357:“Quality Assurance Handbook for Sri Lankan Universities 2002”. In the Handbook, emphasis is given on the Intended Learning Outcomes as one of the main measures in evaluating the study programmes, Subsequently, based on the feedback, the manual was revised. In the Revised Manual the Ministry of Higher Education (MoHE) proposed that Outcome-Based Education (OBE) together with the Student-Centred Learning (SCL) concepts be introduced within the higher education study programmes. Subsequently, almost all the manuals developed in this regard included the OBE, and more objective measures were introduced to measure them when reviewing. Today, all the teacher training programmes emphasize the training on OBE concepts such as the Certificate of Teaching in Higher Education (CTHE) run by the Universities and Postgraduate degree programme in Medical Education run by the Postgradute Institute of Medicine (PGIM). As the QAC of the UGC has introduced a mechanism to include OBE concepts, and it is being frequently monitored, almost all the degree programmes in Sri Lanka are now adopting the OBE concepts into their curricula.
42:
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outcomes they have in common, and find places where they may need improvement, based on the achievement of outcomes at other institutions. The ability to compare easily across institutions allows students to move between institutions with relative ease. The institutions can compare outcomes to determine what credits to award the student. The clearly articulated outcomes should allow institutions to assess the student’s achievements rapidly, leading to increased movement of students. These outcomes also work for school to work transitions. A potential employer can look at records of the potential employee to determine what outcomes they have achieved. They can then determine if the potential employee has the skills necessary for the job.
348:. It mandated certain measurements as a condition of receiving federal education funds. States are free to set their own standards, but the federal law mandates public reporting of math and reading test scores for disadvantaged demographic subgroups, including racial minorities, low-income students, and special education students. Various consequences for schools that do not make "adequate yearly progress" are included in the law. In 2010, President Obama proposed improvements for the program. In 2012, the U.S. Department of Education invited states to request flexibility waivers in exchange for rigorous plans designed to improve students' education in the state.
208:
scale, in either the United States or
Australia. An evaluation of Australian schools found that implementing OBE was difficult. Teachers felt overwhelmed by the amount of expected achievement outcomes. Educators believed that the curriculum outcomes did not attend to the needs of the students or teachers. Critics felt that too many expected outcomes left students with shallow understanding of the material. Many of Australia’s current education policies have moved away from OBE and towards a focus on fully understanding the essential content, rather than learning more content with less understanding.
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become too involved, requesting too many changes, so that important improvements get lost with other changes that are being suggested. Instructors will also find that their work is increased; they must work to first understand the outcome, then build a curriculum around each outcome they are required to meet. Instructors have found that implementing multiple outcomes is difficult to do equally, especially in primary school. Instructors will also find their work load increased if they chose to use an assessment method that evaluates students holistically.
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achieved leads to a loss of understanding and learning for students, who may never be shown how to use the knowledge they have gained. Instructors are faced with a challenge: they must learn to manage an environment that can become fundamentally different from what they are accustomed to. In regards to giving assessments, they must be willing to put in the time required to create a valid, reliable assessment that ideally would allow students to demonstrate their understanding of the information, while remaining objective.
391:
OBE culture is not embraced. Outcomes analysis requires huge amount of data to be churned and made available at any time, anywhere. Such an access to scalable, accurate, automated and real-time data analysis is possible only if the institute adopts either excelsheet based measurement system or some kind of home-grown or commercial software system. It is observed that excelsheet based measurement and analysis system doesn't scale when the stakeholders want to analyse longitudinal data.
86:
essential for the learners to successfully do at the end of their learning experiences. In this model, the term "outcome" is the core concept and sometimes used interchangeably with the terms "competency, "standards, "benchmarks", and "attainment targets". OBE also uses the same methodology formally and informally adopted in actual workplace to achieve outcomes. It focuses on the following skills when developing curricula and outcomes:
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individual learning. Other aspects of involvement are parental and community, through developing curriculum, or making changes to it. OBE outcomes are meant to be decided upon within a school system, or at a local level. Parents and community members are asked to give input in order to uphold the standards of education within a community and to ensure that students will be prepared for life after school.
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involved. Each team member, or year in school, will have a clear understanding of what needs to be accomplished in each class, or at each level, allowing students to progress. Those designing and planning the curriculum are expected to work backwards once an outcome has been decided upon; they must determine what knowledge and skills will be required to reach the outcome.
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323:(NQF) went into effect in 1997. In 2001 people realized that the intended effects were not being seen. By 2006 no proposals to change the system had been accepted by the government, causing a hiatus of the program. The program came to be viewed as a failure and a new curriculum improvement process was announced in 2010, slated to be implemented between 2012 and 2014.
