Relevant bibliographies by topics / Colleges of Advanced Education

Academic literature on the topic 'Colleges of Advanced Education'

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Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Colleges of Advanced Education"

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Tian, Guijuan. "How to Integrate Ideological and Political Education into Mathematics Course of Vocational Education." Journal of Educational Theory and Management 4, no. 1 (May 20, 2020): 51. http://dx.doi.org/10.26549/jetm.v4i1.2496.

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With the increasing enrollment of general higher vocational colleges every year, the inconsistency between the knowledge level and ability of the enrolled students and ideological and political education hinders the realization of the teaching purpose of the school to a great extent. Advanced mathematics is a compulsory basic course for college students and an important subject for realizing the teaching purpose. In order to achieve the teaching purpose and improve the teaching quality and level of mathematics in higher vocational colleges, we must deepen the reform of teaching contents in advanced mathematics courses in colleges, and integrate mathematical knowledge with ideological and political education organically, giving full play to the teaching characteristics of advanced mathematics courses while fulfilling the ideological and political education for students. Moreover, ideological and political education is also combined with interactive advantages by means of interactive teaching. This paper briefly discusses how to integrate advanced mathematics course with ideological and political education. By analyzing the actual teaching cases of ideological and political education and advanced mathematics courses, the content of classroom teaching is discussed.
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Zolman, James F., and Cobern E. Ott. "STUDENTS’ COLLEGES AND ACHIEVEMENT IN AN ADVANCED COURSE." Advances in Physiology Education 26, no. 4 (December 2002): 282–87. http://dx.doi.org/10.1152/advan.00039.2001.

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The aim of the present study was to determine whether a significant relationship exists between a student’s college (Allied Health, Arts and Science, Education, and Graduate School) and achievement in an advanced-level course in human physiology (PGY 412G). The mean percentage of correct answers on four multiple-choice tests, collectively totaling 400 points, was used to assess each student’s performance. A four (college)-by-three (academic year) analysis of variance was used for statistical comparisons among 660 students enrolled in PGY 412G from the fall semester of 1995 through the spring semester of 1998. Subsequent pairwise comparisons tests found that the College of Education students had a significantly lower mean percentage of correct answers (61%) compared with students in each of the other colleges ( P < 0.001). No significant differences in percentage scores were found among students enrolled in Allied Health (78%), Arts and Science (78%), or the Graduate School (77%). Also, percentages of correct answers averaged across all students were significantly lower during the 1997–1998 academic year than those in either the 1996–1997 year ( P < 0.001) or the 1995–1996 year ( P < 0.05). Students’ scores during these two earlier years did not differ significantly. Upward letter grade adjustments based on class distributions were made each semester, and more As and Bs and fewer Cs and Ds were given as course grades than expected from an absolute assessment scale. This grade inflation benefited low-scoring students from all colleges, particularly those students enrolled in the College of Education. To improve the understanding of human function of these low-scoring students may require special educational programs.
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Evans, Colleen A., Rong Chen, and Ryan P. Hudes. "Understanding Determinants for STEM Major Choice Among Students Beginning Community College." Community College Review 48, no. 3 (June 5, 2020): 227–51. http://dx.doi.org/10.1177/0091552120917214.

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Objective: This study explored how high school and postsecondary academic parameters may relate to the choice of science, technology, engineering, and mathematics (STEM) major for students beginning their postsecondary education at community colleges. Our study incorporated these two clusters of factors into a statistical model to examine STEM major choice in community colleges. In particular, our study was one of the first to examine the direction and magnitude of the relationship between earned college credits in science laboratories and advanced mathematics and STEM college major selection. Method: We analyzed national data from the Education Longitudinal Study (2002) for students who were in 10th grade in 2002, entered community college as their first postsecondary institution, and declared a college major by 2006. A comprehensive integrated model was analyzed through binary logistic regression with the outcome variable of choice of STEM major or not. Results: We found math self-efficacy in high school, postsecondary introductory science laboratory courses, and postsecondary advanced mathematics courses were each positively associated with the choice of STEM major among community college students. Gender continues to be influential, with women less likely to pursue STEM than men. Contributions: Our study highlights the opportunities the science laboratory holds for engaging beginning community college students interested in STEM fields. The linchpin role of mathematics and science for students aspiring to study STEM is underscored by the findings of this study.
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Gulhane, Dr Prof T. F. "Need For Advanced Facilities and Equipments in Physical Education Colleges." IOSR Journal of Sports and Physical Education 1, no. 6 (2014): 48–49. http://dx.doi.org/10.9790/6737-0164849.

