Zeitschriftenartikel: „Educational areas“

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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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4

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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5

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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7

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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8

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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Wallace, R. C. „Reports on Topic Areas Data-Driven Educational Leadership“. American Journal of Evaluation 7, Nr. 3 (01.08.1986): 5–15. http://dx.doi.org/10.1177/109821408600700301.

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12

Olga Yu., Levchenko. „Ungraded Educational Оrganizations in Rural Areas: History and Modernity“. Scholarly Notes of Transbaikal State University 15, Nr. 4 (Oktober 2020): 129–35. http://dx.doi.org/10.21209/2658-7114-2020-15-4-129-135.

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In the national educational system, the rural school has traditionally been given a significant role, which is reflected in numerous studies published in different years. The analysis of historical and pedagogical sources revealed the main stages of the origin and development of rural schools in Russia. At the beginning of the XXI century rural ungraded educational organizations have not lost their significance and are widely represented in the educational space of the country. In modern conditions, the activities of educational organizations have a significant impact on the socio-cultural and economic condition of the village, being a key condition for the existence or revival of settlements.Appealing to regulatory documents dated from different periods made it possible to analyze the interpretation of the term “ungraded educational organization” in a historical retrospective. The study of historical and pedagogical sources and modern researches indicates the existence of certain features in the implementation of educational activities in ungraded educational organizations.Inherent organizational and pedagogical characteristics have an impact on the organization of foreign languageteaching. The problem of improving the quality of foreign language education in ungraded educational organizations located in rural areas continues to remain relevant. It requires its comprehensive study and search for more effective and methodically appropriate teaching methods, techniques and technologies, taking into account the existing historical experience. Achievement of the results of studying the subject area “Foreign languages” established in regulatory documents is possible only with teaching staff, having a higher level of subject-methodological training.

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Mijal, Anna. „DETERMINANTS OF EDUCATIONAL ADVANCEMENT OF RURAL AREAS IN POLAND“. Journal of Agribusiness and Rural Development 16, Nr. 1 (30.03.2017): 133–42. http://dx.doi.org/10.17306/j.jard.2017.00325.

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Khamidov, Obidjon Khafizovich, und Otabek Siddikovich Kakhkhorov. „THE SPECIFIC AREAS OF STRA THE SPECIFIC AREAS OF STRATEGIC M TEGIC MANAGEMENT OF HIGHER T OF HIGHER EDUCATIONAL INSTITUTIONS“. Scientific Reports of Bukhara State University 3, Nr. 4 (26.12.2019): 280–89. http://dx.doi.org/10.52297/2181-1466/2019/3/4/15.

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The article discusses specific areas of strategic management in higher education institutions. The central challenge of creating a sustainable economy today remains the efficiency of investment in human capital, which is a key factor in determining economic growth, living standards and quality of life. In modern conditions, the general revision of the socio-economic importance of education, the role of complex labor is promoted by the theory of "human capital" more than others, which considers the general and specific knowledge of employees as the most important factor in increasing production efficiency.

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Klarin, M. V., und I. M. Osmolovskaya. „Prospective areas of didactic research: А problem statement.“ Education and science journal 22, Nr. 10 (14.12.2020): 61–89. http://dx.doi.org/10.17853/1994-5639-2020-10-61-89.