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814:"The Harmful Effects of Algorithms in Grades 1--4", by Constance Kamii & Ann Dominique in The Teaching and Learning of Asymptote in School Mathematics (NCTM Yearbook, 1998):"The teaching of algorithms is based on the erroneous assumption that mathematics is a cultural heritage that must be transmitted to the next generation." (p.132)
73:
since 1994 that has been adapted over the years. In 2005, Hong Kong adopted an outcome-based approach for its universities. Malaysia implemented OBE in all of their public schools systems in 2008. The
European Union has proposed an education shift to focus on outcomes, across the EU. In an international effort to accept OBE, The
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adopted an outcomes-based approach to teaching and learning in 2005. No specific approach was created leaving universities to design the approach themselves. Universities were also left with a goal of ensuring an education for their students that will contribute to social and economic development, as
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In the early 1990s, all states and territories in
Australia developed intended curriculum documents largely based on OBE for their primary and secondary schools. Criticism arose shortly after implementation. Critics argued that no evidence existed that OBE could be implemented successfully on a large
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Parental involvement, as discussed in the benefits section can also be a drawback, if parents and community members are not willing to express their opinions on the quality of the education system, the system may not see a need for improvement, and not change to meet student’s needs. Parents may also
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When determining if an outcome has been achieved, assessments may become too mechanical, looking only to see if the student has acquired the knowledge. The ability to use and apply the knowledge in different ways may not be the focus of the assessment. The focus on determining if the outcome has been
68:
around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the
390:
mandates establishing a culture of outcomes-based education in institutions that offer
Engineering, Pharmacy, Management programs. Outcomes analysis and using the analytical reports to find gaps and carry out continuous improvement is essential cultural shift from how the above programs are run when
216:
Officially, an agenda to implement
Outcomes Based Education took place between 1992 and 2008 in Western Australia. Dissatisfaction with OBE escalated from 2004 when the government proposed the implementation of an alternative assessment system using OBE 'levels' for years 11 and 12. With government
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government. This policy was believed to be a democratization of education, people would have a say in what they wanted the outcomes of education to be. It was also believed to be a way to increase education standards and increase the availability of education. The
National Qualifications Framework
275:
OBE has been practiced in
Malaysia since the 1950s; however, as of 2008, OBE is being implemented at all levels of education, especially tertiary education. This change is a result of the belief that the education system used prior to OBE inadequately prepared graduates for life outside of school.
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Education outcomes can lead to a constrained nature of teaching and assessment. Assessing liberal outcomes such as creativity, respect for self and others, responsibility, and self-sufficiency, can become problematic. There is not a measurable, observable, or specific way to determine if a student
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The definitions of the outcomes decided upon are subject to interpretation by those implementing them. Across different programs or even different instructors outcomes could be interpreted differently, leading to a difference in education, even though the same outcomes were said to be achieved. By
72:
Outcome-based methods have been adopted in education systems around the world, at multiple levels. Australia and South Africa adopted OBE policies from the 1990s to the mid 2000s, but were abandoned in the face of substantial community opposition. The United States has had an OBE program in place
129:
With a clear sense of what needs to be accomplished, instructors will be able to structure their lessons around the student’s needs. OBE does not specify a specific method of instruction, leaving instructors free to teach their students using any method. Instructors will also be able to recognize
356:
Although it is unclear when the OBE was started in educational practices in Sri Lanka, In 2004, the UGC jointly with the CVCD, established a
Quality Assurance and Accreditation (QAA) Unit (which was subsequently renamed as the QAA Council in 2005) started the first cycle of reviews based on the
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OBE can be compared across different institutions. On an individual level, institutions can look at what outcomes a student has achieved to decide what level the student would be at within a new institution. On an institutional level, institutions can compare themselves, by checking to see what
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The focus on outcomes creates a clear expectation of what needs to be accomplished by the end of the course. Students will understand what is expected of them and teachers will know what they need to teach during the course. Clarity is important over years of schooling and when team teaching is
106:
In a regional/local/foundational/electrical education system, students are given grades and rankings compared to each other. Content and performance expectations are based primarily on what was taught in the past to students of a given age of 12-18. The goal of this education was to present the
221:
as formed in June 2004 by high school science teacher Marko
Vojkavi. Teachers anonymously expressed their views through the website and online forums, with the website quickly became one of the most widely read educational websites in Australia with more 180,000 hits per month and contained an
152:
Student involvement in the classroom is a key part of OBE. Students are expected to do their own learning, so that they gain a full understanding of the material. Increased student involvement allows students to feel responsible for their own learning, and they should learn more through this
85:
OBE can primarily be distinguished from traditional education method by the way it incorporates three elements: theory of education, a systematic structure for education, and a specific approach to instructional practice. It organizes the entire educational system towards what are considered
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has pushed for this change because of the number of unemployed graduates. Findings in 2006 state that nearly 70% of graduates from public universities were considered unemployed. A further study of those graduates found that they felt they lacked, job experience, communication skills, and
167:
outlining specific outcomes, a holistic approach to learning is lost. Learning can find itself reduced to something that is specific, measurable, and observable. As a result, outcomes are not yet widely recognized as a valid way of conceptualizing what learning is about.
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that includes eight levels of qualification within higher education, covering three sectors; skills, vocational and technical, and academic. Along with meeting the standards set by the MQA, universities set and monitor their own outcome expectations for students
1063:
245:
calls for a shift towards learning outcomes in primary and secondary schools throughout the EU. Students are expected to learn skills that they will need when they complete their education. It also calls for lessons to have a stronger link to employment through
107:
knowledge and skills of an older generation to the new generation of students, and to provide students with an environment in which to learn. The process paid little attention (beyond the classroom teacher) to whether or not students learn any of the material.
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from New
Zealand and Australia, as well as the labor movement that critiqued the apartheid education system. With no strong alternative proposals, the idea of outcome-based education, and a national qualification framework, became the policy of the
254:
for these students. The program also sets goals for learning foreign languages, and for teachers continued education. It also highlights the importance of using technology, especially the internet, in learning to make it relevant to students.
891:
134:
model. Teachers are meant to guide and help the students understand the material in any way necessary, study guides, and group work are some of the methods instructors can use to facilitate students learning.
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defined by the community in which the university resides. With little to no direction or feedback from the outside universities will have to determine if their approach is achieving its goals on their own.
331:
In 1983, a report from the National Commission on Excellence in Education declared that American education standards were eroding, that young people in the United States were not learning enough. In 1989,
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has achieved these outcomes. Due to the nature of specific outcomes, OBE may actually work against its ideals of serving and creating individuals that have achieved many outcomes.
