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Thematische Bibliographien / Support in education / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Support in education“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 18. Februar 2022

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1

Aydin, Aydan. „Educational support in mainstreaming practices project: Evaluation of the effectiveness of paraprofessional education“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 1 (26.08.2017): 670–80. http://dx.doi.org/10.18844/prosoc.v4i1.2452.

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2

A., Krishnamoorthy. „Student Support System in Higher Education Institutions“. International Journal of Psychosocial Rehabilitation 24, Nr. 5 (20.04.2020): 3705–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr202079.

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3

Nowacek, George A., und Hollis W. Merrick. „Education support for surgery education“. Teaching and Learning in Medicine 9, Nr. 3 (Januar 1997): 200–203. http://dx.doi.org/10.1080/10401339709539841.

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4

Park, Gayoung, Hyejin Kang und Jakyoung Kim. „Family Supports at the Special Education Support Centers“. Journal of Humanities and Social sciences 21 12, Nr. 4 (31.08.2021): 1881–90. http://dx.doi.org/10.22143/hss21.12.4.133.

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5

Goldstein, Lou Ann. „Family Support and Education“. Physical & Occupational Therapy In Pediatrics 33, Nr. 1 (11.01.2013): 139–61. http://dx.doi.org/10.3109/01942638.2012.754393.

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6

Jones, D. „Parenting Education and Support“. Child: Care, Health and Development 27, Nr. 5 (September 2001): 463–64. http://dx.doi.org/10.1046/j.1365-2214.2001.0210a.x.

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7

Ruffolo, Mary C., Mary T. Kuhn und Mary E. Evans. „Support, Empowerment, and Education“. Journal of Emotional and Behavioral Disorders 13, Nr. 4 (Oktober 2005): 200–212. http://dx.doi.org/10.1177/10634266050130040201.

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8

Siminerio, Linda M. „Diabetes Education and Support“. NASN School Nurse 30, Nr. 6 (29.10.2015): 320–21. http://dx.doi.org/10.1177/1942602x15608685.

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9

Marshall, Katherine, und Deborah Hale. „Caregiver Education and Support“. Home Healthcare Now 35, Nr. 6 (Juni 2017): 341–42. http://dx.doi.org/10.1097/nhh.0000000000000554.

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10

Čičkušić, Belma, Ševala Tulumović, Selma Bakić und Salem Bakić. „SUPPORT IN INCLUSIVE EDUCATION“. Journal Human Research in Rehabilitation 6, Nr. 2 (September 2016): 15–20. http://dx.doi.org/10.21554/hrr.091603.

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In order for inclusive class to be successful, associates are of great help to teachers. Besides associates, teachers' specialization can be accomplished through educational seminars on the inclusion topic. However, information about inclusion, working with children with special needs, can also be found in scientific journals that offer more information on methods of working with children with special needs, didactic materials customized according to abilities of children. Aim of this research was to establish the ways of supporting teachers in their work with children with special needs. The research included 30 respondents. For needs of this research four schools in Sarajevo canton were selected: “Vladislav Skarić”, “Silvija Strahimir Kranjčević”, “Isak Samokovlija”, and “Avdo Smailović”. In all of these schools education of children with special needs is conducted. Based on the analysis, we could conclude that most of the support that teachers receive comes from educational seminars and scientific literature and least of the support comes from associates.

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11

Vinten, Gerald. „Book Review: Why Does Industry Support Higher Education? Corporate Support for Higher Education“. Industry and Higher Education 7, Nr. 1 (März 1993): 56–57. http://dx.doi.org/10.1177/095042229300700116.

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12

Kawai, Hiroyuki. „Somewhere between special support education and normal education“. International Journal of Human Culture Studies 2017, Nr. 27 (01.01.2017): 150–55. http://dx.doi.org/10.9748/hcs.2017.150.

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13

Ambariyanto, Ambariyanto, und Yos Johan Utama. „Educating Higher Education Institutions to Support SDGs: Indonesian Case“. E3S Web of Conferences 202 (2020): 02015. http://dx.doi.org/10.1051/e3sconf/202020202015.

