Journal articles: '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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Hee Kim, Kyung, and Michael F. Hull. "Effects of Motivation, ACT/SAT, GPA, and SES on College Choice for Academically Advanced Students and Other Students." Journal of Business Theory and Practice 3, no. 2 (October 20, 2015): 140. http://dx.doi.org/10.22158/jbtp.v3n2p140.

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The purpose of this study was to examine the differences in the effects of motivation factors on college choice between academically advanced students and other students. College choice ranged from no college, two-year college, four-year college, moderately selective four-year college, and highly selective four-year college. Restricted data from the nationally representative Education Longitudinal Study (ELS) of 2002 were used for the analysis. Using the ELS questions, 8 motivation constructs (general intrinsic motivation, math intrinsic motivation, reading Intrinsic motivation, extrinsic motivation, general academic self-efficacy, math self-efficacy, English self-efficacy, and educational expectation) were developed. Structural equation modeling was used to investigate the direct and indirect effects of the factors on college choice. The results indicated that although ACT/SAT scores, followed by GPA, are the most important factors for both academically advanced students’ and other students’ choices of more selective colleges, their choices are mediated by their intrinsic reading motivation and math self-efficacy. Compared to other students’, academically advanced students’ extrinsic motivation more negatively affected, while Socio Economic Status (SES) less negatively affected, their choices of more selective colleges. Other students’ high general academic self-efficacy and educational expectations positively affected their ACT/SAT scores, GPA, and choices of more selective colleges, which did not affect academically advanced students.

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Hee Kim, Kyung, and Michael F. Hull. "Effects of Motivation, ACT/SAT, GPA, and SES on College Choice for Academically Advanced Students and Other Students." World Journal of Educational Research 2, no. 2 (October 21, 2015): 140. http://dx.doi.org/10.22158/wjer.v2n2p140.

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The purpose of this study was to examine the differences in the effects of motivation factors on college choice between academically advanced students and other students. College choice ranged from no college, two-year college, four-year college, moderately selective four-year college, and highly selective four-year college. Restricted data from the nationally representative Education Longitudinal Study (ELS) of 2002 were used for the analysis. Using the ELS questions, 8 motivation constructs (general intrinsic motivation, math intrinsic motivation, reading Intrinsic motivation, extrinsic motivation, general academic self-efficacy, math self-efficacy, English self-efficacy, and educational expectation) were developed. Structural equation modeling was used to investigate the direct and indirect effects of the factors on college choice. The results indicated that although ACT/SAT scores, followed by GPA, are the most important factors for both academically advanced students’ and other students’ choices of more selective colleges, their choices are mediated by their intrinsic reading motivation and math self-efficacy. Compared to other students’, academically advanced students’ extrinsic motivation more negatively affected, while Socio Economic Status (SES) less negatively affected, their choices of more selective colleges. Other students’ high general academic self-efficacy and educational expectations positively affected their ACT/SAT scores, GPA, and choices of more selective colleges, which did not affect academically advanced students.

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Rosati, Jerel A. "Assessing the Advanced Placement Program in American Politics." Political Science Teacher 2, no. 4 (1989): 17–19. http://dx.doi.org/10.1017/s0896082800000830.

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The Advanced Placement (AP) program has been growing rapidly in the last decade. In 1987, a new AP program was begun in American Government and Politics and its impact is beginning to be felt in high schools and colleges across the country. However, there has been no objective assessment of the program communicated and discussed throughout the political science community.To begin—what is the AP program? The Advanced Placement program offers the equivalent of introductory college courses which may lead to college credit upon satisfactory performance on an AP exam. The AP program is administered by the College Board which contracts with the Educational Testing Service (ETS) to operate the AP examinations. “About 31 percent of American secondary schools currently participate, serving approximately 17 percent of their college-bound students in this way. This use, by both schools and students, has been growing steadily in recent years” (Guide to the AP Program, 1986, p. 4).The College Board highlights the positive aspects of the AP program for learning, education, and all concerned—students, teachers, and administrators. AP programs are considered part of society's effort to revitalize the educational system in the United States, especially in high schools and higher education. The quality and implications of the AP program are all positively portrayed. Yet, the implementation of the AP program has not been closely examined and publicly discussed.

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Zhou, Yue Jun. "Application of Information Technology in Physical Education and Training." Advanced Materials Research 926-930 (May 2014): 4465–68. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4465.

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With the continuous development of information technology, more and more fields have used the technology to promote the development of the industry, which included educational field. At the present stage, many colleges all introduce information technology into the education. In recent years, there are much application of information technology in physical education. The technology in teaching makes the class content more abundant. In the meanwhile, it relieves teachers’ workload to a large extent, and improves students’ studying enthusiasm. At present, college physical education curriculum has started to introduce advanced information educational technology. This paper mainly analyzes the specific application of information technology in physical education.