1273:
2682:
906:
4027:
1532:
1477:
309:, Initial support for the program derived from anti-apartheid education policies. The policy also gained support from the labor movements that borrowed ideas about
222:
archive of more than 10,000 articles on the subject of OBE implementation. In 2008 it was officially abandoned by the state government with Minister for Education
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1257:
1225:
Castleberry, Thomas. 2006. "Student Learning Outcomes Assessment within the Texas State University MPA Program." Applied Research Project. Texas State University.
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41:
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1089:
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Kennedy, Kerry (2011). "Conceptualising quality improvement in higher education: policy, theory and practice for outcomes based learning in Hong Kong".
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239:
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340:: Educate America Act was signed in March 1994. The goal of this new reform was to show that results were being achieved in schools. In 2001, the
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presented a new strategy to decrease youth unemployment rate, which at the time was close to 23% across the European Union
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was created in 1989; it is an agreement to accept undergraduate engineering degrees that were obtained using OBE methods.
513:
Allais, Stephanie (2007). "Education service delivery: the disastrous case of outcomes-based qualifications frameworks".
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2132:
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school teachers not permitted to publicly express dissatisfaction with the new system, a community lobby group called
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diversity among students by using various teaching and assessment techniques during their class. OBE is meant to be a
2938:
839:
Tam, Maureen (2014). "Outcomes-based approach to quality assessment and curriculum improvement in higher education".
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637:"Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students' Learning Outcomes"
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1442:
986:
Kaliannan, Maniam; Chandran, Suseela Devi (2012). "Empowering Students through Outcome-Based Education (OBE)".
341:
285:(MQA) was created to oversee quality of education and to ensure outcomes were being reached. The MQA created a
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33:
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has started implementing OBE in higher technical education like diploma and undergraduate programmes.
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2016:
2006:
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1499:
314:
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1021:
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faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.
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61:
1049:"A Historical Analysis of the Post-Apartheid Dispensation Education in South Africa (1994-2011)"
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1991:
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2011:
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552:
380:, a body for promoting international quality standards for technical education in
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489:
445:
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O.B.E. Outcome Based Education: Understanding the Truth about Education Reform
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and the nation’s governors set national goals to be achieved by the year 2000.
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337:
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1911:
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250:(WBL). Work-based learning for students should also lead to recognition of
2280:
1786:
653:
218:
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has started accrediting only the programmes running with OBE from 2013.
1981:
1582:
1577:
999:
453:. Arlington Virginia: American Association of School Administrators.
1090:"Outcome-Based Education: Has It Become More Affliction Than Cure?"
226:
remarking that the 1990s fad "to dispense with syllabus" was over.
381:
373:
365:
40:
736:
Teaching Strategies for Outcomes-based Education, Second Edition
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3383:
3003:
2611:
2600:
2302:
1665:
1627:
1246:
892:"The 'new paradigm' of outcomes-based education in perspective"
490:"Australia's adoption of outcomes based education – a critique"
673:
671:
1623:
553:"GOALS 2000--THE CLINTON ADMINISTRATION EDUCATION PROGRAM"
1025:
764:
Curriculum Development in Nursing: Process and Innovation
415: – Instructional strategy and educational philosophy
1056:
International Business & Economics Research Journal
679:"Commission presents new Rethinking Education strategy"
281:
qualifications relevant to the current job market. The
899:
Tydskrif vir Gesinsekologie en Verbruikerswetenskappe
711:. International Engineering Alliance. Archived from
447:
Outcome-Based Education: Critical Issues and Answers
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OUTCOMES BASED/ OUTCOMES FOCUSED EDUCATION OVERVIEW
599:
Journal of Higher Education Policy & Management
306:government as part of its Curriculum 2005 program.
1024:. Malaysian Qualifications Agency. Archived from
790:Meyer, Salomé M.; Niekerk, Susan E. Van (2008).
409: – Desired result of an educational process
1533:List of standardized tests in the United States
1478:Principles and Standards for School Mathematics
794:. Cape Town: Juta and Company Ltd. p. 25.
738:. Cape Town: Juta and Company Ltd. p. 48.
368:has become a permanent signatory member of the
81:Differences from traditional education methods
45:A High School class in Cape Town, South Africa
1639:
1258:
1047:Mouton, M; Louw, G.P.; Strydom, G.L. (2012).
403: – System for training new crafts-people
29:Educational system based on the desired goals
8:
4312:South Georgia and the South Sandwich Islands
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1232:. Sisters, Ore.: Multnomah Books. 235 p.
936:"WA dumps Outcomes Based Education (OBE)"
652:
592:
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883:
881:
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546:
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508:
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762:Uys, Leana; Gwele, Nomthandazo (2005).
436:
421: – Method of mathematics education
264:Hong Kong’s University Grants Committee
1538:Standardized testing and public policy
834:
832:
830:
828:
826:
824:
822:
820:
571:
569:
4409:Organizational performance management
929:
927:
785:
783:
757:
755:
7:
1463:National Science Education Standards
1369:Developmentally appropriate practice
1022:"Malaysian Qualifications Framework"
689:from the original on 19 January 2013
4358:
388:The National Board of Accreditation
378:The National Board of Accreditation
96:Professional and vocational skills;
1515:High school graduation examination
102:Interpersonal and personal skills.
25:
1143:"Manual for Institutional Review"
1094:Center of the American Experiment
243:European Qualifications Framework
4357:
4348:
4347:
4335:
3871:Saint Vincent and the Grenadines
3365:
3356:
3355:
2913:Sahrawi Arab Democratic Republic
2683:Democratic Republic of the Congo
2577:
1274:Standards-based education reform
1197:"Learning Resources :: NBA"
766:. Oxon: Routledge. p. 194.
635:Mohayidin, Mohd Ghazali (2008).
