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Relevant bibliographies by topics / ACT Education

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Academic literature on the topic 'ACT Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "ACT Education"

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Helmlinger, Connie. "NURSE EDUCATION ACT." American Journal of Nursing 98, no. 12 (December 1998): 22. http://dx.doi.org/10.1097/00000446-199812000-00024.

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Mobar, Sonal. "Impact of RTE Act on Girl Child Education." International Journal of Social Science and Humanity 5, no. 10 (2015): 903–6. http://dx.doi.org/10.7763/ijssh.2015.v5.577.

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Ashton, Christina. "Education (Scotland) Act 1996." Education and the Law 9, no. 1 (March 1997): 51–58. http://dx.doi.org/10.1080/0953996970090106.

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Syddique, Eric. "The 1986 education act." Representation 27, no. 105 (March 1988): 13–14. http://dx.doi.org/10.1080/00344898808459389.

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Macfarlane, J. A. "The Education Act 1981." BMJ 290, no. 6485 (June 22, 1985): 1848–49. http://dx.doi.org/10.1136/bmj.290.6485.1848.

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Davie, Ron. "The Education Act 1993." British Journal of Special Education 20, no. 3 (May 31, 2007): 83. http://dx.doi.org/10.1111/j.1467-8578.1993.tb00043.x.

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Dr. D. Hassan, Dr D. Hassan. "Right to Education Act 2009: Major Issues and Challenges." Indian Journal of Applied Research 3, no. 2 (October 1, 2011): 99–100. http://dx.doi.org/10.15373/2249555x/feb2013/34.

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Swanwick, Keith. "Music Education and the Education Reform Act." Musical Times 131, no. 1768 (June 1990): 305. http://dx.doi.org/10.2307/965934.

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Maxwell, Robert. "Education for the creative act." Architectural Research Quarterly 4, no. 1 (March 2000): 55–66. http://dx.doi.org/10.1017/s1359135500002426.

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Architects are, with few exceptions, ‘school trained’. This paper traces the history of the relationship between architectural education and practice. It describes the approaches developed at Cambridge and the Bartlett in the 1960s - and the theories that each embodied: one based on architecture as a cultural manifestation and the other governing the science of building. The paper concludes with the view that we need to be more realistic in our attitude to artistic aspiration as a component of studying architecture while strengthening the ways by which building performance can be tested.

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Maclure, Stuart. "Beyond the education reform act." Policy Studies 11, no. 1 (March 1990): 6–14. http://dx.doi.org/10.1080/01442879008423553.

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Dissertations / Theses on the topic "ACT Education"

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Rowe, Bradley D. "Consuming Animals as an Educational Act." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045679.

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Pineda, Caitlin Emily. "The Food Safety Modernization Act: A summary of the act, education, and implementation." Kansas State University, 2017. http://hdl.handle.net/2097/38549.

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Master of Science
Food Science Institute
Fadi M. Aramouni
Since the Food Safety Modernization Act (FSMA) was signed into law in 2011, the government has taken huge strides toward making the food safety system preventive rather than reactive. Specifically, the Preventive Controls for Human Food (PCHF) final rule has required collaboration from government officials, educational institutions, industry professionals, and stakeholders to assist in the rulemaking, education, and implementation of the new rule. The rulemaking process for the PCHF final rule took 4 years to finalize. The Food and Drug Administration funded a grant to the Illinois Institute of Technology’s Institute for Food Safety and Health (IIT IFSH) to help create an educational program about food safety risk-based preventive controls. Since then, the Food Safety Preventive Controls Alliance (FSPCA) has been coordinating training programs to certify food professionals as Preventive Controls Qualified Individuals (PCQI). After gathering minor statistical evidence through course evaluations for 10 FSPCA facilitated education programs, extension personnel of the Food Science Institute at Kansas State University found that the educational materials are a big help to those in industry and in regulatory agencies.

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Hug, Sébastien. "Towards a Canada Post-Secondary Education Act?" Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20329.

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The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.

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Mays, Allison M. "The 2004 Alabama Teacher Tenure Act| Issues and Application." Thesis, The University of Alabama, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255176.