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Introduction. Current educational practice largely functions independently of didactics: decisions on the selection of content, the methods and forms of instruction are often made at different levels and in different areas of education without a conceptual substantiation. This does not necessarily mean the educators’ lack of knowledge, it rather points at the urgency of updating didactic research, including objects and phenomena that are relevant and have not been extensively studied yet.The aim of the present publication is to pose relevant problems of didactic research, based on the challenges rooted in the development of educational practice.Methodology and research methods. This research is based on systemic, interdisciplinary, and anthropological approaches. Research methods include analysis, synthesis, systematisation, modelling, idealisation, forecasting.Results. The authors state the need to expand the range of issues covered by didactic research. Additionally, the authors highlighted didactic research problems related to learning across all levels of the educational ladder, to a wide range of contexts of educational practice: psychological and didactic characteristics of a modern agent of learning; didactic foundations for the selection of educational content in the context of the transformation of the educational environment of the digital era; the expansion of conceptual and terminological toolbox of didactics; contextual features of didactic principles in diverse areas of educational practice; didactical aims and functions of non-traditional learning formats; didactic foundations and the range of the teacher’s roles in various learning formats; the development of didactics for teacher training.The directions of promising didactic research are identified. The authors conclude the necessity for broadening research area to cover problems facing didactics: inclusion of phenomena and processes that were left out of the scope of traditional didactic research; enhancing the role of interdisciplinary research on learning, enhancing the versatility of didactic concepts and their scientific validity; a didactic study of specific innovative educational practices, identifying the feasibility and possibilities of their dissemination in different areas of education.Scientific novelty. The article describes educational practices, which are not covered by didactic studies. The authors identify and present conceptual gaps, which challenge didactics to expand and enrich its conceptual toolkit. Several paradoxes are highlighted as conceptual contradictions, which indicate the gaps in modern didactic knowledge: paradoxes of the learning actor, of learning outcomes, of teacher expertise. These paradoxes prompt to update didactics as the theory of education.Practical significance. The development of didactics in the areas considered in the article will make it possible to improve the educational process on a theoretically verified basis, enhance opportunities, to reduce the risks, and to increase the effectiveness of innovations.

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Angoff, William H. „Promising Areas for Psychometric Research“. Applied Measurement in Education 1, Nr. 3 (Juli 1988): 203–5. http://dx.doi.org/10.1207/s15324818ame0103_1.

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Matyjas, Bożena. „Family pedagogy. Current issues and new research areas.“ Studia z Teorii Wychowania XI, Nr. 2(31) (20.08.2020): 81–98. http://dx.doi.org/10.5604/01.3001.0014.3650.

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The article, based on theoretical and analytical research, discusses family pedagogy as one of pedagogical sub-disciplines. Family, the main research subject of family pedagogy, has been presented in many aspects and contexts, particularly as an educational environment that performs educational tasks and functions. Current issues of family pedagogy considered in the article include: transformation processes of modern family, educational function of the family and its conditions as well as threats to child raising. New research areas of family pedagogy comprise such categories as parenthood and childhood. They allow us to analyse the family and its functions from different perspective – in theoretical, empirical and methodological contexts.

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Huq, Mohammed Nazmul, Moyazzem Hossain, Faruq Abdulla und Sabina Yeasmin. „Intergenerational educational mobility in Bangladesh“. PLOS ONE 16, Nr. 7 (30.07.2021): e0255426. http://dx.doi.org/10.1371/journal.pone.0255426.

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Introduction Social mobility is considered as an important indicator of the economic development of a country. However, it varies widely across geographical regions and social groups in developing countries like Bangladesh. This paper intends to evaluate the intergenerational mobility in Bangladesh across generations. Methods and materials This paper considers a nationally representative sample survey of 8,403 respondents (rural: 5,436 and urban: 2,967). The male and female respondents aged 23 years and above were included in the sample. The education attainment of a son or daughter as compared to their father’s education level was considered as the measure of intergenerational mobility. Transition probability matrix and different social mobility indices were used to find out the intergenerational education mobility in Bangladesh. Results The findings reveal that approximately three-fourth (74.5%) of the respondents attained formal education, while more than half (58.3%) of the respondents’ father was illiterate. The educational status of the respondents and their father who lived in urban areas was relatively better than who lived in rural areas. It is also observed that 91.2% and 81.6% of the intergenerational class movement was upward among sons and daughters respectively. The probability of a higher educated father will have a higher educated child is higher in urban areas than in rural areas of Bangladesh. The intergenerational mobility is higher in the primary, secondary, and higher secondary educational levels, though the illiterate and higher education levels are the least mobile classes. In addition, the limiting probabilities reveal that the chance of sending sons to schools by an illiterate father is less as compared to their daughters. Such difference is more obvious in the urban areas, i.e., it is highly likely that sons of the illiterate father are also illiterate. Conclusion Bangladesh has been progressing remarkably in recent years. To keep the pace of the ongoing economic development in the country, it is necessary to give more attention to the illiterate people especially the girls who live in rural areas. The authors anticipate that the findings will be helpful for the policymakers as the relationship between inequality and intergenerational mobility is vital for several aspects of the economic development of a country.

