Thematische Bibliographien / Educational areas

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Auswahl der wissenschaftlichen Literatur zum Thema „Educational areas“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Educational areas"

Smith, George. „Whatever Happened to Educational Priority Areas?“ Oxford Review of Education 13, Nr. 1 (Januar 1987): 23–38. http://dx.doi.org/10.1080/0305498870130103.

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Mishchik, Sergey Alexandrovich,. „MAIN AREAS PEDAGOGOMETRICHESKOGO MATHEMATICAL MODELING EDUCATIONAL PROCESS“. Theoretical & Applied Science 38, Nr. 06 (30.06.2016): 137–41. http://dx.doi.org/10.15863/tas.2016.06.38.29.

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Boone, Simon, und Mieke Van Houtte. „More Ambitious Educational Choices in Urban Areas“. Urban Education 51, Nr. 8 (03.08.2016): 940–63. http://dx.doi.org/10.1177/0042085914549363.

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Vladymyr Vladymyrovych, Dubichinsky. „Main areas applied linguistics in educational process“. Novosibirsk State Pedagogical University Bulletin 5, Nr. 5 (07.10.2015): 156–62. http://dx.doi.org/10.15293/2226-3365.1505.14.

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葉珍玲, 葉珍玲, und 許添明 Chen-Lin Yeh. „偏鄉學校變革之挑戰教育優先區─成功專案推動歷程研究“. 彰化師大教育學報 35, Nr. 35 (Dezember 2020): 001–27. http://dx.doi.org/10.53106/181983092020120035001.

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本研究以參與「教育優先區─成功專案」之四個區19所國中小為研究對象，透過文件分析及質性訪談，分析成功專案籌備及實施第一年期間（2014至2015年）在四個區的運作情況。研究旨在探討專案學校如何推動成功專案、剖析成功專案在多大程度上促進改變，及阻礙改變產生的因素。研究發現區計畫書的經費配置取決於規劃者對基本學力的重視程度，區計畫書規劃策略深受學校行政教學分工及教育優先區計畫執行經驗之影響。成功專案在區層級所產生的改變為促進區內學校的交流與對話，在學校層級觀察到的改變則是調整補救教學實施和促進弱勢家長參與策略。缺乏行政權、共同討論時間和整合經驗，及人員流動是啟動與維持區變革之挑戰。本研究提出四項建議：（1）以提升學生基本學力為國中小整合主軸，發展行政人員課程領導能力；（2）引進結構化的補救教學模式，搭配與現場教學工作銜接的培訓課程，提升教師分析學生學習成效及差異化教學知能；（3）建立區內及校內行政人員與教師對話討論機制；（4）提供討論的鷹架與專業伴隨，以提升專案的綜效。  Since 1996, Taiwan has been implementing the Educational Priority Areas (EPA) Program to reduce the achievement gaps between students in different regions. However, according to the results from PISA, TIMSS, PILRS and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. The Taiwanese Ministry of Education piloted the ""Success Program"" from 2014 to 2017, an experimental program in order to reform the EPA Program. This study sought to investigate the implementation of the Success Program. The researcher conducted semi-structured interviews with 26 school principals, division heads and teachers recruited from participating schools and utilized content analysis to analyze challenges, difficulties and compromises during the first two years of implementation. The purpose was to explore the extent to which the Success Program promoted educational change, the advantages and limitations of zone-based intervention, as well as the factors hindering educational change. Suggestions are provided for improving area-based intervention. Results: The results indicate that the Success Program facilitated inter-school cooperation among elementary teachers at the zone level. Besides, the adjustment of remedial teaching and parental involvement strategies were observed at the school level. However, no change was found at the classroom level. In addition, there was a goal displacement at the school level. In terms of zone integration, lacking of administrative power, short of discussion time, insufficient collaboration skills as well as high teacher turnover rate were main challenges of initiating and sustaining educational change. Policy recommendations: (1) Cultivating instructional leaders and concentrating the focus of zone integration on basic competences. (2) Providing instructional guidance and introducing school-based workshops to strengthen instructional practices. (3) Establishing the discussion mechanism between the administrative team and teachers. (4) Providing scaffolding and expert consultations to support collaborative discussions.