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Sustainable Development Goals (SDGs) have become international programs and are adopted by almost all countries in the world. All institutions at various levels and sectors in each country have developed programs to support and accelerate the achievement of the 17 goals of the SDGs, including higher education institutions. However, there are still many universities that are not fully aware of and understand this matter, even though they may carry out programs that are actually related to one or more of the goals of the SDGs. This can be seen from the limited number of universities that have SDGs Center or sustainability office. To focus more on developing programs in higher education and further increasing efforts in order to achieve these goals, educational programs for higher education institutions are needed. This effort can be made by the central government through the relevant ministries, as well as related offices at the provisional government level. In addition, there are several higher education ranking programs that have indirectly educated these higher education institutions about SDGs.

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14

Maslianikova, I. V. „Psychological support for adult education“. Theory and practice of modern psychology 4, Nr. 2 (2019): 40–44. http://dx.doi.org/10.32840/2663-6026.2019.4-2.8.

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15

LeBlanc, Albert. „Building Support for Music Education“. Music Educators Journal 71, Nr. 8 (April 1985): 20–22. http://dx.doi.org/10.2307/3396492.

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16

ÖKTEN, Perihan. „Parental Academic Support in Education“. International Journal of Educational Research Review 1, Nr. 2 (01.06.2016): 18–24. http://dx.doi.org/10.24331/ijere.309963.

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17

Riddle, April Sgro. „Corporate Support of Dance Education“. Arts Education Policy Review 94, Nr. 4 (April 1993): 22–24. http://dx.doi.org/10.1080/10632913.1993.9936919.

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18

Tiedje, Linda Beth. „Support for Comprehensive Sexuality Education“. MCN, The American Journal of Maternal/Child Nursing 33, Nr. 6 (November 2008): 394. http://dx.doi.org/10.1097/01.nmc.0000341268.31114.95.

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19

Koch, Douglas D. „Industry support for physician education“. Journal of Cataract & Refractive Surgery 29, Nr. 3 (März 2003): 419. http://dx.doi.org/10.1016/s0886-3350(03)00105-6.

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20

Anthony, C. Ross. „Medicare Support Of Medical Education“. Health Affairs 7, suppl 2 (Januar 1988): 158–62. http://dx.doi.org/10.1377/hlthaff.7.2.158.

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21

Darre, E. „Education in International Health Support“. Prehospital and Disaster Medicine 15, S1 (Juni 2000): S11. http://dx.doi.org/10.1017/s1049023x00027898.

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22

Bell, Fiona. „Improving education and peer support“. Practice Nursing 18, Nr. 3 (März 2007): 114–16. http://dx.doi.org/10.12968/pnur.2007.18.3.23282.

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23

Kawada, Kazuo. „Visualization and Support in Education“. IEEJ Transactions on Electronics, Information and Systems 138, Nr. 5 (01.05.2018): 455–58. http://dx.doi.org/10.1541/ieejeiss.138.455.

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24

Jumani, Nabi Bux, Abdul Jabbar Bhatti und Samina Malik. „Student Support in Higher Education“. International Journal of Technology and Educational Marketing 3, Nr. 1 (Januar 2013): 77–88. http://dx.doi.org/10.4018/ijtem.2013010106.

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Today every country is striving to enhance higher education qualitatively and quantitatively, because the economy of any country is directly influenced by the “intellectual capital” of that country. An important factor affecting the quality and quantity of higher education is the support that an institution provides to its students. The present study is an attempt to find the achievements of as well as challenges to the student support services in higher education institutions [HEIs] of developing countries with particular example of those in Pakistan. Employing the Delphi technique, the study explored the (a) achievements, (b) the problems and issues, and (c) means to address problems and issues in the student support services in HEIs of Pakistan. It was found that the HEIs in Pakistan were facing many challenges as the achievements were less than the requirement. Allocation of proper resources and restructuring the system of support are the most important means to address the challenges.