278:The Ministry of Higher Education
1171:"Washington Accord :: NBA"
641:International Education Studies
515:Progress in Development Studies
407:Educational aims and objectives
283:Malaysian Qualifications Agency
4028:Federated States of Micronesia
3323:British Indian Ocean Territory
1468:National Skill Standards Board
1448:Certificate of Initial Mastery
841:Quality Assurance in Education
497:Issues in Educational Research
302:in the late 1990s by the post-
1:
3996:United States Virgin Islands
1115:"Quality Assurance Handbook"
611:10.1080/1360080X.2011.564995
581:U.S. Department of Education
3758:Education in North America
64:that bases each part of an
4425:
4208:Education in South America
954:"A Short History of PLATO"
792:Nurse Educator in Practice
527:10.1177/146499340600700106
311:competency-based education
31:
4404:Standards-based education
4329:
3971:Saint Pierre and Miquelon
3351:
2607:
2596:
2572:
2526:
2492:
2451:
2433:
2394:
2376:
2342:
2318:Early childhood education
2311:
2298:
1661:
1505:Criterion-referenced test
320:African National Congress
132:student-centered learning
18:Standards-based education
4179:Northern Mariana Islands
3991:Turks and Caicos Islands
3072:East Timor (Timor-Leste)
2668:Central African Republic
1473:No Child Left Behind Act
1443:Adequate Yearly Progress
853:10.1108/QAE-09-2011-0059
488:Donnelly, Kevin (2007).
342:No Child Left Behind Act
54:outcomes-based education
34:Evidence-based education
32:Not to be confused with
4394:Philosophy of education
4144:Cocos (Keeling) Islands
3333:Cocos (Keeling) Islands
1608:Traditional mathematics
1394:Outcome-based education
934:AAP (20 October 2009).
866:Butler, Mollie (2004).
577:"NCLB ESEA Flexibility"
444:Spady, William (1994).
419:Traditional mathematics
50:Outcome-based education
3921:British Virgin Islands
3435:Bosnia and Herzegovina
1458:National Reading Panel
1404:Small schools movement
1399:Problem-based learning
1384:Inquiry-based learning
298:OBE was introduced to
234:In December 2012, the
46:
4122:and other territories
3861:Saint Kitts and Nevis
2828:SĂŁo TomĂ© and PrĂncipe
2688:Republic of the Congo
1603:Traditional education
1088:Manno, Bruno (1994).
988:Research in Education
44:
4010:Education in Oceania
3386:Education in Europe
3247:United Arab Emirates
2614:Education in Africa
1837:Instructional design
1598:Tracking (education)
1510:Norm-referenced test
1500:Authentic assessment
1228:Sunseri, Ron. 1994.
1062:(11). Archived from
734:Killen, Roy (2007).
685:. 20 November 2012.
654:10.5539/ies.v1n4p147
315:Vocational education
198:Adoption and removal
99:Intellectual skills;
3876:Trinidad and Tobago
3771:Antigua and Barbuda
3651:States with limited
3274:limited recognition
2903:States with limited
2602:Education by region
2328:Secondary education
2240:Teaching philosophy
2143:Pedagogical pattern
2086:21st century skills
2065:Religious education
1708:Aims and objectives
1593:Standard algorithms
1069:on 29 November 2014
890:Malan, SPT (2000).
709:"Washington Accord"
683:European Commission
252:vocational training
248:work-based learning
236:European Commission
171:Assessment problems
4342:Schools portal
3811:Dominican Republic
3006:Education in Asia
2333:Tertiary education
2271:Learning resources
1762:Education sciences
1563:Direct instruction
1525:Standardized tests
1435:Learning standards
1425:Educational equity
1374:Discovery learning
1177:on 6 February 2015
1028:on 11 October 2014
1000:10.7227/RIE.87.1.4
964:on 26 October 2016
715:on 26 January 2012
344:took the place of
66:educational system
62:educational theory
47:
4371:
4370:
4325:
4324:
4321:
4320:
4293:other territories
4202:
4201:
4194:Wallis and Futuna
4139:Clipperton Island
4097:Associated states
4004:
4003:
3893:other territories
3752:
3751:
3379:
3378:
3316:other territories
2999:
2998:
2930:other territories
2703:Equatorial Guinea
2592:
2591:
2567:
2566:
2563:
2562:
2558:
2557:
2554:
2553:
2549:
2548:
2486:
2485:
2481:
2480:
2477:
2476:
2472:
2471:
2427:
2426:
2422:
2421:
2418:
2417:
2413:
2412:
2370:
2369:
2365:
2364:
2323:Primary education
2294:
2293:
2183:Dialogic learning
2153:Teacher retention
2106:Critical thinking
2101:Class arrangement
2070:Special education
1745:Standardized test
1728:Course evaluation
1621:
1620:
1389:Open-space school
801:978-0-7021-7299-1
745:978-0-7021-7680-7
425:Washington Accord
372:on 13 June 2014.