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In 2004, Alabama abolished its previous teacher tenure law that allowed for teachers to appeal adverse board decisions to a seven member Alabama State Tenure Commission. In its place, the Alabama legislature provided a process for teachers to appeal terminations, transfers, and major/minor suspensions to a hearing officer. The hearing officer was either selected from a panel of arbitrators through the Federal Mediation and Conciliation Services’ Office of Arbitration Services (FMCS) or could be mutually agreed upon by the parties. Unlike the previous tenure law, the hearing officer was not required to given any deference or consideration to the board’s decision below. Not long after its adoption and implementation, the 2004 Alabama Teacher Tenure Act came under fire for not fulfilling its intended goals of providing for an expedited and less-costly method of review for adverse employment actions. By 2011, Alabama’s (as well as most other states’) political landscape had changed significantly and the 2004 Alabama Teacher Tenure Act was repealed and replaced with the Students First Act. This qualitative research project analyzes the issues and application of arbitration-type hearings in 106 Alabama K-12 tenured certified personnel adverse employment actions. Specifically, the research addresses the issues regarding Alabama’s 2004 Teacher Tenure Act, including how hearing officers trained as employment law arbitrators decided for or against board decisions in adverse employment actions, what trends emerged from their decisions, and what legal principles remain applicable for school administrators.

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Lane, Christopher K. "Measuring the equity of educational funding in New Jersey under the quality education act /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11543048.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 112-118).

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Jones, Jane. "A study of post-1988 Education Reform Act headship." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392529.

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Swarbrick, M. A. "The Roman Catholic interest in State aided elementary and secondary education in England and Wales from the Education Act of 1902 to the Education Act of 1936." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355844.

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Williams, Daniel Bryn. "The teaching, assessment and examining of English language and literature from the Education Act of 1944 to the Education Reform Act of 1988." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11144/.

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In the Preface, the focus is on the word 'standards' itself: the ineradicable human element in marking and the degree to which all marks and grades, particularly in the subject of English, are dependent upon a subjective evaluation of the quality of response - an essential component in the establishment and maintenance of standards. The various implications of the word 'standards' and the ease with with resultant ambiguities can lead the unwary commentator into wholly misleading statements are considered, and a definition is offered to serve as a touchstone for the thesis as a whole. The main body of the thesis is divided into two sections and a conclusion. Section One (containing Chapters 1-3) is largely based upon published writings about education: books, reports and papers issued by Government-appointed Committees and Councils, and officially ratified educational statistics; illustrated where appropriate by my own experience and research into the unpublished archives of Examination Boards. Section Two (containing Chapters 4-6) deals specifically with the development of GCE '0' and 'A' level examinations in English, and is very largely dependent upon my interpretation of evidence derived from examination papers, marking schemes, examiners' reports and candidates' scripts ... The Conclusion is an attempt to provide an answer to the obvious question as to why, if evidence of a widely-alleged decline in standards is as difficult to establish as the previous six chapters suggest, the charge is so widely accepted as proved. To do this it is necessary to see the matter of standards from a broader perspective than a factual focus on examination papers, candidates' scripts, examiners' reports, comparability studies and educational statistics. From the inception of the concept of a state education system there has inevitably been a political dimension to any discussion of standards, and political dimensions equally inevitably tend toward expediency and subjective reaction rather than objective assessment of perceived shortcomings. This is certainly true of the last two decades during which the political dimension has become more overt than ever before, and the gulf between political interpretation of educational achievements and that of the professionals involved has never been wider. It is the contention of the Conclusion that a key to this disparity lies in the history of the development of the National Curriculum, the nature of the political interventions therein, and the indications that these are based upon a consistent philosophy – which elevates knowledge above understanding, 'pencil-and-paper' testing above carefully weighted assessments, results above performance, and which supposes that the reintroduction of selective schools would be an automatic panacea. The Conclusion therefore looks forward beyond the stated 1988 terminal point of the study to examine the developments of the 1990s, and backward beyond the stated starting point of the 1944 Act to examine the reality of grammar school achievement. It is the final contention of this thesis that it is the fallacy and self-deception of the nostalgia for the grammar school tradition which underlies and accounts for the falsity of the claims, about declining standards.

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Blevins, Julie A. "A Quantitative Comparison of ACT Scores for Students Taking and Not Taking a District-Sponsored Practice ACT Test." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1384809693.

