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, Well Being, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, Aspiration, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, Educational Environment, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, Social Justice, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, Foreign Countries, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, Elementary Secondary Education, School Safety, Immigrants, Student Attitudes, Academic Achievement, Correlation, Well Being, Aspiration, Educational Environment, Social Justice, Foreign Countries, Elementary Secondary Education, School PolicyEurope, Africa, Asia, South America, North America, New Zealand, Europe, Europe, Africa, Asia, South America, North America, New Zealand, Africa, Europe, Africa, Asia, South America, North America, New Zealand, Asia, Europe, Africa, Asia, South America, North America, New Zealand, South America, Europe, Africa, Asia, South America, North America, New Zealand, North America, Europe, Africa, Asia, South America, North America, New Zealand, New Zealand, Europe, Africa, Asia, South America, North America, New Zealand, AustraliaTrends in International Mathematics and Science Study

  • Source: International Association for the Evaluation of Educational Achievement. 7 pp.

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Academic Journal

School Facilities and Student Achievement in Industrial Countries: Evidence from the TIMSS

Subjects: Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, Foreign Countries, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, Educational Facilities, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, School Buildings, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, Academic Achievement, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, Comparative Education, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, Correlation, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, Educational Environment, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, Cross Cultural Studies, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, School Maintenance, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, Multiple Regression Analysis, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, Grade 4, Foreign Countries, Educational Facilities, School Buildings, Academic Achievement, Comparative Education, Correlation, Educational Environment, Cross Cultural Studies, School Maintenance, Multiple Regression Analysis, Grade 4, Statistical AnalysisAustralia, Belgium, Italy, Japan, Netherlands, New Zealand, United Kingdom (Great Britain), Australia, Australia, Belgium, Italy, Japan, Netherlands, New Zealand, United Kingdom (Great Britain), Belgium, Australia, Belgium, Italy, Japan, Netherlands, New Zealand, United Kingdom (Great Britain), Italy, Australia, Belgium, Italy, Japan, Netherlands, New Zealand, United Kingdom (Great Britain), Japan, Australia, Belgium, Italy, Japan, Netherlands, New Zealand, United Kingdom (Great Britain), Netherlands, Australia, Belgium, Italy, Japan, Netherlands, New Zealand, United Kingdom (Great Britain), New Zealand, Australia, Belgium, Italy, Japan, Netherlands, New Zealand, United Kingdom (Great Britain), United Kingdom (Great Britain), Australia, Belgium, Italy, Japan, Netherlands, New Zealand, United Kingdom (Great Britain), United StatesTrends in International Mathematics and Science Study

  • Source: International Education Studies, v6 n3 p162-171 2013. 10 pp.

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Report

Reading Performance in Post-Colonial Contexts and the Effect of Instruction in a Second Language. Policy Brief No. 14

Subjects: Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Foreign Countries, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Grade 4, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, International Assessment, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Reading Achievement, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Achievement Tests, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Reading Tests, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Second Language Instruction, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Language Usage, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Foreign Policy, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Indigenous Populations, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, English (Second Language), Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Family Environment, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Language of Instruction, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Regression (Statistics), Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Academic Achievement, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Achievement Tests, Reading Tests, Second Language Instruction, Language Usage, Foreign Policy, Indigenous Populations, English (Second Language), Family Environment, Language of Instruction, Regression (Statistics), Academic Achievement, Elementary School StudentsAustralia, Botswana, Canada, Colombia, Honduras, New Zealand, Singapore, Australia, Australia, Botswana, Canada, Colombia, Honduras, New Zealand, Singapore, Botswana, Australia, Botswana, Canada, Colombia, Honduras, New Zealand, Singapore, Canada, Australia, Botswana, Canada, Colombia, Honduras, New Zealand, Singapore, Colombia, Australia, Botswana, Canada, Colombia, Honduras, New Zealand, Singapore, Honduras, Australia, Botswana, Canada, Colombia, Honduras, New Zealand, Singapore, New Zealand, Australia, Botswana, Canada, Colombia, Honduras, New Zealand, Singapore, Singapore, Australia, Botswana, Canada, Colombia, Honduras, New Zealand, Singapore, South AfricaProgress in International Reading Literacy Study

  • Source: International Association for the Evaluation of Educational Achievement. 12 pp.

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PIRLS 2016: International Results in Reading