370:Washington Accord
212:Western Australia
75:Washington Accord
16:(Redirected from
4416:
4384:Education reform
4361:
4360:
4351:
4350:
4340:
4339:
4338:
4313:
4301:Falkland Islands
4215:Sovereign states
4204:
4184:Pitcairn Islands
4154:French Polynesia
4134:Christmas Island
4063:Papua New Guinea
4043:Marshall Islands
4016:Sovereign states
4006:
3961:Saint Barthélemy
3891:Dependencies and
3764:Sovereign states
3754:
3689:Dependencies and
3393:Sovereign states
3381:
3369:
3359:
3358:
3328:Christmas Island
3014:Sovereign states
3001:
2991:
2990:(United Kingdom)
2986:Tristan da Cunha
2982:Ascension Island
2974:
2961:
2952:
2928:Dependencies and
2621:Sovereign states
2609:
2598:
2581:
2529:
2524:
2499:Higher education
2495:
2490:
2454:
2449:
2440:Secondary school
2436:
2431:
2397:
2392:
2379:
2374:
2345:
2340:
2314:
2300:
2228:Student-centered
2213:Phenomenon-based
2203:Peer instruction
2168:Blended learning
2091:Bloom's taxonomy
2055:Gifted education
2050:Education reform
1882:Computer science
1663:
1648:
1641:
1634:
1625:
1354:Block scheduling
1313:Maria Montessori
1267:
1260:
1253:
1244:
1213:
1212:
1210:
1208:
1199:. Archived from
1193:
1187:
1186:
1184:
1182:
1173:. Archived from
1167:
1161:
1160:
1158:
1156:
1147:
1139:
1133:
1132:
1130:
1128:
1119:
1111:
1105:
1104:
1102:
1100:
1085:
1079:
1078:
1076:
1074:
1068:
1053:
1044:
1038:
1037:
1035:
1033:
1018:
1012:
1011:
983:
974:
973:
971:
969:
960:. Archived from
950:
944:
943:
931:
922:
921:
919:
917:
911:
905:. Archived from
896:
887:
872:
871:
863:
857:
856:
836:
815:
812:
806:
805:
787:
778:
777:
759:
750:
749:
731:
725:
724:
722:
720:
705:
699:
698:
696:
694:
675:
666:
665:
663:
661:
656:
632:
623:
622:
594:
585:
584:
573:
564:
563:
561:
559:
548:
539:
538:
510:
501:
500:
494:
485:
472:
471:
469:
467:
452:
441:
413:Mastery learning
157:Drawbacks of OBE
21:
4424:
4423:
4419:
4418:
4417:
4415:
4414:
4413:
4374:
4373:
4372:
4367:
4336:
4334:
4317:
4311:
4294:
4292:
4282:
4209:
4198:
4121:
4115:
4098:
4092:
4073:Solomon Islands
4011:
4000:
3894:
3892:
3885:
3759:
3748:
3732:
3690:
3684:
3670:Northern Cyprus
3652:
3646:
3567:North Macedonia
3388:
3375:
3347:
3315:
3306:
3287:Northern Cyprus
3273:
3266:
3008:
2995:
2994:
2989:
2972:
2959:
2950:
2931:
2929:
2922:
2906:
2904:
2897:
2616:
2603:
2588:
2587:
2568:
2559:
2550:
2542:
2535:
2513:
2501:
2482:
2473:
2465:
2460:
2442:
2423:
2414:
2406:
2401:
2385:
2366:
2358:
2351:
2307:
2290:
2244:
2163:Active learning
2158:Teaching method
2133:Learning theory
2074:
2040:Autodidacticism
2035:Adult education
2021:
1962:Performing arts
1843:
1750:Teacher quality
1740:Standards-based
1696:
1668:
1657:
1652:
1622:
1617:
1551:
1549:
1542:
1519:
1493:
1490:
1489:Standards-based
1482:
1429:
1420:Achievement gap
1408:
1349:Active learning
1337:
1308:Constance Kamii
1276:
1271:
1222:
1220:Further reading
1217:
1216:
1206:
1204:
1203:on 7 March 2016
1195:
1194:
1190:
1180:
1178:
1169:
1168:
1164:
1154:
1152:
1145:
1141:
1140:
1136:
1126:
1124:
1117:
1113:
1112:
1108:
1098:
1096:
1087:
1086:
1082:
1072:
1070:
1066:
1051:
1046:
1045:
1041:
1031:
1029:
1020:
1019:
1015:
985:
984:
977:
967:
965:
952:
951:
947:
933:
932:
925:
915:
913:
912:on 3 March 2016
909:
894:
889:
888:
875:
865:
864:
860:
838:
837:
818:
813:
809:
802:
789:
788:
781:
774:
761:
760:
753:
746:
733:
732:
728:
718:
716:
707:
706:
702:
692:
690:
677:
676:
669:
659:
657:
634:
633:
626:
596:
595:
588:
575:
574:
567:
557:
555:
551:Austin, Tammy.