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25

Relman, Arnold S. „Industry Support of Medical Education“. JAMA 300, Nr. 9 (03.09.2008): 1071. http://dx.doi.org/10.1001/jama.300.9.1071.

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26

Goto, Toru, und Toru Fujinaka. „Debugging Support in Programming Education“. Transactions of the Institute of Systems, Control and Information Engineers 32, Nr. 6 (15.06.2019): 249–55. http://dx.doi.org/10.5687/iscie.32.249.

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27

Jacobsen, Noelle. „Antenatal Breastfeeding Education and Support“. Journal of Perinatal & Neonatal Nursing 32, Nr. 2 (2018): 144–52. http://dx.doi.org/10.1097/jpn.0000000000000323.

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28

Pennington, Alan. „Induction Support from Higher Education“. British Journal of In-Service Education 19, Nr. 2 (Januar 1993): 8–13. http://dx.doi.org/10.1080/0305763930190203.

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29

Pearson, Richard. „Will industry support higher education?“ Nature 322, Nr. 6074 (Juli 1986): 96. http://dx.doi.org/10.1038/322096a0.

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30

Savov, Teodor, Valentina Terzieva, Katia Todorova und Petia Kademova-Katzarova. „CONTEMPORARY TECHNOLOGY SUPPORT FOR EDUCATION“. CBU International Conference Proceedings 5 (23.09.2017): 802–6. http://dx.doi.org/10.12955/cbup.v5.1029.

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The information and communication technologies (ICT) have penetrated into almost all areas of human life. They have a dual impact on education â€“ increase learning efficiency and train students actively to use innovations. We assess this impact by examining teachersâ€™ experience with innovative tools in Bulgarian schools. In an anonymous online survey, we investigate their opinions on the issues related to technology integration in contemporary classrooms. The research shows that educators appreciate the benefits of technology implementation in the teaching-learning process, but they need a single structured system encompassing all technological resources and tools. This work proposes a conception for a smart classroom â€“ an innovative learning environment that can establish and control suitable conditions for education as well as to impact the instructional process directly.

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31

Pearson, Richard. „Foreign support for US education“. Nature 335, Nr. 6190 (Oktober 1988): 574. http://dx.doi.org/10.1038/335574a0.

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32

Halpern, Robert. „Parent support and education programs“. Children and Youth Services Review 12, Nr. 4 (Januar 1990): 285–308. http://dx.doi.org/10.1016/0190-7409(90)90004-h.

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33

Sherifali, Diana, Lori D. Berard, Enza Gucciardi, Barbara MacDonald und Gail MacNeill. „Self-Management Education and Support“. Canadian Journal of Diabetes 42 (April 2018): S36—S41. http://dx.doi.org/10.1016/j.jcjd.2017.10.006.

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34

Wegscheider, W. „Chemometrics education enhances customer support“. Chemometrics and Intelligent Laboratory Systems 1, Nr. 2 (März 1987): 121. http://dx.doi.org/10.1016/0169-7439(87)80103-x.

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35

Marshall, Sarah. „Education, recognition, support and collaboration“. Gastrointestinal Nursing 19, Nr. 6 (02.07.2021): 8–10. http://dx.doi.org/10.12968/gasn.2021.19.6.8.

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36

Bolun, Ion, Rodica Bulai und Dumitru Ciorbă. „SUPPORT OF EDUCATION IN CYBERSECURITY“. Pro Publico Bono - Magyar Közigazgatás 9, Nr. 1 (03.08.2021): 128–47. http://dx.doi.org/10.32575/ppb.2021.1.8.

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Cybersecurity depends heavily on education. The paper addresses the support of education as the smartest investment in cybersecurity. To define priorities, an early estimate of the state of cybersecurity in Moldova by an online survey has been completed. A wide range of aspects related to cybersecurity education are elucidated within three basic periods: initial (school), transit (university) and reinforcement (implementation and use at workplace). Referred to in these are: formation of an ‘informational’ culture, target professions, curricula content, competences, cooperation with companies, digital education, e-learning platforms, information services, risks associated with human resources, etc. Also, conceptual aspects regarding the creation of a cybersecurity polygon in support of training in the field are described: basic objectives, main functions, structural components, the technological platform and methodological issues of creating the system of cybersecurity models for application as needed.