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Krasuski, Sebastian. „Development and Revitalization of Industrial Areas“. Economic and Regional Studies / Studia Ekonomiczne i Regionalne 13, Nr. 4 (01.12.2020): 452–60. http://dx.doi.org/10.2478/ers-2020-0033.

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Summary Subject and purpose of work: The basic challenge for post-industrial areas is their inclusion in the socio-economic circulation and assigning them new functions in urban structures. Materials and methods: This paper focuses on the analysis of selected cases of transformation of post-industrial areas for the following purposes: service, housing, cultural and educational. Results: Despite a significant possibility of developing post-industrial areas for housing, cultural and educational or service purposes, as shown by the present case study, many barriers for land redevelopment can still be found. They include, among others, information, financial or system barriers. Conclusions: Unregulated legal status, insufficient technical infrastructure, existing buildings, existing ecological contamination, and above all, limited availability of data and information on the condition of a given area.

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Gil, Alina, und Urszula Nowacka. „ANALYSIS OF SELECTED AREAS OF EDUCATIONAL ACTIVITY OF SENIOR CITIZENS“. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (09.05.2015): 487. http://dx.doi.org/10.17770/sie2012vol1.75.

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The aging of the society caused increased interest in problems of the elderly. This article presents the place of seniors in the educational space, defines the selected forms of their educational activity. Education counteracts social exclusion and sense of loneliness, provides access to the amenities of the modern world, allows the seniors to satisfy their need for self-accomplishment. Seniors thus face challenges they have never confronted before, while the age of transformation forces them to engage in continuous education, which becomes not only a duty, but also an obligation. Developing the expected forms of education of the elderly is one of the most vital tasks in the years to come.

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Seung-IL Na und Sang-Ki Min. „Factors Affecting the Educational Gaps between Rural and Urban Areas“. Journal ofAgricultural Education and Human Resource Development 43, Nr. 3 (September 2011): 119–39. http://dx.doi.org/10.23840/agehrd.2011.43.3.119.

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Singh, Basil R. „Using Urban Resources for Raising Educational Standards in Urban Areas“. Westminster Studies in Education 20, Nr. 1 (Januar 1997): 23–37. http://dx.doi.org/10.1080/0140672970200104.

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Aref, Abrisham. „The barriers of educational development in rural areas of Iran“. Indian Journal of Science and Technology 5, Nr. 2 (20.02.2012): 1–3. http://dx.doi.org/10.17485/ijst/2012/v5i2.34.

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Lee, JeongYun. „Local Extinction and Educational Response for Rural Areas in Japan“. Educational Research Institute of Kongju National University 35, Nr. 1 (31.08.2020): 31–59. http://dx.doi.org/10.31366/jer.2020.35.1.31.

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Marsh, Herbert W., Benjamin Nagengast, John Fletcher und Ioulia Televantou. „Assessing Educational Effectiveness: Policy Implications from Diverse Areas of Research*“. Fiscal Studies 32, Nr. 2 (Juni 2011): 279–95. http://dx.doi.org/10.1111/j.1475-5890.2011.00137.x.

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Kiba, M. „EDUCATIONAL DESIGN OF BEACH RECREATION AREAS IN THE SOCHI CITY“. Technical Aesthetics and Design Research 3, Nr. 2 (14.06.2021): 44–54. http://dx.doi.org/10.34031/2687-0878-2021-3-2-44-54.