550:
549:
542:
512:
511:
504:
492:
487:
486:
475:
465:
463:
461:
450:
443:
442:
438:
433:
397:
363:
354:
329:
296:
273:
261:
232:
214:
205:
200:
191:
182:
173:
164:
159:
150:
141:
127:
118:
113:
111:Benefits of OBE
83:
37:
30:
23:
22:
15:
12:
11:
5:
4422:
4420:
4412:
4411:
4406:
4401:
4396:
4391:
4386:
4376:
4375:
4369:
4368:
4366:
4365:
4355:
4345:
4330:
4327:
4326:
4323:
4322:
4319:
4318:
4316:
4315:
4308:
4303:
4297:
4295:
4287:
4284:
4283:
4281:
4280:
4275:
4270:
4265:
4260:
4255:
4250:
4245:
4240:
4235:
4230:
4225:
4219:
4217:
4211:
4210:
4207:
4200:
4199:
4197:
4196:
4191:
4186:
4181:
4176:
4174:Norfolk Island
4171:
4166:
4161:
4156:
4151:
4146:
4141:
4136:
4131:
4129:American Samoa
4125:
4123:
4117:
4116:
4114:
4113:
4108:
4102:
4100:
4099:of New Zealand
4094:
4093:
4091:
4090:
4085:
4080:
4075:
4070:
4065:
4060:
4055:
4050:
4045:
4040:
4035:
4030:
4025:
4019:
4017:
4013:
4012:
4009:
4002:
4001:
3999:
3998:
3993:
3988:
3983:
3981:Sint Eustatius
3978:
3973:
3968:
3963:
3958:
3953:
3948:
3943:
3938:
3933:
3928:
3926:Cayman Islands
3923:
3918:
3913:
3908:
3903:
3897:
3895:
3890:
3887:
3886:
3884:
3883:
3878:
3873:
3868:
3863:
3858:
3853:
3848:
3843:
3838:
3833:
3828:
3823:
3818:
3813:
3808:
3803:
3798:
3793:
3788:
3783:
3778:
3773:
3767:
3765:
3761:
3760:
3757:
3750:
3749:
3747:
3746:
3744:European Union
3740:
3738:
3737:Other entities
3734:
3733:
3731:
3730:
3725:
3720:
3715:
3710:
3705:
3700:
3694:
3692:
3691:other entities
3686:
3685:
3683:
3682:
3677:
3672:
3667:
3662:
3656:
3654:
3648:
3647:
3645:
3644:
3642:United Kingdom
3639:
3634:
3629:
3624:
3619:
3614:
3609:
3604:
3599:
3594:
3589:
3584:
3579:
3574:
3569:
3564:
3559:
3554:
3549:
3544:
3539:
3534:
3529:
3524:
3519:
3514:
3509:
3507:
3502:
3497:
3492:
3487:
3482:
3477:
3472:
3467:
3462:
3457:
3455:Czech Republic
3452:
3447:
3442:
3437:
3432:
3427:
3422:
3417:
3412:
3407:
3402:
3396:
3394:
3390:
3389:
3384:
3377:
3376:
3374:
3373:
3363:
3352:
3349:
3348:
3346:
3345:
3340:
3335:
3330:
3325:
3319:
3317:
3308:
3307:
3305:
3304:
3299:
3294:
3289:
3284:
3278:
3276:
3268:
3267:
3265:
3264:
3259:
3254:
3249:
3244:
3239:
3234:
3229:
3224:
3219:
3214:
3209:
3204:
3199:
3194:
3189:
3184:
3179:
3174:
3169:
3164:
3159:
3154:
3149:
3144:
3139:
3134:
3129:
3124:
3119:
3114:
3109:
3104:
3099:
3094:
3089:
3084:
3079:
3074:
3069:
3064:
3059:
3054:
3049:
3044:
3039:
3034:
3029:
3024:
3018:
3016:
3010:
3009:
3004:
2997:
2996:
2993:
2992:
2975:
2962:
2953:
2939:Canary Islands
2935:
2934:
2932:
2927:
2924:
2923:
2921:
2920:
2915:
2909:
2907:
2902:
2899:
2898:
2896:
2895:
2890:
2885:
2880:
2875:
2870:
2865:
2860:
2855:
2850:
2845:
2840:
2835:
2830:
2825:
2820:
2815:
2810:
2805:
2800:
2795:
2790:
2785:
2780:
2775:
2770:
2765:
2760:
2755:
2750:
2745:
2740:
2735:
2730:
2725:
2720:
2715:
2710:
2705:
2700:
2695:
2690:
2685:
2680:
2675:
2670:
2665:
2660:
2655:
2650:
2645:
2640:
2635:
2630:
2624:
2622:
2618:
2617:
2612:
2605:
2604:
2601:
2594:
2593:
2590:
2589:
2586:
2585:
2574:
2573:
2570:
2569:
2565:
2564:
2561:
2560:
2556:
2555:
2552:
2551:
2547:
2545:
2544:
2537:
2527:
2520:
2519:
2508:
2503:
2493:
2487:
2484:
2483:
2479:
2478:
2475:
2474:
2470:
2468:
2467:
2462:
2452:
2445:
2444:
2434:
2428:
2425:
2424:
2420:
2419:
2416:
2415:
2411:
2409:
2408:
2403:
2395:
2388:
2387:
2383:Primary school
2377:
2371:
2368:
2367:
2363:
2361:
2360:
2353:
2343:
2336:
2335:
2330:
2325:
2320:
2312:
2309:
2308:
2303:
2296:
2295:
2292:
2291:
2289:
2288:
2283:
2278:
2273:
2268:
2263:
2258:
2252:
2250:
2246:
2245:
2243:
2242:
2237:
2236:
2235:
2230:
2225:
2220:
2215:
2210:
2205:
2200:
2195:
2190:
2185:
2180:
2175:
2170:
2165:
2155:
2150:
2145:
2140:
2135:
2130:
2129:
2128:
2123:
2118:
2108:
2103:
2098:
2096:Cognitive load
2093:
2088:
2082:
2080:
2076:
2075:
2073:
2072:
2067:
2062:
2057:
2052:
2047:
2042:
2037:
2031:
2029:
2023:
2022:
2020:
2019:
2014:
2009:
2004:
1999:
1994:
1989:
1984:
1979:
1974:
1969:
1964:
1959:
1954:
1949:
1944:
1939:
1934:
1929:
1924:
1919:
1914:
1909:
1904:
1899:
1894:
1889:
1884:
1879:
1874:
1869:
1864:
1859:
1853:
1851:
1845:
1844:
1842:
1841:
1840:
1839:
1829:
1824:
1819:
1814:
1809:
1804:
1799:
1794:
1789:
1784:
1779:
1774:
1769:
1767:Evidence-based
1764:
1759:
1754:
1753:
1752:
1747:
1742:
1737:
1732:
1731:
1730:
1715:
1710:
1704:
1702:
1701:By perspective
1698:
1697:
1695:
1694:
1689:
1684:
1678:
1676:
1670:
1669:
1666:
1659:
1658:
1653:
1651:
1650:
1643:
1636:
1628:
1619:
1618:
1616:
1615:
1613:Whole language
1610:
1605:
1600:
1595:
1590:
1585:
1580:
1575:
1573:Guided reading
1570:
1565:
1560:
1558:Decodable text
1554:
1552:
1547:
1544:
1543:
1541:
1540:
1535:
1529:
1527:
1521:
1520:
1518:
1517:
1512:
1507:
1502:
1496:
1494:
1487:
1484:
1483:
1481:
1480:
1475:
1470:
1465:
1460:
1455:
1450:
1445:
1439:
1437:
1431:
1430:
1428:
1427:
1422:
1416:
1414:
1410:
1409:
1407:
1406:
1401:
1396:
1391:
1386:
1381:
1376:
1371:
1366:
1364:Constructivism
1361:
1359:Cognitive load
1356:
1351:
1345:
1343:
1339:
1338:
1336:
1335:
1330:
1325:
1320:
1315:
1310:
1305:
1303:Caleb Gattegno
1300:
1295:
1290:
1288:Benjamin Bloom
1284:
1282:
1278:
1277:
1272:
1270:
1269:
1262:
1255:
1247:
1241:
1240:
1226:
1221:
1218:
1215:
1214:
1188:
1162:
1134:
1122:www.eugc.ac.lk
1106:
1080:
1039:
1013:
975:
945:
923:
873:
858:
847:(2): 158–168.