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37

LETOURNEAU, N., M. STEWART und A. BARNFATHER. „Adolescent mothers: Support needs, resources, and support-education interventions“. Journal of Adolescent Health 35, Nr. 6 (Dezember 2004): 509–25. http://dx.doi.org/10.1016/s1054-139x(04)00069-2.

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38

Okręglicka, M., und L. Shulgina. „Support of the Students Entrepreneurial Intentions Within the Higher Education System“. Economics, Entrepreneurship, Management 4, Nr. 2 (2017): 29–36. http://dx.doi.org/10.23939/eem2017.02.029.

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39

Akay, Elif, und Hasan Gürgür. „Professional Development of a Teacher Providing Special Education Support Service: Mentoring“. Journal of Qualitative Research in Education 6, Nr. 1 (04.04.2018): 1–28. http://dx.doi.org/10.14689/issn.2148-2624.1.6c1s1m.

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40

MORIMOTO, Kenta, und Yuichi ITOH. „Development of education program for mechanical design support by CAE/CFD“. International Conference on Business & Technology Transfer 2012.6 (2012): 120–25. http://dx.doi.org/10.1299/jsmeicbtt.2012.6.0_120.

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41

MURPHY, ANN A., MICHELLE G. MULLEN und AMY B. SPAGNOLO. „Enhancing Individual Placement and Support: Promoting Job Tenure by Integrating Natural Supports and Supported Education“. American Journal of Psychiatric Rehabilitation 8, Nr. 1 (Januar 2005): 37–61. http://dx.doi.org/10.1080/15487760590953948.

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42

Jacklin, Angela, und Pat Le Riche. „Reconceptualising student support: from ‘support’ to ‘supportive’“. Studies in Higher Education 34, Nr. 7 (November 2009): 735–49. http://dx.doi.org/10.1080/03075070802666807.

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43

Thomas, Gary. „Evaluating support“. Support for Learning 5, Nr. 1 (Februar 1990): 30–36. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00383.x.

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44

Martin, Kathleen A. „Employer support“. Day Care & Early Education 20, Nr. 1 (September 1992): 45–47. http://dx.doi.org/10.1007/bf01616975.

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45

Irina V., Ivanova. „SUPPORT OF SELF-EDUCATION OF STUDENTS IN ADDITIONAL EDUCATION“. Vestnik Tomskogo gosudarstvennogo universiteta, Nr. 396 (01.07.2015): 183–93. http://dx.doi.org/10.17223/15617793/396/33.

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46

Hanna, Judith Lynne. „U.S. Department of Education Programs that Support Arts Education“. Design For Arts in Education 93, Nr. 1 (Oktober 1991): 21–26. http://dx.doi.org/10.1080/07320973.1991.9936662.

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47

King, Patricia M. „The Manipulation Education Manual: Support for Evidence-Based Education“. Journal of Orthopaedic & Sports Physical Therapy 35, Nr. 7 (Juli 2005): 407–8. http://dx.doi.org/10.2519/jospt.2005.0107.

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48

Krovetz, Martin L. „Principal Support Network: Collegial Support for School Restructuring“. NASSP Bulletin 79, Nr. 574 (November 1995): 69–74. http://dx.doi.org/10.1177/019263659507957412.

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49

Kakada, Praveen, Yogesh Deshpande und Shilpa Bisen. „Technology Support, Social Support, Academic Support, Service Support, and Student Satisfaction“. Journal of Information Technology Education: Research 18 (2019): 549–70. http://dx.doi.org/10.28945/4461.

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Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.

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50

Okur, Muhammet Recep, Sinan Aydin und Salih Gumus. „Emerging student support trends on social media platforms in open education system“. New Trends and Issues Proceedings on Humanities and Social Sciences 2, Nr. 3 (07.12.2016): 27–33. http://dx.doi.org/10.18844/gjhss.v2i3.1051.

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