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ÜNAL, Fatma. „TERM 2005 SOCIAL STUDIES EDUCATIONAL PROGRAM PROVERBS AND IDIOMS FOR EDUCATIONAL AREAS“. Ondokuz Mayis Univ. Egitim Fakultesi Volume 31 Issue 2, Nr. 31 (2012): 319–39. http://dx.doi.org/10.7822/egt23.

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Chongyang, Xiang. „Economic Development and Educational Reform in Rural Areas“. Chinese Education 22, Nr. 4 (Dezember 1989): 23–28. http://dx.doi.org/10.2753/ced1061-1932220423.

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Somantri, Manap. „RESEARCH AREAS IN THE DEVELOPMENT OF EDUCATIONAL MANAGEMENT“. International Journal of Educational Management and Innovation 1, Nr. 2 (09.03.2020): 144. http://dx.doi.org/10.12928/ijemi.v1i2.1684.

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The objectives of this study are elaboration research areas in the development of educational management at the teacher and educational science faculty. Elaboration of research areas significant for the development of competitiveness study program, and can be references candidates for the topic choices of thesis and dissertation or lecturer research at the teacher and educational science faculty. The study will be done to literature analysis on educational management as a dimension process and substances in education. As a dimension, process management has explored while on planning, organizing, staffing, directing, budgeting, controlling, evaluating, and reporting. Substantial management included the curriculum, student, teacher, staff, money, facilities, and participation in educational management. The organization level can be analyses on global, regional, local, and institutional levels. The organizational function can be analyses on leadership, planning, supervision, communication, decision making, and innovation in the management process. The area's research in educational management has used for institutional innovation and student achievement.

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Taylor, Carmen, und Raymond N. Elliott. „Identifying Areas of Competence Needed by Educational Interpreters“. Sign Language Studies 1083, Nr. 1 (1994): 179–90. http://dx.doi.org/10.1353/sls.1994.0003.

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Permana, Asep Yudi, und Karto Wijaya. „Spatial change transformation of educational areas in Bandung“. IOP Conference Series: Earth and Environmental Science 99 (Dezember 2017): 012029. http://dx.doi.org/10.1088/1755-1315/99/1/012029.

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Dissertationen zum Thema "Educational areas"

de, Fraguier Niels, und Jannik Halfwassen. „Youth empowerment as an educational incentive in Ethiopian rural areas“. Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23903.

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With a tremendous demographic boom and the high importance of the youth population, Ethiopia is currently dealing with critical challenges to ensure sustainable development within the country. The recent appointment of Abiy Ahmed as prime minister has brought new hope for Ethiopian liberalisation and the improvement of former political systems. Positively impacting the non-governmental sector, concrete measures taken by the federal government are still lacking whereas time is running on the youth generation. Quality education and enrolment rates in schools remain low which has high consequences on the participation of youths in the labour market. Lacking basic skills, youth are not provided with opportunities and trust that are essential for favouring their self-development. Conducted in parts of Ethiopia’s rural areas, this research aims to understand, discuss and elaborate on different youth empowerment methods for educational incentives to contribute to the overall improvement of youth conditions. In collaboration with local and international stakeholders working on policy and field level in the country, this research provides the reader with a clear understanding of the Ethiopian youth sector situation and the need for improvement in order to ensure meaningful youth participation and empowerment towards inclusive sustainable change. The role of the government has been discussed in extent in order to provide the reader with concrete recommendations for policy-making and other issues related to skills-mismatching, access to resources, training, and data, as well as cross-collaboration between youth and other stakeholders to increase awareness about challenges faced. The study concludes with giving clear guidance on youth empowerment in Ethiopia and future research on the overall topic.

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Marks, Lori J. „Learning Strategies for Reading, Writing, and Content Areas“. Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3574.