816:
807:
800:
779:
772:
751:
744:
726:
700:
667:
624:
605:(3): 205–218.
586:
583:. 12 May 2016.
565:
540:
502:
473:
459:
435:
434:
432:
429:
428:
427:
422:
416:
410:
404:
401:Apprenticeship
396:
393:
362:
359:
353:
350:
334:President Bush
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2533:Undergraduate
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93:Basic skills;
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63:
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55:
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19:
4333:
4289:Dependencies
4120:Dependencies
4106:Cook Islands
3986:Sint Maarten
3966:Saint Martin
3680:Transnistria
3312:Dependencies
3242:Turkmenistan
3207:Saudi Arabia
2978:Saint Helena
2949:
2853:South Africa
2843:Sierra Leone
2648:Burkina Faso
2540:Postgraduate
2356:Kindergarten
2208:Personalized
2188:Experiential
2148:Teacher look
1857:Agricultural
1713:Anthropology
1548:Standardized
1393:
1333:Lev Vygotsky
1229:
1205:. Retrieved
1201:the original
1191:
1179:. Retrieved
1175:the original
1165:
1155:16 September
1153:. Retrieved
1149:
1137:
1127:16 September
1125:. Retrieved
1121:
1109:
1097:. Retrieved
1093:
1083:
1071:. Retrieved
1064:the original
1059:
1055:
1042:
1030:. Retrieved
1026:the original
1016:
994:(1): 50–63.
991:
987:
968:24 September
966:. Retrieved
962:the original
957:
948:
939:
914:. Retrieved
907:the original
902:
898:
867:
861:
844:
840:
810:
791:
763:
735:
729:
717:. Retrieved
713:the original
703:
691:. Retrieved
658:. Retrieved
644:
640:
602:
598:
580:
556:. Retrieved
521:(1): 65–78.
518:
514:
496:
464:. Retrieved
446:
439:
386:
364:
355:
330:
300:South Africa
297:
294:South Africa
274:
262:
233:
224:Mark McGowan
215:
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128:
119:
105:
90:Life skills;
84:
71:
57:
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38:
26:
4363:WikiProject
4053:New Zealand
3956:Puerto Rico
3866:Saint Lucia
3816:El Salvador
3718:Isle of Man
3653:recognition
3627:Switzerland
3562:Netherlands
3371:Asia portal
3272:States with
3192:Philippines
3132:South Korea
3127:North Korea
3022:Afghanistan
2905:recognition
2858:South Sudan
2748:Ivory Coast
2464:High school
2261:Definitions
2138:Lesson plan
2027:Alternative
1932:Mathematics
1902:Engineering
1328:Marc Tucker
1318:Jean Piaget
1281:Individuals
1181:26 November
940:News.com.au
916:20 November
693:12 February
189:Involvement
148:Involvement
125:Flexibility
4378:Categories
3951:Montserrat
3946:Martinique
3941:Guadeloupe
3796:Costa Rica
3597:San Marino
3557:Montenegro
3537:Luxembourg
3517:Kazakhstan
3420:Azerbaijan
3252:Uzbekistan
3227:Tajikistan
3142:Kyrgyzstan
3122:Kazakhstan
3042:Bangladesh
3032:Azerbaijan
2960:(Portugal)
2918:Somaliland
2838:Seychelles
2803:Mozambique
2788:Mauritania
2773:Madagascar
2728:The Gambia
2663:Cape Verde
2516:Continuing
2506:Vocational
2111:Curriculum
2045:Democratic
2017:Vocational
2007:Technology
1967:Philosophy
1849:By subject
1827:Technology
1807:Psychology
1792:Philosophy
1782:Leadership
1723:Evaluation
1718:Assessment
1550:curriculum
1491:assessment
1453:Goals 2000
1099:18 October
1073:17 October
1032:23 October
773:0415346290
719:2 February
660:23 October
558:18 October
466:31 October
460:0876521839
431:References
346:Goals 2000
338:Goals 2000
180:Generality
162:Definition
139:Comparison
4389:Curricula
4278:Venezuela
4223:Argentina
4023:Australia
3936:Greenland
3851:Nicaragua
3826:Guatemala
3708:Gibraltar
3532:Lithuania
3338:Hong Kong
3292:Palestine
3217:Sri Lanka
3212:Singapore
3092:Indonesia
2793:Mauritius
2349:Preschool
2249:Wikimedia
1987:Religious
1912:Euthenics
1897:Economics
1877:Chemistry
