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Irunstar Nuimiararmi 4 : cuaderno de Trabajo y Folder - Inicial 4 años Achuar
(PEMinisterio de Educación, 2021)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculados a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Irunstar Nuimiararmi 5 : cuaderno de Trabajo y Folder - Inicial 5 años Achuar
(PEMinisterio de Educación, 2020-11)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculados a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Irunstar Nuimiararmi 5 : cuaderno de Trabajo y Folder - Inicial 5 años Achuar
(PEMinisterio de Educación, 2021-04)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculados a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Iruntrar Unuimararmi 4 : cuaderno de trabajo y folder - inicial 4 años - Wampis
(PEMinisterio de Educación, 2020-11)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculados a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Iruntrar Unuimararmi : cuaderno de trabajo y folder - inicial 5 años - Wampis
(PEMinisterio de Educación, 2020-11)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculados a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Is Google making us stupid : What the Internet is doing to our brains
(The Atlantic Monthly Group, 2008)Reading on the Internet is generally of a shallower form in comparison with reading from printed books in which he believes a more intense and sustained form of reading is exercised. -
Is Labor Income Responsible for Poverty Reduction? A Decomposition Approach
(World Bank, 2013-04)Demographics, labor income, public transfers, or remittances: Which factor contributes the most to observed reductions in poverty? Using counterfactual simulations, this paper accounts for the contribution labor income has ... -
Is memorisation a good strategy for learning mathematics?
(OECD, 2016-03)Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15-year-olds in some of the English-speaking countries to whom they are often compared. In no PISA-participating education system did ... -
Is School Education Breaking the Cycle of Poverty for Children? : Factors Shaping Education Inequalities in Ethiopia, India, Peru and Vietnam
(Young Lives, 2012-09)School education is held up as an ‘escape route from poverty’. Millions of poor children and families are buying into this promise and often investing scarce resources in going to school, in the hope that it will lead to ... -
Is spending more hours in class better for learning?
(OECD, 2015-08)Regardless of the type of school attended (public or private, advantaged or disadvantaged), 15-year-old students spent more time in mathematics lessons in 2012 than in 2003. The average amount of time spent in mathematics ... -
Is the Dual Burden of Over- and Under-nutrition a Concern for Poor Households in Ethiopia, India, Peru and Vietnam?
(Young Lives, 2011-05)El objetivo de este estudio fue evaluar si la desnutrición infantil combinada con la sobre nutrición maternal es un problema de salud, como sucede en hogares pobres y si este fenómeno está asociada con la residencia urbana. ... -
Is the Glass Half Empty or Half Full? : School Enrollment, Graduation, and Dropout Rates in Latin America
(BID, 2013-10)This paper uses 113 household surveys from 18 Latin American countries to document patterns in secondary school graduation rates over the period 1990–2010. It is found that enrollment and graduation rates increased ... -
Is there really such a thing as a “second chance” in education?
(OECD, 2012-08)While the reading proficiency of Canadian 15-year-olds closely predicts reading proficiency at age 24, young adults can shape their reading skills after the end of compulsory schooling. In the transition to young adulthood, ... -
Is There Such Thing As Middle Class Values? Class Differences, Values and Political Orientations in Latin America
(World Bank, 2011)Middle class values have long been perceived as drivers of social cohesion and growth. This paper investigates the relation between class (measured by position in the income distribution), values, and political orientations ... -
Is TIMSS Advanced an appropriate instrument for evaluating mathematical performance at the advanced level of Norwegian upper secondary school? An analysis of curriculum documents and assessment items
(Universitetet i Oslo, 2013)The results of international, large-scale achievement studies attract a lot of attention and may affect educational policies. With this in mind, the primary aim of the present study was to examine the appropriateness of ... -
Ishminxon nanpun namaani : tarjetas con relatos en lengua originaria Amahuaca
(PEMinisterio de Educación, 2021)Los relatos en tarjetas son una recopilación de historias en lengua originaria que las niñas y niños han escuchado de sus abuelas, abuelos, padres y madres. Están dirigidos al III ciclo de educación primaria. Tiene el ... -
Isku 1. Texto de Comunicación del 1° Primaria - Cashinahua
(PEMinisterio de Educación, 2023-10)Texto de comunicación en cashinahua para primer grado de primaria EIB. -
Isku 2. Texto de Comunicación del 2° Primaria - Cashinahua
(PEMinisterio de Educación, 2023-10)Texto de comunicación en cashinahua para segundo grado de primaria EIB. -
Isku 3. Texto de Comunicación del 3° Primaria - Cashinahua
(PEMinisterio de Educación, 2023-10)Texto de comunicación en cashinahua para tercer grado de primaria EIB. -
Issues of cultural diversity, migration, and displacement in teacher education programmes
(UNESCO, 2018)eaching in a context of cultural diversity requires specific competencies to impart common fundamental values, communicate effectively with families and students, take an active stand against all forms of discrimination, ...