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Su, Guohui. "Exploration of Innovation and Entrepreneurship Education Model in Higher Vocational Colleges based on Rural Revitalization Strategy." SHS Web of Conferences 96 (2021): 03003. http://dx.doi.org/10.1051/shsconf/20219603003.

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The outbreak of the COVID-19 epidemic has had a great impact on economic and social development, the task of poverty alleviation has become more difficult, and the strategy of rural revitalization is facing greater challenges. Higher vocational colleges undertake the important mission of training and conveying advanced skilled talents needed for the country's economic and social development, and are bound to assume their own responsibilities in the strategy of rural revitalization. The innovation and entrepreneurship education for college students promoted by higher vocational colleges in recent years provides a feasible implementation path for higher vocational colleges to participate in the country's rural revitalization strategy. Based on the background of the national rural revitalization strategy, this paper points out the great significance of the integration of innovation and entrepreneurship education in higher vocational colleges into the rural revitalization strategy, and puts forward specific measures to realize the integration of innovation and entrepreneurship education into the rural revitalization strategy.
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Dutkowsky, Donald H., Jerry M. Evensky, and Gerald S. Edmonds. "Should a High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach." Education Finance and Policy 4, no. 3 (July 2009): 263–77. http://dx.doi.org/10.1162/edfp.2009.4.3.263.

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This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to implement or maintain. Simulations reveal that CEP generally provides a higher expected benefit for districts where students who take the course attend private colleges or universities (including public institutions out of state) and perform on the AP exam around national norms. AP favors high schools where students taking the course either face inexpensive costs for study at institutions of higher education or perform exceptionally well on the AP exam. Information from a sample of 240 colleges and universities reveals that few explicitly reject AP or CEP for credit if the student meets a minimum criterion, although more information is provided for AP.
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Loos, N. "Townsville’s Aboriginal and Islander Teacher Education Program." Aboriginal Child at School 14, no. 3 (July 1986): 46–56. http://dx.doi.org/10.1017/s0310582200014401.

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Historically, universities and colleges have been preoccupied with studying Aborigines, and to a much lesser extent Islanders, doing research on them, and teaching about them. In the mid 1970s, however, the then Mt Lawley, Townsville, and Torrens Colleges of Advanced Education independently launched special entry, indigenous teacher education programs. By providing personal, social and academic support for an enclave of Aborigines and Islanders within white institutions, it was hoped that students would be able to learn to cope with the demands of tertiary education and graduate with the same qualifications as other students in the colleges. With varying degrees of success, this has happened, such that this enclave support model has been adopted in a number of other colleges and in universities, and is now the most important single reason for the increased number of Aboriginal and Islander students in tertiary education.
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Biczó, Gábor. "ROMA COLLEGES FOR ADVANCED STUDIES NETWORK IN HUNGARY." Különleges Bánásmód - Interdiszciplináris folyóirat 7, no. 1 (March 30, 2021): 7–15. http://dx.doi.org/10.18458/kb.2021.1.7.