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Beach recreation areas are one of the most favorable for walking and recreation of residents and guests of Sochi city. Therefore, the educational design of beach recreation areas in terms of environmental design aims to develop the image of the city of Sochi as a "resort city". The historical background of the use of natural balances of the coastal territory for mass use is considered. The beach areas of Sochi city are part of the coastal strip. The organization of natural beaches was associated with the removal of natural rocks into the sea from the mouths of rivers such as Sochi, Bytkha, Vereshchaginka, Khosta, Mzymta, and others. The creation of artificial natural beaches and the increase in their number is associated with the use of engineering structures in the Soviet period since the 1930s. The study of the formation of beaches on the Black Sea coast allowed the students of Sochi State University to competently organize methods for designing beach areas in such areas of the city as Dagomys, Central District, Khosta District. The projects were carried out by students and were focused on releasing the area of beach areas from unauthorized buildings; an arrangement of areas available for modernization by introducing new planning solutions. Reference objects in the form of buildings in the coastal zone are proposed. The forms of modernization of embankments with beach areas in student projects depend on the resolution of problematic issues for each site separately

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Pchelintseva, E. V. „THE MAIN WORK AREAS OF AN EDUCATIONAL CHORAL GROUP’S LEADER“. Научное мнение, Nr. 12 (2018): 102–6. http://dx.doi.org/10.25807/pbh.22224378.2018.12.102.106.

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Umnyashova, I. B. „Psychological and pedagogical Expertise in Education: Main Areas and Approaches“. Психологическая наука и образование 22, Nr. 3 (2017): 5–18. http://dx.doi.org/10.17759/pse.2017220301.

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The paper provides a review of research approaches to the organization of expert activity in the Russian system of education.Among the studied areas of psychological and pedagogical expertise were: educational environment; educational technologies; comfort and safety of educational environment; professional activities of teachers; innovative processes; quality of educational services, programmes and coursebooks.The data shows that there are many different interpretations of aims and tasks of expertise in education, so it is not possible to speak of an integrated scientific approach to the organization of psychological and pedagogical expertise.The outcomes of this study reveal perspectives for developing a model (concept) of psychological and pedagogical expertise in the system of education.

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Jenner, Bryan. „Educational phonetics“. Journal of the International Phonetic Association 17, Nr. 2 (Dezember 1987): 124. http://dx.doi.org/10.1017/s0025100300003340.

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The first Educational Phonetics section of JIPA shows a preoccupation with the theory, practice and results of language teaching. Clearly this area of professional interest will continue to occupy the interests of phoneticians as it has done ever since the Association was founded. Windsor Lewis's note addresses the perennial question of which phonological varieties of English should be set up as models for the non-native learner of English, while Jenner's article offers an alternative approach to the description of non-native accents which may suggest a novel basis for the organisation of pronunciation teaching. Contributions have been promised in other areas of professional interest, but did not materialise in time to be incorporated in this issue.

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Anderson, Parker, Alba Ortiz, Elena Izquierdo, Ana Huerta Macias, Patton Tabors und Luis Hernandez. „Research on Related Areas of Work“. NHSA Dialog 3, Nr. 3 (September 2000): 387–406. http://dx.doi.org/10.1207/s19309325nhsa0303_5.

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Carriedo, Nuria, und Jesús Alonso-Tapia. „Comprehension strategy training in content areas“. European Journal of Psychology of Education 10, Nr. 4 (Dezember 1995): 411–31. http://dx.doi.org/10.1007/bf03172930.

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Potoră, Cristian, und Laura Ionescu. „EVENTS: THE EDUCATIONAL HEALTH PREVENTION PROJECT IN RURAL AREAS IN PROGRESS“. Health, Sports & Rehabilitation Medicine 20, Nr. 2 (05.07.2019): 93–94. http://dx.doi.org/10.26659/pm3.2019.20.2.93.

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Kamińska, Wioletta. „RURAL AREAS IN POLAND: EDUCATIONAL ATTAINMENT VS. LEVEL OF ECONOMIC DEVELOPMENT“. Quaestiones Geographicae 32, Nr. 4 (01.12.2013): 63–79. http://dx.doi.org/10.2478/quageo-2013-0034.