1867:Bilingual
1822:Sociology
1777:Inclusion
1757:Economics
1655:Education
1379:Inclusion
1008:154247059
619:153870737
535:154518108
352:Sri Lanka
304:apartheid
287:framework
259:Hong Kong
203:Australia
4399:Pedagogy
4353:Category
4268:Suriname
4258:Paraguay
4243:Colombia
4038:Kiribati
3901:Anguilla
3836:Honduras
3806:Dominica
3781:Barbados
3728:Svalbard
3713:Guernsey
3660:Abkhazia
3612:Slovenia
3607:Slovakia
3582:Portugal
3440:Bulgaria
3361:Category
3282:Abkhazia
3232:Thailand
3187:Pakistan
3167:Mongolia
3162:Maldives
3157:Malaysia
3057:Cambodia
2984: /
2980: /
2973:(France)
2967: /
2945: /
2941: /
2893:Zimbabwe
2868:Tanzania
2718:Ethiopia
2713:Eswatini
2693:Djibouti
2658:Cameroon
2643:Botswana
2233:Socratic
2193:Feedback
2079:Concepts
1972:Physical
1942:Military
1922:Language
1872:Business
1812:Research
1802:Politics
1787:Pedagogy
1682:Glossary
1667:Overview
1342:Theories
958:PLATO WA
687:Archived
395:See also
271:Malaysia
60:) is an
4273:Uruguay
4248:Ecuador
4228:Bolivia
4189:Tokelau
4088:Vanuatu
3931:Curaçao
3916:Bonaire
3911:Bermuda
3841:Jamaica
3821:Grenada
3776:Bahamas
3637:Ukraine
3587:Romania
3547:Moldova
3505:Ireland
3500:Iceland
3495:Hungary
3485:Germany
3480:Georgia
3470:Finland
3465:Estonia
3460:Denmark
3445:Croatia
3430:Belgium
3425:Belarus
3415:Austria
3410:Armenia
3405:Andorra
3400:Albania
3257:Vietnam
3172:Myanmar
3152:Lebanon
3082:Georgia
3037:Bahrain
3027:Armenia
2969:RĂ©union
2965:Mayotte
2956:Madeira
2951:(Spain)
2947:Melilla
2878:Tunisia
2848:Somalia
2833:Senegal
2818:Nigeria
2808:Namibia
2798:Morocco
2763:Liberia
2758:Lesotho
2708:Eritrea
2678:Comoros
2653:Burundi
2628:Algeria
2536:→
2511:Further
2466:→
2461:→
2443:→
2407:→
2402:→
2386:→
2359:→
2352:→
2198:Passive
2121:Studies
2002:Teacher
1992:Science
1982:Reading
1977:Physics
1952:Nursing
1937:Medical
1772:History
1692:Outline
1674:General
1583:Phonics
1578:Lecture
1207:7 March
116:Clarity
4253:Guyana
4233:Brazil
4164:Hawaii
4083:Tuvalu
3856:Panama
3846:Mexico
3791:Canada
3786:Belize
3723:Jersey
3665:Kosovo
3632:Turkey
3622:Sweden
3602:Serbia
3592:Russia
3577:Poland
3572:Norway
3552:Monaco
3522:Latvia
3490:Greece
3475:France
3450:Cyprus
3302:Taiwan
3237:Turkey
3202:Russia
3137:Kuwait
3117:Jordan
3107:Israel
3067:Cyprus
3052:Brunei
3047:Bhutan
2988:
2971:
2958:
2888:Zambia
2883:Uganda
2823:Rwanda
2778:Malawi
2738:Guinea
2633:Angola
2583:Portal
2543:
2502:
2405:Junior
2400:Infant
2305:Stages
2281:Quotes
2266:Images
2126:Theory
2116:Hidden
2012:Values
1917:Health
1892:Design
1817:Rights
1797:Policy
1568:Grades
1413:Values
1236:
1006:
798:
770:
742:
617:
533:
457:
313:, and
241:. The
4238:Chile
4078:Tonga
4068:Samoa
4058:Palau
4048:Nauru
3906:Aruba
3831:Haiti
3698:Ă…land
3617:Spain
3542:Malta
3512:Italy
3343:Macau
3262:Yemen
3222:Syria
3197:Qatar
3177:Nepal
3112:Japan
3087:India
3077:Egypt
3062:China
2943:Ceuta
2863:Sudan
2813:Niger
2768:Libya
2753:Kenya
2733:Ghana
2723:Gabon
2698:Egypt
2638:Benin
2286:Texts
2256:Books
1957:Peace
1947:Music
1927:Legal
1887:Death
1687:Index
1146:(PDF)
1118:(PDF)
1067:(PDF)
1052:(PDF)
1004:S2CID
910:(PDF)
895:(PDF)
647:(4).
615:S2CID
531:S2CID
493:(PDF)
451:(PDF)
382:India
374:India
366:India
361:India
219:PLATO
4263:Peru
4159:Guam
4111:Niue
4033:Fiji
3976:Saba
3801:Cuba
3182:Oman
3147:Laos
3102:Iraq
3097:Iran
2873:Togo
2783:Mali
2673:Chad
2276:News
1234:ISBN
1209:2016
1183:2014
1157:2023
1129:2023
1101:2014
1075:2014
1034:2014
970:2018
918:2014
796:ISBN
768:ISBN
740:ISBN
721:2012
695:2013
662:2014
560:2014
468:2014
455:ISBN
4291:and
3314:and
1997:Sex
1862:Art
996:doi
849:doi
649:doi
607:doi
523:doi
58:OBE
52:or
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