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Roma colleges for advanced studies network in Hungary is a unique chain of institutions for helping those students’ integration into the system of higher education whose sociocultural background might be characterized by deprivation. Recent study analyses the history as well as the networking process of Roma colleges and the paper endeavours to interpret the features of collegiate students’ dwelling-places. In the second part, the author deals with the significance of Roma collegiate students’ fields of study related to the debate coursing on the integration policy of marginalized and peripheral local ethnic communities in Hungary.
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Abbott, Malcolm, and Chris Doucouliagos. "Total factor productivity and efficiency in Australian colleges of advanced education." Journal of Educational Administration 39, no. 4 (August 2001): 384–93. http://dx.doi.org/10.1108/eum0000000005497.

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Harman, Grant. "Mergers in higher education: Combining and integrating two colleges of advanced education at Bendigo∗." Melbourne Studies in Education 28, no. 1 (January 1986): 180–208. http://dx.doi.org/10.1080/17508488609556213.

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Dissertations / Theses on the topic "Colleges of Advanced Education"

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Adkins, Patricia Kay Palmer James C. "The marketing of advanced technology centers at community colleges." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927763.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 18, 2006. Dissertation Committee: James Palmer (chair), Edward R. Hines, Anita H. Lupo. Includes bibliographical references (leaves 125-128) and abstract. Also available in print.
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Ridgwell, Diana M. "Perceived Impact of Institutional Culture on Advanced Degree Aspirations of Students Attending Two Southern Women's Colleges." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/28557.

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Women's college culture has been found to have qualities that promote the success of the women who graduate from these institutions. This research sought to identify aspects of women's college culture that students perceive as having impacted their aspirations for an advanced degree. Fifty-eight women at two southern women's colleges were interviewed. The participants were members of each college's senior class and had spent their entire undergraduate years at the same institution. After an email solicitation was sent to all members of the senior class, participants were accepted until there were eight women in each of the three categories. These three categories; Keepers, Droppers, and Aspirers; were developed in order to study participant perceptions by whether they maintained or dropped their previous educational aspirations or had developed new aspirations for an advanced degree while attending a women's college. The interviews were completed over a two-month period with each interview lasting from 45 to 60 minutes. Participants were asked about the importance of aspects of women's college culture on their aspirations for an advanced degree as well as other factors that they perceived as having influenced their decision whether or not to pursue an advanced degree. The majority of the White women in this study confirmed the positive impacts of women's college culture including high academic expectations, a mission and history that supports women, more female role models, a caring, supportive environment, and an abundance of opportunities for involvement and to learn about oneself. In addition, participants confirmed the importance of peer relationships and romantic relationships on their educational aspirations. Some women, however, perceived these same factors as having a negative impact on their degree aspirations. These negative impacts included the Bubble effect, in which women felt that the women's college experience had sheltered them from the realities of the world outside of their present environment, the Burn-Out effect from over involvement in extra-curricular and academic activities, and confusion over field of study interest due to the many opportunities to learn about oneself offered by a liberal arts curriculum. Other findings indicate that despite the supportive environment of women's colleges, women's college students still perceive romantic relationships as negatively impacting their or their friend's aspirations for an advanced degree. In addition, the need to be taken seriously, whether their families are supportive of further education, and how well informed they are about financial aid issues, all were reported to impact educational aspirations. Unexpectedly, male role models were found to have a positive impact on women's aspirations despite the many female role models at women's colleges.The African American women college students in this study reported their experiences of attending a women's college much differently than did the White women. Although they felt they had received a quality education, the African American women were dissatisfied with the lack of representation of the African American culture at the women's college they attended. They felt the women's college culture had negatively impacted their aspirations for an advanced degree because of the lack of representation of African American culture in the women's college environment. Almost all African American women in this study dropped their previous aspirations for an advanced degree because of the discouraging effect of the overwhelmingly White culture of the colleges they attended.Overall, this study found that college culture was perceived to have a clear positive impact for one group of students, no significant impact for another, and a negative impact for the third group of students. In addition, based on the perceptions of the students and the researcher's limited observations, the two colleges were found to have institutional cultures that differentiate themselves from each other. This finding challenges previous researchers' assumptions that all women's colleges share a single culture.This study adds to previous literature about women's college culture and aspirations for an advanced degree in a number of important ways. Key findings include the identification of negative, as well as positive, impacts of women's college culture for some women, the importance of male role models for women's college students, and the dissatisfaction of the African American women in the study with their experience at a woman's college.
Ph. D.
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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Pyle, N. T. "Principalship in colleges offering non-advanced further education in the northwest of England and technical and further education in Queensland : An illuminative study." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374152.