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Ellis, Lorianne Marie. „Career and College Readiness| What Is the Community's Role in Rural Areas?“ Thesis, University of Oregon, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828086.

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Historically, school counselors have been the primary facilitators in supporting the career and college transition process for students, but many school counselors do not have the knowledge, resources, or materials to support students in this transition (Belasco, 2013). One way to help support career and college readiness is to develop comprehensive career and college readiness plans that involve more stakeholders than just the counselor and engage the community in supporting students to define and prepare for their paths for after high school (Alleman & Holly, 2013). This convergent parallel mixed methods study investigated what educators,students, and community partners in rural Oregon think is important to include in a career and college readiness plan that supports all students. I used Bronfenbrenner’s (1994) Ecological Model of Human Development to inform my data collection activities, casting a wide net to identify the stakeholder groups that have a potential impact on supporting students in their pursuit of a career or college education beyond high school. The qualitative data came from interviews with five Douglas County high school career and college readiness teams (n = 8 participants), three student focus groups (n = 24), and two partner meetings (n = 15). The quantitative data was gathered through a career and college readiness survey administered to the staff and faculty at 14 Douglas County high schools (n = 74 respondents). I used Farrell & Coburn’s (2016) Absorptive Capacity Theory as the lens through which to analyze the data, coding for the theory’s constructs around how prior knowledge, communication pathways, strategic knowledge leadership, and resources for partnering can be shared and leveraged between high schools and external partners. Findings from this study provide lessons learned about what should be included in a rural high schools’ career and college readiness plan that will help rural communities better support students in their transitions beyond high school.

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Forrest, Michael G. „Aligning Secondary Benchmarks in High School Curriculums across Content Areas“. Thesis, Nova Southeastern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843963.

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This applied dissertation was designed to provide insight into aligning secondary benchmarks in a high school curriculum across content areas to prevent students from failing reading in a South Florida high school. Few studies have investigated the effects of the alignment of secondary benchmarks across content areas. The study focuses on a case study design for data collection to reveal its analysis. The researcher utilizes content analyses and a panel of experts in the field of education to review the protocol and review the assessments, using open-ended interview protocol procedures on more than 13 teachers. The teachers’ positions can be found within the administration, reading department, and content areas teachers of instruction in mathematics, science, English/language arts, physical education, and business education to investigate changes in instructional alignment with secondary standards. The data analysis revealed nine themes that enhanced the researcher’s understanding of specific details that will ensure methods to improve students’ needs.

This qualitative research study provided an awareness to adequately support useful provision to educate students on different levels of reading. This increases their knowledge acquisition, which brings awareness to their utilization of secondary benchmark standards. The research concluded that teacher training included, professional development day among participants that were congruent with the themes revealed within the data analysis. The instructional alignment between reading teachers and content area teachers indicates that alignment in Grades 9 to 12 will increase if the alignment of standards is supported and if the implications for developing a better curriculum design is discussed.

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Clifton, Suzanna. „Transformational Leadership in Public Schools Within Impoverished Areas“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7790.

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Most students in schools from impoverished areas in one southeastern state were not achieving academically according to state-mandated accountability expectations. However, students in 3 impoverished schools from 1 school district demonstrated successful academic achievement according to state standards. The purpose of this qualitative case study was to explore how 14 administrators of these impoverished schools described personal transformational leadership behaviors. The study was based on the conceptual framework of transformational leadership as defined by a set of leadership behaviors. Data were collected from individual interviews and personal reflection surveys of administrators of public schools in 1 school district in which at least 50% of the student population was from low socioeconomic circumstances. Through thematic analysis using a priori coding, open coding, and axial coding of administrators' descriptions, key results aligned with the conceptual framework indicated that application of transformational leadership behaviors explained much of the successful outcomes of the schools. The themes that resonated through the study included relationships, collective efficacy, and a culture of coaching. The study contributes to positive social change by identifying areas in which school leaders may build professional capacity to more effectively use transformational leadership behaviors to positively affect the academic achievement of students from impoverished households.

