I. M. Yaglom, V. G. Boltyanskii's Convex Figures. PDF

By I. M. Yaglom, V. G. Boltyanskii

ISBN-10: 0596806280

ISBN-13: 9780596806286

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González, J. & Wagenaar, R. (2003). Tuning Educational Structures in Europe. Final Report Phase One. Bilbao. González, J. & Wagenaar, R. (2005). Tuning Educational Structures in Europe II. Universities´ contribution to the Bologna Process. Bilbao. González, J. & Wagenaar, R. (2007). Tuning Educational Structures in Europe. Final Report Phase 3. Bilbao. Haug, G. & Tauch, C. (2001). Towards the European higher education area: survey of main reforms from Bologna to Prague (Trends II). Klein, G. (2005).

B) The “Five Processes Framework” (5PF) The Six-Step Model used by the four area research groups as a matrix to generate data on sport education leads to a new model of curriculum development in sport education, which is summarised in Figure 2. 48 From the “Six-Step Model” to the “Five Processes Framework” Figure 2 - The AEHESIS Five Processes Framework (A5PF) From the beginning of the project, the Six-Step Model was considered more of a matrix than a model and as such was used as a framework by the four sport education areas.

At Bachelor’s level (first cycle), examples include: specialist single subject (PE); major/minor subject status; common core cross-‘sport science’ sector foundations with PE pathway modules at introductory, extended and in-depth study levels; and multiple subjects as for generalist trained practitioners. A Master’s level (second cycle) pathway would build on first cycle foundations with subject content including level and duration related to the bachelor pathway route followed. In provider institutions in countries where a Master’s level qualification is a necessary prerequisite of PE teacher qualification, cycles 1 and 2 could be combined into pathway entities of normally up to 5 years duration.

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Convex Figures. by I. M. Yaglom, V. G. Boltyanskii


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