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Rehm, Jon C. "Advanced Placement and American Education: A Foucauldian Analysis of the Advanced Placement Program of the College Board." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1530.

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Advanced Placement is a series of courses and tests designed to determine mastery over introductory college material. It has become part of the American educational system. The changing conception of AP was examined using critical theory to determine what led to a view of continual success. The study utilized David Armstrong’s variation of Michel Foucault’s critical theory to construct an analytical framework. Black and Ubbes’ data gathering techniques and Braun and Clark’s data analysis were utilized as the analytical framework. Data included 1135 documents: 641 journal articles, 421 newspaper articles and 82 government documents. The study revealed three historical ruptures correlated to three themes containing subthemes. The first rupture was the Sputnik launch in 1958. Its correlated theme was AP leading to school reform with subthemes of AP as reform for able students and AP’s gaining of acceptance from secondary schools and higher education. The second rupture was the Nation at Risk report published in 1983. Its correlated theme was AP’s shift in emphasis from the exam to the course with the subthemes of AP as a course, a shift in AP’s target population, using AP courses to promote equity, and AP courses modifying curricula. The passage of the No Child Left Behind Act of 2001 was the third rupture. Its correlated theme was AP as a means to narrow the achievement gap with the subthemes of AP as a college preparatory program and the shifting of AP to an open access program. The themes revealed a perception that progressively integrated the program into American education. The AP program changed emphasis from tests to curriculum, and is seen as the nation’s premier academic program to promote reform and prepare students for college. It has become a major source of income for the College Board. In effect, AP has become an agent of privatization, spurring other private entities into competition for government funding. The change and growth of the program over the past 57 years resulted in a deep integration into American education. As such the program remains an intrinsic part of the system and continues to evolve within American education.
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Warner, Mark S. "Advanced college-level ESL students' beliefs about composition feedback." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247845401.

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Williamson, Vicki, and n/a. "A study of the perceptions of actual and ideal role responsibility of College librarians as held by principals, College Librarians and senior library staff in Colleges of Advanced Education in New South Wales." University of Canberra. Library and Information Studies, 1990. http://erl.canberra.edu.au./public/adt-AUC20050629.141005.

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This study was designed to ascertain, analyse and compare the perceptions of College Librarians and their associates about the role responsibility which College Librarians in libraries in New South Wales Colleges of Advanced Education (CAEs) were actually assuming and ideally should be assuming as part of their role as library managers. Using as its basis a theoretical framework of role and role-related concepts, as developed by social psychologists such as Kahn et al. (1964), a role set group of Principals, Registrars and Senior Library Staff was identified as the survey population. A review of the literature about CAEs and their libraries and overseas studies about the role of library managers assisted with the development of a role responsibility questionnaire. Data from the questionnaire was analysed in respect of actual and ideal role responsibility and any gaps between actual and ideal role responsibility. Gaps between perceptions of actual and ideal role responsibility between College Librarians and associates may indicate a potential for role conflict for persons enacting the role of College Librarian. This study found statistically significant results in respect of both actual and ideal role responsibility between College Librarians and Senior Library Staff, which indicated that there was not clear agreement between the two groups about either the role responsibility currently assumed by College Librarians and that which ideally should be assumed. In respect of the gap between actual and ideal role responsibility, however, there was no statistically significant result between College Librarians and associates, indicating that the potential for role conflict resulting from divergent perceptions between role set groups was not evident. This does not preclude the potential for role conflict from other sources.
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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.

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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Dulin, Cassandra. "The pedagogical characteristics of advanced technology education-funded professional development for community college faculty." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/62.