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Rhodes, Megan E. „Increased Diversity in Rural Areas: One School's Response to Change“. Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305135075.

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Hamilton, Rachael Anne. „Educational interpretive programs for ecotourism destinations“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3171.

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Five interpretive programs designed for use by educators, naturalists, or interpreters working at ecotourism destinations. Topics covered include environmentally responsible behavior, on-site recycling programs, renewable energy systems, and plant and animal species conservation.

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Saffle, Elisa. „A qualitative study investigating administrator perceptions on the need, benefits, challenges, and areas for principal mentoring“. Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123592.

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Structured mentoring programs for new principals are designed to support and enhance their professional abilities. Providing mentoring support for new principals has benefits that extend beyond the novice principal to the mentor, school, and school district. Although the benefits of principal mentoring are established, mentoring of new principals is not a common practice in many school districts. The purpose of this study was to investigate the perceptions of principals and district administrators regarding the benefits and challenges of principal mentoring, as well as perceptions surrounding implementation. This qualitative phenomenological research was structured to describe views on principal mentoring and determine areas of focus for mentoring. This study examined views of principals and district administrators in a semi-rural area of Idaho, a state without mandated or funded principal mentoring.

The data from the participants in this study produced three areas that should be part of a formalized mentoring process: personal (organization, time management, emotional support, managing stress, and professional ethics), instructional leadership (district-specific learning and curricular requirements, teacher support and evaluation, using data to make decisions, and staff development), and management (district financial and policy processes, student behavioral issues, difficult relationships and stakeholders, and legal compliance). The three areas are foundational for a program and need balance to help support student learning. Mentoring can ensure the necessary balance.

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Mims, Pamela J. „Comprehension in Content Areas: Lessons from the Literature“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/191.

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Students with significant disabilities are most at risk for exclusion from grade-aligned content due to the barriers imposed by traditional instruction. This presentation will provide special and general education teachers with effective, research-based strategies to increase comprehension in content areas, including math, science, ELA, and social studies. Learner outcomes: • Participants will learn about research-based strategies to increase comprehension in content areas, including math, science, ELA, and social studies; • Participants will learn about results from a recent review of the literature focused on comprehension strategies targeting Common Core content areas for students with Autism Spectrum Disorder and Intellectual Disability; and • Participants will be provided with specific comprehension strategies and ways to increase opportunities for comprehension in inclusive contexts for students across a variety of diverse backgrounds.

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Carpenter-Kabel, Amy Lynn. „How is Reading in the Content Areas Taught in Rural Schools?“ Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1209657391.

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Bücher zum Thema "Educational areas"

Safra, Martine. The educational infrastructure in rural areas. Paris: Organisation for Economic Co-operation and Development, 1994.

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Radziewicz-Winnicki, Andrzej. Educational democratization of extramural areas: The case of Poland. Katowice: Wydawn. Uniwersytetu Śląskiego, 1994.

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Rattlesnake Education Committee. Educational use of the Rattlesnake National Recreation Area and Wilderness: A report prepared for Congressman Pat Williams. [Montana: Montana Power Co., 1986.

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Begum, Saleha. Education for rural development: Impact of some educational innovations in selected areas. Comilla: Bangladesh Academy for Rural Development, 1988.

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The promise of educational psychology: Learning in the content areas. Upper Saddle River, N.J: Merrill, 1999.

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Daqin, Jin. Housing, cultural, and educational facilities in rural areas of China. Bangkok: Unesco Principal Regional Office for Asia and the Pacific, 1988.

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Briones, Guillermo. La desigualdad educativa en las areas rurales de Chile. Santiago: Programa Interdisciplinario de Investigaciones en Educación, 1985.

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Richardson, Judy S. Reading to learn in the content areas. 8. Aufl. Belmont, CA: Wadsworth, 2009.

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Weller, L. David. Quality middle school leadership: Eleven central skill areas. Lanham, MD: Scarecrow Press, 2002.