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Higgins, Malcolm John. "Expectations of education : how one college is responding to the Education Reform Act 1988." Thesis, University of Central Lancashire, 1993. http://clok.uclan.ac.uk/20294/.

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This study interprets the results of research into how one college met the challenge of change brought about by the Education Reform Act 1988, with reference to appropriate social research methodologies and a wide ranging review of relevant literature. The aim was to investigate how one college, well established in a traditional pattern, would respond to educational change stemming from a political culture which relocated emphases upon financial considerations, market forces and quality controls devolving from a business-like reorientation. A review of the college's aims and intentions, with an examination of the methods managers might adopt and options they might select in moving towards a business organisation, moved the research into a detailed investigation of sub-organisational micro-politicking. The research led naturally to an in-depth examination of the nature of management and management skills training within an educational institution, raising questions about the cross-discipline transferability of educational/business skills. Interview and established techniques of participant observation have exposed the lacunae between rhetoric, supposed practice and what has become the reality of change within the organisation. The research focuses upon the myth of 'professionalism' which, in the uncertainty of change, supports the new managerialism brought about by the Education Reform Act. An alternative strategy for educational change within the institution is suggested. The conclusion is a critique of educational management training within the organisation and locates both micro- and macro-educational management preparation within some commercial systems with which it might seek to identify.

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Books on the topic "ACT Education"

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Flynn, Roderick C. Ontario education act. Scarborough, Ont: Carswell, 1998.

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Sallis, Joan. 1986 Education Act. London: CASE, 1987.

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Hungary. The Education Act of Hungary: Act 1. 1985 on education. [Hungary: s.n., 1985.

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Teachers, National Union of. Education Reform Act charges. London: National Union of Teachers, 1990.

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Teachers, National Union of. Education reform act charges. London: National Union of Teachers, 1989.

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Bulgaria. Higher Education Act 1995. [Bulgaria]: The Assembly, 1995.

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Great Britain. Department for Education and Employment. Education Act 1993: Sex education in schools. London: Department for Education and Employment, 1994.

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Great Britain. Department for Education. Education Act 1993: Sex education in schools. London: DFE, 1994.

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Sallis, Joan. Education (No.2) Act 1986: ACE summary. London: Advisory Centre for Education, 1987.

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Cornwell, Nicki. Statementing & the 1981 Education Act. Bedford: Cranfield Press, 1987.

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Book chapters on the topic "ACT Education"

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Gill, Judith, Katharine Esson, and Rosalina Yuen. "The Balancing Act." In A Girl's Education, 95–124. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52487-4_4.

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Freire, Paulo. "The Act of Study." In The Politics of Education, 1–4. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-17771-4_1.

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Avelar, Marina, Anna Hogan, Carolina Junemann, and Dimitra Pavlina Nikita. "A balancing act." In Intimate Accounts of Education Policy Research, 107–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003123613-8.

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Levesque, Roger J. R. "Individuals with Disabilities Education Act." In Encyclopedia of Adolescence, 1420–22. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_737.

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Levesque, Roger J. R. "Individuals with Disabilities Education Act." In Encyclopedia of Adolescence, 1899–901. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_737.

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Levesque, Roger J. R. "Individuals with Disabilities Education Act." In Encyclopedia of Adolescence, 1–4. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_737-2.

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Lutz, Jacob T., and David E. McIntosh. "Individuals with Disabilities Education Act." In Encyclopedia of Clinical Neuropsychology, 1796. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1554.

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Lutz, Jacob T., and David E. McIntosh. "Individuals with Disabilities Education Act." In Encyclopedia of Clinical Neuropsychology, 1310. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1554.

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Lutz, Jacob T., and David E. McIntosh. "Individuals with Disabilities Education Act." In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1554-2.

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Yell, Mitchell L., Antonis Katsiyannis, and M. Renee Bradley. "The Individuals with Disabilities Education Act." In Handbook of Special Education, 55–70. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-7.

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Conference papers on the topic "ACT Education"

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Castro, Francisco Enrique Vicente, and Kathi Fisler. "Balancing Act." In ICER '19: International Computing Education Research Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3291279.3341204.