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Abstract The aim of this article is to analyse relations between the educational attainment of the rural population and the level of economic development of the rural areas in Poland. A typology of communes in terms of the analysed relations is made. This is the first research of this type involving all the rural areas in Poland conducted at the level of the commune. The research has shown a significant linear relation between the educational attainment of the population and the level of economic development of rural areas. The correlation coefficient amounts to 0.565.

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Korotich, S. „Educational Cooperation in East Asia Summit: Primary Areas, Initiatives and Projects“. Transbaikal State University Journal 23, Nr. 12 (2017): 95–103. http://dx.doi.org/10.21209/2227-9245-2017-23-12-95-103.

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Mihus, Iryna. „THE MAIN AREAS OF THE BLOCKCHAIN TECHNOLOGY USING IN EDUCATIONAL MANAGEMENT“. ECONOMICS, FINANCE AND MANAGEMENT REVIEW, Nr. 4 (07.12.2020): 84–88. http://dx.doi.org/10.36690/2674-5208-2020-4-84.

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Popel, Maiia V., und Mariya P. Shyshkina. „The areas of educational studies of the cloud-based learning systems“. Освітній вимір 53, Nr. 1 (19.12.2019): 60–79. http://dx.doi.org/10.31812/educdim.v53i1.3832.

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The article analyzes the current stage of educational studies of the cloud-based learning systems. The relationship between the notions of the cloud-based learning system and the cloud-based learning environment are investigated. It was found that the researchers paid most attention to the design of a cloud-based learning environment. However, in the process of a cloud-based environment design, the researchers consider a cloud-based system as a component within the cloud-based learning environment of as a stage in the process of design. It is shown that in the research literature there is no single interpretation of the concept of a cloud-based system for educational purposes. Still the number of basic approaches to the interpretation of the concept under investigation are revealed. The first approach is based on the understanding of the system, as a set of cloud services or cloud-based technologies. The second approach is to onsider a separate clo d service as a cloud-based learning system. In this case, the cloud service tools should include such components that cover the content, the tools, the forms and the methods of learning. The structure of the cloud-based learning system within the interpretation of the latest works of Ukrainian researchers is considered.

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Charlton, Tony, und Kenneth David. „Orchestrating Success in Personal, Social and Educational Areas: Using Peer Support“. Pastoral Care in Education 15, Nr. 1 (März 1997): 22–29. http://dx.doi.org/10.1111/1468-0122.00045.

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Setyono, D. A., und D. D. Cahyono. „Spatial analysis of educational facilities services pattern in Malang peripheral areas“. IOP Conference Series: Earth and Environmental Science 202 (27.11.2018): 012038. http://dx.doi.org/10.1088/1755-1315/202/1/012038.

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Caixiangduojie, Caixiangduojie. „Thirty Years of Educational Reforms in Tibetan Areas of Western China“. International Journal of Learning: Annual Review 17, Nr. 7 (2010): 71–78. http://dx.doi.org/10.18848/1447-9494/cgp/v17i07/46551.

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Hung, David, Shu-Shing Lee und Kenneth Y. T. Lim. „Moving Forward: Key Areas of Educational Research for the Asia Pacific“. Asia-Pacific Education Researcher 22, Nr. 2 (11.12.2012): 219–20. http://dx.doi.org/10.1007/s40299-012-0037-x.

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Cripe, M. Kathleen, Kenneth L. Miller, Susan M. Miller, Crystal Ratican und Sean Ratican. „An Educational Strategy to Promote Economic Opportunity in Impoverished Urban Areas“. International Journal of Innovative Business Strategies 6, Nr. 2 (31.12.2020): 434–38. http://dx.doi.org/10.20533/ijibs.2046.3626.2020.0055.

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Rahmawati, Septina Dwi. „Educational Tourism on Screen (ETOS)“. Prosiding Semnasfi 1, Nr. 1 (09.05.2018): 234. http://dx.doi.org/10.21070/semnasfi.v1i1.1145.