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Weller, L. David. Quality middle school leadership: Eleven central skills areas. 2. Aufl. Lanham, Md: ScarecrowEducation, 2004.

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Buchteile zum Thema "Educational areas"

Zhang, Tiedao. „Education of Children in Remote Areas“. In International Handbook of Educational Research in the Asia-Pacific Region, 171–88. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_12.

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Xue, Eryong, und Jian Li. „Educational Development and Strategies in China’s Poor Areas“. In Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, 115–29. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4773-1_11.

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Xue, Eryong, und Jian Li. „Educational Equity Between Urban and Rural Areas in China“. In Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, 1–30. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0231-3_1.

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O’Hara, Glen. „Slum Schools, Civil Servants and Sociology: Educational Priority Areas, 1967–72“. In Governing Post-War Britain, 176–94. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230361270_10.

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Çıtlak, Banu. „Spatial segregation and the unequal educational pathways of children in urban areas“. In The New Diversity of Family Life in Europe, 45–59. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17857-4_4.

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Bröckling, Guido, Julia Behr und Julian Erdmann. „#ko.vernetzt: Digital Transformation of an Educational Organization from a Media Educational Viewpoint“. In Digital Transformation of Learning Organizations, 3–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_1.

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AbstractLike other areas, the education sector is facing challenges posed by digitization. The project #ko.vernetzt supports the educational organization Kolping-Bildungswerk Paderborn in the process of digital transformation. In this article it is presented and reflected from a practice-oriented media educational perspective. The outlined qualification measures are intended to ensure sustainable development in the context of digitization for both employees and the organization itself. The processes that are presented here are viewed from the perspectives of the organization and from the viewpoint of its employees. Media education and the transfer of work-related digital competences are equally of great importance in this respect. Insights from this project can be viewed in the greater discourse and eventually applied to other contexts. The work with Kolping-Bildungswerk Paderborn and all partners involved clearly shows that a successful digitization strategy must include the participation of all stakeholders and should always be viewed from the human perspective first.

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„Educational Priority Areas“. In The Study Of Primary Education, 148–51. Routledge, 2003. http://dx.doi.org/10.4324/9780203489185-36.

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Horiuchi, Shiro. „Educational Tourism in Regional Areas“. In Advances in Hospitality, Tourism, and the Services Industry, 1–18. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1302-6.ch001.

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In Japan, the number of international tourists is increasing, but they are concentrated in a few limited areas. Regional areas have tried to welcome international tourists for regional revitalization, but in vain, due to the lack of dedicated human resources. Some Japanese universities or colleges have launched educational programs where students communicate with residents and identify the problems and values specific to regional areas. This chapter introduces two case studies of programs that required university students from urban areas to visit regional areas as domestic tourists. Students reported on the value of the areas to others, including regional residents and international tourists, and developed as coordinators. Coordinators do not have to be the residents in the area. Rather, dual-site residents may lead regional tourism, bridging urban and regional areas, and involving international tourists. They could not only lead international tourism in regional areas but also solve the depopulation problem across Japan.

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„Neglected Areas in Educational Research“. In Perspectives on School Learning, 360–69. Routledge, 2014. http://dx.doi.org/10.4324/9781315060163-30.

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Morari, Marina. „Artistic Education Areas“. In Handbook of Research on Applied Learning Theory and Design in Modern Education, 712–33. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch035.

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The artistic education areas in didactic process are articulated with different weight. The aim of this chapter is theoretical substantiating of reference marks for methodological integralization of artistic education. This chapter analyses the impact of artistic education arias to general education. Based on hypothesis that inconsistent methodological approach of the artistic education demarches in different schooling stages, it is confirming the coherence of our society in realizing the formation/development process of the pupil's personality through and for the art. Thus, in context of methodological integration the ideal of integral personality on the affective, attitude, cognitive, cultural line belongs to artistic education arias. It will offer new perspectives for the theoretical conceptualization, design and development of innovative educational-artistic methodologies and technologies.