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The STEM fields are in the process of expanding and requiring highly trained technicians to support this growth. Community colleges are places that offer technician training to students in preparation for high technology jobs. Unfortunately, community colleges are generally underfunded and poorly positioned to offer professional development for discipline-specific skills or pedagogy training. The National Science Foundation and Advanced Technological Education (ATE) have situated themselves to provide support for the STEM fields through their federally funded programs for technician teachers. A component of ATE grants is a focus on faculty development designed to help STEM teachers in community colleges. ATE helps community colleges fill in the gaps in professional development facing instructors in the STEM fields. The purpose of this study was to analyze the pedagogical characteristics of ATE-funded professional development for community college faculty and its intersections with campus-funded professional development. This study used a qualitative, multiple case-study design. Three interviews were conducted at three different ATE sites in California of the center leader, a professional development coordinator, and a participant. The major findings were 1. ATE provides educational and technical training to adults with common traits in backgrounds and goals. 2. The technical professional development at ATE centers is hands-on and interactive and has shown to provide positive learning outcomes to adult learners. 3. ATE centers address the needs of an evolving workforce by conducting research on new or current industry expectations. 4. Partnerships to industry are important to the curriculum and infrastructure of ATE professional development. 5. Evaluation is necessary for the growth of ATE professional development programs. 6. ATE helps build a collaborative community within a technical field by supporting relationships between professional development participants. 7. Each ATE center provides industry educators with resources they can access after a workshop. 8. One out of three ATE center professional development projects in this study intersects with campus-funded professional development. Understanding how these three ATE centers provide professional development can help inform the professional development practices at newly emerging or already established ATE centers across the nation. This study includes recommendations for future research and implications for practice.
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Books on the topic "Colleges of Advanced Education"

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Investing in Alberta's Advanced Education system. Edmonton, AB: Alberta Advanced Education, 2005.

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Profile of Alberta's Advanced Education system. Edmonton, AB: Alberta Advanced Education, 2005.

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Quality in Alberta's Advanced Education system. Edmonton, AB: Alberta Education, 2005.

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Warren, Jones. Research and development in colleges of advanced education in Australia. Hawthorn, Vic: Australian Council for Educational Research, 1987.

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Ensuring affordability in Alberta's Advanced Education system. Edmonton, AB: Alberta Advanced Education, 2005.

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Places of inquiry: Research and advanced education in modern universities. Berkeley: University of California Press, 1995.

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Alberta. Alberta Advanced Education and Career Development. Program Services Branch. Report on western Canadian distance learning in post-secondary education: Prepared for the western ministers of education and advanced education. [Alberta]: The Branch, 1993.

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Advanced Education in rural Alberta: Challenges and opportunities.system. Edmonton, AB: Alberta Advanced Education, 2005.

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Shaping the future direction of the Advanced Education System. Edmonton, AB: Alberta Education, 2005.

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Increasing accessibility to Advanced education for under-represented Albertans. Edmonton, AB: Alberta Education, 2005.

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Book chapters on the topic "Colleges of Advanced Education"

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Tatnall, Arthur. "Birth of Information Systems Curricula in Victoria in Colleges of Advanced Education and Universities." In Encyclopedia of Education and Information Technologies, 228–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_55.

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Tatnall, Arthur. "The Birth of Information Systems Curricula in Victoria in Colleges of Advanced Education and Universities." In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_55-1.

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Wang, Chunqing. "The Analysis and Exploration of Education Pattern on the Student’s Public Morals Quality in Vocational Colleges." In Advanced Technology in Teaching, 425–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_62.

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Li, Jushun. "Discussion on Occupation Moral Education in Higher Vocational Colleges." In Advances in Computer Science and Education, 77–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27945-4_11.

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Teng, Gang, and Qian Wu. "The Research and Exploration of Project Course Developmental Evaluation in Higher Vocational Colleges Software Major." In Advanced Research on Computer Education, Simulation and Modeling, 248–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21783-8_41.