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Community participation in maintaining natural resources, culture, independence and intelligence in the utilization of technology will contribute great as a tourist attraction. Educational Tourism on Screen (ETOS) requires smart people to communicate and apply technology to support development, especially in tourism. Counseling about the importance of technology related to the improvement of education for people in tourist areas to be one that gets special attention. In addition the team of extension organizers also needs to upgrade its ability in the field of tourism and technology in order to promote certain areas of tourism. ETOS concept will lead to the application of education and the introduction of tourism through the computer screen or smartphone only with a scan on the writings or audio related tourism term in question and then on the screen will appear detail explanation of the term you want to search. Technology becomes an important tool in this application. It needs a lot of refinement and support so ETOS ideas can come true.

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Zaharia, Marian, und Aniela Balacescu. „Migration and Educational System in Romania“. International Journal of Sustainable Economies Management 7, Nr. 3 (Juli 2018): 40–49. http://dx.doi.org/10.4018/ijsem.2018070104.

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Over the past two decades, Romania has had an alarming increase in the number of people who have left Romania to work in other countries, with major implications for most areas of economic and social life. The disparities between the eight development regions have led, on the one hand, to the recording of totally different net migration values and, on the other hand, a deepening disparity between development regions. One of the major areas affected by the phenomenon of migration was and is education, with implications on the level of education of the younger generation. This article examines the existence of stable long-term links between school drop-out and net migration in Romania over the period 2000-2016.

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Sanna, Mario. „Lateral Approaches to the Clivus and Surrounding Areas“. Otolaryngology–Head and Neck Surgery 112, Nr. 5 (Mai 1995): P163. http://dx.doi.org/10.1016/s0194-5998(05)80430-9.

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Rafiq, Muhammad. „Analysing Educational Waste in the Punjab Schools“. Pakistan Development Review 35, Nr. 4II (01.12.1996): 581–92. http://dx.doi.org/10.30541/v35i4iipp.581-592.

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This paper examines educational waste in the Punjab Public Schools. The paper focuses upon three areas: schools’ internal efficiency, school capacity utilisation and student teacher ratio. By using cohort analysis technique, the paper measures waste in flows of students in the education cycle. The results show that repetition and dropout are more prevalent in class I and middle school classes. This implies that after having studied for five to six years in schools, a student finds themselves in a blind alley, not knowing where it all would end up. This also suggests that majority of the schools are located at large distance from the most of the population of the Punjab and students have to travel long distance for attending the schools. The under-utilisation of school capacity is more prevalent in rural area than that of urban areas and girls schools are more under-utilised than the boys schools. The under-utilisation is more widespread in boys schools of urban areas than the girls schools located in same vicinity and girls school in rural areas are more under-utilised than the boys schools. The pervasive theme emerged from results is that girls schools and teachers are mostly under-utilised. This reflects that disadvantage that girls face in Pakistan which may also cause under-utilisation of girls schools.

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Alamolhoda, Jamileh. „Areas for Reforming and Complementing the Family and School Interaction“. Open Family Studies Journal 12, Nr. 1 (13.03.2020): 1–9. http://dx.doi.org/10.2174/1874922402012010001.

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Background: The Family and School Interaction (FSI) is undoubtedly very effective in promoting the education of children in a society, but this interaction requires the adoption of educational goals as well as frameworks that can produce the best educational outcomes. The educational goals and frameworks, on the one hand, depend on the theoretical foundations and our view of the educational role and position of the family and its relation to that of the school, and on the other hand the environmental conditions and opportunities or challenges for the FSI. Aim: The overall purpose of the present study is to explore the areas and ways of reforming and complementing the FSI. Methods: The study is a qualitative research relying on analyzing the views of Iranian family and education experts. The areas under consideration for reforming and complementing the FSI are the school curricula, and the study examines the role of the family in the most important elements of a curriculum, namely objectives, content, method and evaluation. Results: The results show that most scholars, professionals, principals, and teachers consider the educational role of the family and its contribution to school education, but their beliefs about this role and its status in relation to that of the school are still unclear. They have often become accustomed to giving the less importance to the family and the most important to the school, and the curricula are often formulated without considering the views and expectations of the family and without parental involvement. Conclusion: The consideration of the real role of the family and its lasting effects have important implications, including reforming the family education programs, reforming the academic education and in-service teacher trainings, modifying the FSI models, rationalizing the family interventions in school affairs, as well as enhancing the students’ self-esteem and their sense of belonging to school.