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Konferenzberichte zum Thema "Educational areas"

Zaleckiene, Jurgita, und Laura Turcinskaite. „Development of educational tourism in Lithuanian rural areas“. In Research for Rural Development 2019 : annual 25th International scientific conference proceedings. Latvia University of Life Sciences and Technologies, 2019. http://dx.doi.org/10.22616/rrd.25.2019.065.

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Pei, Zhenghua, und Yong Nie. „Educational Robots: Classification, Characteristics, Application Areas and Problems“. In 2018 Seventh International Conference of Educational Innovation through Technology (EITT). IEEE, 2018. http://dx.doi.org/10.1109/eitt.2018.00020.

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John C Hayes, Calvin B Sawyer und Daniel R Hitchcock. „Developing Stormwater Educational Programs for Rapidly Urbanizing Areas“. In 2008 Providence, Rhode Island, June 29 - July 2, 2008. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2008. http://dx.doi.org/10.13031/2013.24927.

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Druzhnova, Margarita. „Specially Protected Natural Areas As An Educational Resource“. In International Scientific and Practical Conference Education in a Changing World: Global Challenges and National Priorities. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.02.76.

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Barradas, Rolando, José Lencastre, Salviano Soares und António Valente. „Usability Evaluation of an Educational Robot for STEM Areas“. In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007675102180225.

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Amperawati, Dwi, Drajat Tri Kartono und Didik Gunawan Suharto. „The Implementation of Education Policy in Local Areas“. In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007045506220626.

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„Educational Technology in IT and Marketing Education - The Experience of Early Thai Educators [Abstract]“. In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4199.

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Aim/Purpose: The paper aims to discuss the experience of early Thai educators in adopting Educational Technology in IT and Marketing Education. Background: As the world become increasingly digitized, educators need to keep up through the use of educational technology to effectively increase learning efficiency. Methodology: Conducting an interview. Contribution: A hands-on teaching experience in Marketing and IT areas through the use of Educational technology. Findings: The use of educational technology in Thailand can be found in three main areas namely data transfer, interactive online class and lastly assignment and evaluation. It effectively increases learning efficiency and produce a more proactive learning outcome. Recommendations for Practitioners: Adopting Educational Technology in IT education can be effectively done through some open-source applications. This mostly benefits those learners who age between 15 and 25. Recommendation for Researchers: In choosing group of respondents, technological experience, age groups and interest in technology should be carefully taken into account. Impact on Society: The finding aims to provide insights and strategy to develop Thai education system to become more efficient, more memorable and more inspiring through the use of educational technology. Future Research: Any measures and steps that effectively support and redesign educational tools, processes and techniques to support wider and higher education.

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Sari, Lufi Kartika. „Pre-Service Teachers’ Resilience Towards School Children’s Problems In Remote Areas“. In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.67.

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Zhu, Xiaoyu, und Xiaodong Yan. „Visual Analysis of Hotspots in Educational Informationization in Ethnic Areas“. In HPCCT 2019: 2019 The 3rd High Performance Computing and Cluster Technologies Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341069.3341085.

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POLCYN, Jan, und Bazyli CZYŻEWSKI. „POPULATION DENSITY IN RURAL AREAS AS A DRIVER OF THE HUMAN CAPITAL DEVELOPMENT“. In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.042.