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A. VanLengen, Craig. "Sarbanes-Oxlev Act of 2002 and IT Education." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2916.

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Even though information technology (IT) educators have been teaching basic principles of information systems for over 20 years, business organizations have chosen to ignore or not implement them. By not integrating information systems and allowing uncontrolled manual intervention it was easier to commit the frauds and the financial scandals of the late 1990’s and early 2000’s. The frauds and financial scandals have resulted in a large increase in business regulation with many compliance requirements and possible fines and jail sentences for non-compliance. IT educators need to take some lessons from their accounting colleagues (Titard, 2004) and modify IT curriculum to take advantage of the compliance environment to focus on the basic principles of creating quality up-to-date information for organization decision making and to see them implemented.

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Kelley, Patricia H. "TEACHING EVOLUTION IN A GENERAL EDUCATION PREHISTORIC LIFE CLASS: ACT IT OUT, DON’T ACT UP." In 65th Annual Southeastern GSA Section Meeting. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016se-271595.

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Hotler, David, David Lee, and Jessica Loucks. "DEFINING THE ACT PROJECT: EMPOWERING LEARNERS FOR SUCCESS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0749.

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Mangwegape, Bridget. "THE SPEECH ACT OF APOLOGY IN SETSWANA EDUCATIONAL CONTEXTS." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020158.

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Dan, Zhang. "An Overview of the Speech Act of Complaining." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.127.

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Samsi, Yogi Setia. "Investigating Speech Act and Politeness in Classroom Interaction." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.27.

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Jiang, Ping. "Investigating Chinese Students' Realization of Speech Act----Apology." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.189.

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"Speech Act Thoughts in Judith Butler’s Gender Performativity Theory." In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29166.

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Chen, Lei, Qinghui Zhu, and Zheqing Lei. "Speech Act Theory and Its Implications to English Teachers." In 2014 International Conference on Management, Education and Social Science (ICMESS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icmess-14.2014.6.

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Reports on the topic "ACT Education"

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Chatterjee, Chirantan, Eric Hanushek, and Shreekanth Mahendiran. Can Greater Access to Education Be Inequitable? New Evidence from India’s Right to Education Act. Cambridge, MA: National Bureau of Economic Research, June 2020. http://dx.doi.org/10.3386/w27377.

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Caille, Gary. Recovery Act - Sustainable Transportation: Advanced Electric Drive Vehicle Education Program. Office of Scientific and Technical Information (OSTI), December 2013. http://dx.doi.org/10.2172/1136852.

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Anderson, Carl, Leonard Bohmann, Jeffrey Naber, John Beard, Chris Passerello, Jeremy Worm, Bo Chen, et al. Recovery Act - An Interdisciplinary Program for Education and Outreach in Transportation Electrification. Office of Scientific and Technical Information (OSTI), January 2013. http://dx.doi.org/10.2172/1116040.

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Shah, Manisha, and Bryce Millett Steinberg. The Right to Education Act: Trends in Enrollment, Test Scores, and School Quality. Cambridge, MA: National Bureau of Economic Research, February 2019. http://dx.doi.org/10.3386/w25608.

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Robins, Simon. A Free-Market Response to the Elementary and Secondary Education Act: The Segregationist Background and Failed Experimentation of Education Vouchers in the 1970s. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.41.

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Gould, III, and Jay W. Organizational Culture - Education of the Department of Defense Program Managers Under Defense Acquisition Workforce Improvement Act. Fort Belvoir, VA: Defense Technical Information Center, January 1993. http://dx.doi.org/10.21236/ada279155.

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Lovenheim, Michael, and Emily Owens. Does Federal Financial Aid Affect College Enrollment? Evidence from Drug Offenders and the Higher Education Act of 1998. Cambridge, MA: National Bureau of Economic Research, February 2013. http://dx.doi.org/10.3386/w18749.

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Jolls, Christine. Identifying the Effects of the Americans with Disabilities Act Using State-Law Variation: Preliminary Evidence on Educational Participation Effects. Cambridge, MA: National Bureau of Economic Research, May 2004. http://dx.doi.org/10.3386/w10528.

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Nelson, Gena. Special Education Math Interventions. Boise State University, March 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).

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Serneels, Pieter, and Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.

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