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Badanina, V., V. Shpagin und N. Taran. „Plants-repellents and landscapes in urban areas in pandemic“. Bulletin of Taras Shevchenko National University of Kyiv. Series: Biology 85, Nr. 2 (2021): 12–15. http://dx.doi.org/10.17721/1728_2748.2021.85.12-15.

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The article deals with estimation on project level the possibilities of creating several outdoor classrooms for the Taras Shevchenko National University of Kyiv. The aim of the work was to summarize the materials of photo and video recording of mass media, initiatives of educational institutions in relation to organization of outdoor training, analyze phytotherapeutic properties of plants for the development of functional spaces in the educational complexes of Kyiv National University to reduce anticipated pandemic risks. Given the natural conditions of Ukraine, which allow for outdoor classes for about one-third of the time in semesters, the organization of the educational process in the open air is promising. Taras Shevchenko National University of Kyiv has the opportunity to create a number of classrooms in open spaces. For creating "green" auditoriums there were proposed to use spaces in front of the western facade of the Red Building of the Taras Shevchenko National University and the roofs of the ESC "Institute of Biology and Medicine". The projects comply with the quarantine requirement for social distancing and government recommendations. Each outdoor educational space according to the project is equipped with elbow awnings and removable trellises. Phytotherapeutic effect within the green auditoriums can be provided with plants-repellents, which were commend to use in order to create color fulspots on the lawns in front of the western facade of the Red Building, the design of the stemcircle sand decorating the barebushesat the bottom part. For land scaping of a site with a firm covering (classroom on roofs) use of modular container culture with participation of plants – repellents is being offered.

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Howley, Craig B., und Aimee A. Howley. „Gifted programs: Equal access in rural areas“. Rural Special Education Quarterly 8, Nr. 4 (Dezember 1987): 3–8. http://dx.doi.org/10.1177/875687058700800402.

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This paper considers the issue of equal access to gifted programs as it pertains to rural students, schools, districts, and states. It defines equal access and describes impediments to it. By focusing on educational policy that is amenable to change, the paper proposes techniques to make substantive gifted education programs available to representative numbers of bright rural students.

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Klimienė, Asta, und Ramutis Klimas. „The Analysis of Education Programmes of Protected Areas and Possibilities of Using Them in Nonformal Learning“. Pedagogika 119, Nr. 3 (23.09.2015): 173–81. http://dx.doi.org/10.15823/p.2015.032.

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The learning in non-traditional environment can help to identify attractive activities, gain for each necessary social, and cultural competency. Non-formal education can help solve many problems in protected areas. In mostly all protected areas in Lithuania are educational activities – and this is one of aim of this institutions and also one of the educational components. Recently, but both the pupils and the public interest in science education has decreased. The protected areas organized various educational activities but by the research data 29 % respondents are not visited protected areas and not interested in them. The analysis of proposed educational activities in protected areas and opinions of the respondents, it is noted that the most popular educational activity in Lithuania is the tour (51.3 %). But sometimes the tour is called education. Only the Curonian Spit National Park carried out a study educational project with a local school, and only in Samogitia (Žemaitija) National park is the eco-education center.

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Impara, James C., Barbara S. Plake und Jennifer J. Fager. „Educational Administrators’ and Teachers’ Knowledge of Classroom Assessment“. Journal of School Leadership 3, Nr. 5 (September 1993): 510–21. http://dx.doi.org/10.1177/105268469300300504.

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A national sample of administrators and teachers was administered a test of their knowledge of classroom assessment. The results indicated that administrators, on average, were more knowledgeable than teachers, and that both groups demonstrated considerable knowledge in certain areas. In other areas, however, both administrators and teachers were deficient in their knowledge of classroom assessment practices. Implications for training administrators and teachers are drawn.

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