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Hsiao, Wen-I., Jung-Fang Chen, and Yun Du. "Computer Thinking and Basic Computer Education in Colleges and Universities." In Advances in Intelligent Systems and Computing, 1776–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25128-4_232.

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Devarajan, Muralidhar, and Kanchana Jeganathan. "PSG College of Technology and the PSG Institute of Advanced Studies, India." In Internationalising Programmes in Higher Education, 151–57. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429344503-106.

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Luo, Jiaguo, and Jie Yu. "Problems and Countermeasures of Educational Informationization Construction in Colleges and Universities." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 496–500. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23321-0_77.

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Liying, Zhang, Zhang Fuxi, and Liu Zhaohui. "On the Necessity of Early Admission in Teachers Training Colleges of Vocational Education." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 349–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_49.

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Huang, Qi, and Liheng Shi. "Education Management Reform of Private Colleges and Universities Based on Artificial Intelligence." In Advances in Intelligent Systems and Computing, 334–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53980-1_50.

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Conference papers on the topic "Colleges of Advanced Education"

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"Research on Reform of College English Teaching Mode in Independent Colleges." In 2018 9th International Symposium on Advanced Education and Management. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/isaem.2018.010.

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"The Role of Current College Students Physical Training Camp in Physical Education of Colleges." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.048.

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"Study on the Connection of Courses between Higher Vocational Colleges and Applied Undergraduate Colleges." In 2018 9th International Symposium on Advanced Education and Management. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/isaem.2018.004.

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Ohtsuki, Mika, and Testuro Kakeshita. "J07 Follow-Up Survey: Achievement Level Analysis of Colleges and Students." In Computers and Advanced Technology in Education. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.774-067.

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"Research on Innovation of Mental Health Education in Independent Colleges." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.077.

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"Disciplinary Layout and Industrial Competitiveness Analysis in Colleges." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.122.

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Jitao, Du. "Multiple Ways of Promoting Innovating Education for Vocational Colleges." In 2015 3d International Conference on Advanced Information and Communication Technology for Education (ICAICTE-2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icaicte-15.2015.56.

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Jitao, Du. "Innovation Education of Advanced Vocational Technical Colleges Based on Mechanical Cases Analysis." In 2015 3d International Conference on Advanced Information and Communication Technology for Education (ICAICTE-2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icaicte-15.2015.35.

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"Research on Practical Mode of Ideological and Political Education on Colleges." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.121.

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"Exploration and Research on Innovation and Entrepreneurship Education of Physical Education Major in Colleges and Universities." In 2018 9th International Symposium on Advanced Education and Management. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/isaem.2018.017.

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Reports on the topic "Colleges of Advanced Education"

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Atcitty, Stanley. Tribal Colleges and Universitie/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), September 2017. http://dx.doi.org/10.2172/1395213.

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Atcitty, Stanley. Tribal Colleges and Universitie/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), February 2018. http://dx.doi.org/10.2172/1423182.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), October 2019. http://dx.doi.org/10.2172/1572596.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), October 2018. http://dx.doi.org/10.2172/1760409.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), April 2019. http://dx.doi.org/10.2172/1762106.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Research and Education Initiatives Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), February 2017. http://dx.doi.org/10.2172/1343364.

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Kobylski, Gerald C. Relevant Joint Education at the Intermediate Level Colleges. Fort Belvoir, VA: Defense Technical Information Center, February 2002. http://dx.doi.org/10.21236/ada401840.

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Author, Not Given. Partnership for Environmental Technology Education: Tribal Colleges Initiative in Science and Environmental Education. Office of Scientific and Technical Information (OSTI), January 1999. http://dx.doi.org/10.2172/307851.

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Cragg, Stephan. International Education in the Public Community Colleges of Oregon and Washington. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1289.

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Stevens, Ann Huff, Michal Kurlaender, and Michel Grosz. Career Technical Education and Labor Market Outcomes: Evidence from California Community Colleges. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21137.

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