Subjects: Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Achievement Tests, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Grade 4, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Foreign Countries, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, International Assessment, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Reading Achievement, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Reading Tests, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Gender Differences, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Benchmarking, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Reading Comprehension, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Family Influence, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Language Usage, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Emergent Literacy, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Preschool Children, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Parent Influence, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Family Environment, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Preschool Education, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Educational Environment, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Institutional Characteristics, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Reading Skills, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Reading Instruction, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, School Libraries, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Access to Computers, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Parent Attitudes, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Job Satisfaction, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Elementary School Teachers, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Student School Relationship, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, School Safety, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Bullying, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Discipline, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Teacher Education, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Teaching Experience, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Faculty Development, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Principals, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Administrator Education, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Experience, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Computer Assisted Instruction, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Student Characteristics, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Attendance Patterns, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Hunger, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Learner Engagement, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Student Attitudes, Achievement Tests, Grade 4, Foreign Countries, International Assessment, Reading Achievement, Reading Tests, Gender Differences, Benchmarking, Reading Comprehension, Family Influence, Language Usage, Emergent Literacy, Preschool Children, Parent Influence, Family Environment, Preschool Education, Educational Environment, Institutional Characteristics, Reading Skills, Reading Instruction, School Libraries, Access to Computers, Parent Attitudes, Job Satisfaction, Elementary School Teachers, Student School Relationship, School Safety, Bullying, Discipline, Teacher Education, Teaching Experience, Faculty Development, Principals, Administrator Education, Experience, Computer Assisted Instruction, Student Characteristics, Attendance Patterns, Hunger, Learner Engagement, Student Attitudes, Self EsteemAustralia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Macau, Malta, Australia, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Macau, Malta, Europe, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Macau, Malta, South America, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Macau, Malta, North America, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Macau, Malta, Asia, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Macau, Malta, Trinidad and Tobago, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Macau, Malta, New Zealand, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Macau, Malta, Macau, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Macau, Malta, Malta, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Macau, Malta, AfricaProgress in International Reading Literacy Study

  • Source: International Association for the Evaluation of Educational Achievement. 450 pp.

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Methods and Procedures in PIRLS 2016

Subjects: Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Foreign Countries, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Achievement Tests, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Grade 4, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, International Assessment, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Reading Tests, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Reading Achievement, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Sampling, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Test Construction, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Questionnaires, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Research Methodology, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Quality Assurance, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Data Collection, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Databases, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Statistics, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Test Items, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Scaling, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Educational Technology, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Technology Uses in Education, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Electronic Publishing, Foreign Countries, Achievement Tests, Grade 4, International Assessment, Reading Tests, Reading Achievement, Sampling, Test Construction, Questionnaires, Research Methodology, Quality Assurance, Data Collection, Databases, Statistics, Test Items, Scaling, Educational Technology, Technology Uses in Education, Electronic Publishing, Computer Assisted TestingCanada, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Canada, Canada, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Australia, Canada, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Europe, Canada, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, South America, Canada, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, North America, Canada, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Asia, Canada, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, Trinidad and Tobago, Canada, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, New Zealand, Canada, Australia, Europe, South America, North America, Asia, Trinidad and Tobago, New Zealand, MacauProgress in International Reading Literacy Study

  • Source: International Association for the Evaluation of Educational Achievement. 508 pp.

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Loans for Vocational Education and Training in Europe. Research Paper. Number 20

Subjects: Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Foreign Countries, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Vocational Education, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Student Loan Programs, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Student Financial Aid, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Loan Repayment, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Government Role, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Program Administration, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Comparative Analysis, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Stakeholders, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, AttitudesAustralia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Australia, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Austria, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Canada, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Finland, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, France, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Hungary, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Netherlands, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, New Zealand, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Poland, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, South Africa, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, South Korea, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Sweden, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, United Kingdom, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, United States

  • Source: Cedefop - European Centre for the Development of Vocational Training. 212 pp.

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Academic Journal

Strategies and Perceptions of Students' Field Note-Taking Skills: Insights from a Geothermal Field Lesson

Subjects: Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Science Education, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Geology, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Field Studies, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Notetaking, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Mixed Methods Research, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Introductory Courses, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Learning Strategies, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Observation, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Content Analysis, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Interviews, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Gender Differences, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Cognitive Processes, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Difficulty Level, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Undergraduate Students, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Foreign Countries, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Coding, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Measures (Individuals), Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Teaching Styles, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Student Educational Objectives, Science Education, Geology, Field Studies, Notetaking, Mixed Methods Research, Introductory Courses, Learning Strategies, Observation, Content Analysis, Interviews, Gender Differences, Cognitive Processes, Difficulty Level, Undergraduate Students, Foreign Countries, Coding, Measures (Individuals), Teaching Styles, Student Educational Objectives, Teaching MethodsNetherlands, New Zealand, United Kingdom, Netherlands, Netherlands, New Zealand, United Kingdom, New Zealand, Netherlands, New Zealand, United Kingdom, United Kingdom, Netherlands, New Zealand, United Kingdom, United States

  • Source: Journal of Geoscience Education, v63 n3 p233-249 Aug 2015. 17 pp.

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Review of the National Curriculum in England: Report on Subject Breadth in International Jurisdictions. Research Report. DFE-RR178a

Subjects: National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, National Curriculum, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Educational Research, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Research Reports, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Foreign Countries, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Curriculum Development, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Comparative Analysis, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Comparative Education, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Content Analysis, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Course Content, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Course Organization, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Curriculum Evaluation, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Curriculum Research, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Qualifications, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Curriculum DesignAustralia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Australia, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Canada, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Canada (Victoria), Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Finland, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), France, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Hungary, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Japan, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Massachusetts, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Netherlands, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), New Zealand, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Singapore, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), South Korea, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), United Kingdom (England), Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), United States

  • Source: Department for Education. 130 pp.

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