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Rural areas are typically characterised by uneven access to education and the resulting varying levels of pupils’ educational attainment. The inefficiency of the education system may lead to a decreased level of human capital development in the society. It is therefore vital to identify the factors responsible for the inefficiency of the education system and take steps to mitigate their negative impact. The aim of the present study is to determine the relationship between the population density in rural areas, the pupils’ average level of examination performance and the educational value added. The analyses were based on the exam results achieved by lower secondary school-leavers in 1,372 rural communes between 2012 and 2014. The original intention was to include all rural communes in the analysis. However, due to the incompleteness of the data concerning some of the communes, they were eventually excluded from the study. The final sample for analysis consisted of about 58% of all rural communes in Poland. The communes were divided into classes, based on the criterion of population density. The objects under study were arranged in an ascending order according to the value of the population density variable, and then divided into four classes (class A contained 25% of communes with the highest population density). The classes thus defined were used as a qualitative predictor in the subsequently performed ANOVA test. As a next step, contrasts were determined by applying a simple contrast to the analysed classes of communes. The analyses revealed that the highest examination results were achieved in the communes with the highest population density, while the lowest examination results were found in the communes with the lowest population density. This dependence may be indicative of educational negligence at lower levels of education, in this particular case - at the stage of primary school. The results of the analyses point to the need for expanding the network of nursery schools. To address the above problem, financial support should be provided from the state budget to social initiatives aimed at increasing the access to nursery schools, e.g. by creating an appropriate system of subsidies for nursery schools run by both local governments and private entities.

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Berichte der Organisationen zum Thema "Educational areas"

Appoev, R. K., und Zh V. Ignatenko. Electronic educational and methodical complex of discipline "Operations research and optimization methods" (in areas of training 38.00.00 Economics and Management, 09.00.00 Computer Science and Engineering, 44.00.00 Education and pedagogical sciences). North-Caucasian Social Institute, Juni 2016. http://dx.doi.org/10.12731/appoevignatenko.01062016.21898.

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Lavadenz, Magaly, Elvira Armas und Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.

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Stoddard, Amy, Donna Lynch-Smith, Kate Carlson Wrammert und Bobby Bellflower. Increasing Nurse Knowledge Using a Formal Lung Transplant Education Program. University of Tennessee Health Science Center, Dezember 2020. http://dx.doi.org/10.21007/con.dnp.2020.0001.

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This quality improvement project was completed to show that a formal lung transplant education course for nurses caring for lung transplant patients increased their knowledge. An eight-hour education course was developed by experts in the field of lung transplantation. A pretest was administered before the education course. A posttest was administered to determine if knowledge was improved. A three-month follow-up test was administered to determine knowledge retention. Based on the data analysis, nurse knowledge improved after formal education. Item analysis determined what areas of educational content need to be the focus of quarterly education. The education course was adopted as formal training for transplant nurses.

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Bonilla-Mejía, Leonardo, und Erika Londoño-Ortega. Geographic Isolation and Learning in Rural Schools. Banco de la República, August 2021. http://dx.doi.org/10.32468/be.1169.

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Rural schools are usually behind in terms of learning, and part of this could be related to geographical isolation. We explore this hypothesis, assessing the effect of distance between rural schools and local governments on learning in Colombia. We use spatial discontinuous regression models based on detailed administrative records from the education system and granular geographic information. Results indicate that distance to towns and Secretary of Education has significant negative effects on students’ standardized test scores. We evaluated alternative mechanisms, finding that the effect of distance is partly explained by differences in critical educational inputs, such as teachers’ education attainment and contract stability. Finally, we assess the mediating role of a program providing monetary incentives to teachers and principals in remote areas.

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Dell'Olio, Franca, und Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

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Ulrich, Jessica. Education in chronically poor rural areas lags across generations. University of New Hampshire Libraries, 2011. http://dx.doi.org/10.34051/p/2020.132.

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Marchais, Gauthier, Sweta Gupta und Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.

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Karlsdóttir, Anna, Alex Cuadrado, Firouz Gaini und Leneisja Jungsberg. Enabling vulnerable youth in rural areas not in education, employment or training. Nordregio, Juni 2019. http://dx.doi.org/10.6027/r2019:8.1403-2503.

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Karsldottir, Anna, Alex Cuadrado, Firouz Gaini, Leneisja Jungsberg und Louise Ormstrup Vestergård. Enabling vulnerable youth in rural areas not in education, employment or training. Nordregio, Juni 2019. http://dx.doi.org/10.30689/r2019:8.1403-2503.

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Lapcha, Haidar, und Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), Januar 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.

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