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Deng, Zhaoxi, and Kemo Badiane. "Study on the Status Quo of Smart Campus Construction in Higher Vocational Colleges: The Case of Z School of China’s Guangdong Province." International Journal of Learning and Development 11, no. 2 (May 22, 2021): 94. http://dx.doi.org/10.5296/ijld.v11i2.18500.

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The construction of smart campuses is an inevitable trend in the future development of major colleges, especially higher vocational colleges aiming at cultivating high-quality, high-skilled, and high-professional innovative talents. To achieve this goal, higher vocational colleges must develop education informatization, which is an inevitable choice in the new era and the background of "Internet +". Based on advanced technologies, such as cloud computing, big data, Internet+, and new artificial intelligence, combined with high-quality networks and various smart devices, digital education will be carried out to promote the transformation of traditional education to intelligent and innovative education. This article uses Z School as a case study, analyzes its application status, finds its limitations, and puts forward corresponding suggestions. It also provides reference for similar higher vocational colleges so as to promote the construction of educational information in higher vocational colleges and improve the effectiveness of quality education for higher vocational colleges.

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Sumner, Robert J. "Masters Degree Programs in Colleges of Advanced Education: Graduate Characteristics and Outcomes." Higher Education Research & Development 8, no. 2 (January 1989): 181–89. http://dx.doi.org/10.1080/0729436890080205.

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Wang, Shao Lin. "Improving Learning Quality of Advanced Manufacturing Engineering." Applied Mechanics and Materials 484-485 (January 2014): 239–41. http://dx.doi.org/10.4028/www.scientific.net/amm.484-485.239.

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Higher education and traditional forms of teaching and management system are difficult to adapt to the individualized requirements and the cultivation of personalized talents. higher education information technology is a new trend in the world, and it plays an important role in promoting universities personalized education and innovation, training personnel, improving the integrated use of the excellent teaching resources, deepening teaching management reform and improving the teaching management level, enhancing teaching quality of advanced manufacturing engineering. Colleges and universities should attach great importance to the building and information on the quality of the teaching environment of information technology and promote information technology in education for major of manufacturing engineering.

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Silsbury, Elizabeth. "Tertiary Music Education in Australia." British Journal of Music Education 5, no. 2 (July 1988): 173–80. http://dx.doi.org/10.1017/s0265051700006513.

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During the Whitlam years, tertiary education burgeoned in Australia. Colleges of Advanced Education, most of them transformed Teachers' Colleges and unconvinced that their coaches would not turn out to be pumpkins after all, sprang up and/or expanded in city and country districts in all states. A national study carried out in 1977 showed that tertiary music and music education was everywhere healthy and in some places flourishing. In 1980 the Razor Gang went on a surgical rampage, perpetrating amalgamations in the name of economy on the GAEs, and forcing many of them into alliances as unwieldy as they were unholy. In 1987 a national review involving universities as well as GAEs was launched.Elizabeth Silsbury's article traces those changes, describes their effect on music and takes a punt on what might happen when the dust settles for the third time in less than 20 years.

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Anwyl, John, and Margaret Powles. "Priority clienteles for external studies in Australian universities and colleges of advanced education." Open Learning: The Journal of Open, Distance and e-Learning 4, no. 2 (June 1989): 7–15. http://dx.doi.org/10.1080/0268051890040203.

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Childs-Kean, Lindsey M., Carol Motycka, Sven A. Normann, and Randell Doty. "Fulfilling Educational Competencies through Global Pharmacy Experiences." Pharmacy 7, no. 2 (May 26, 2019): 50. http://dx.doi.org/10.3390/pharmacy7020050.

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Many Colleges of Pharmacy in the United States offer international education and practice experiences to their students. Multiple publications have described these offerings and related them back to the CAPE 2013 Outcomes. This article describes the multiple international programs offered by one College of Pharmacy, including international Advanced Pharmacy Practice Experiences, Short Study Abroad Programs, and International Health Outreach Trips. The article also details the relevant competencies associated with these international experiences.

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Magen- Nagar, Noga, and Ditza Maskit. "Integrating ICT in Teacher Colleges - A Change Process." Journal of Information Technology Education: Research 15 (2016): 211–32. http://dx.doi.org/10.28945/3512.

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The National Israeli Information and Communication Technology (ICT) Program that called for the “adaption of the educational system to the 21st century”, has been implemented in Israel since 2010. The program’s purpose intended to introduce an ‘ICT culture’ in the educational system – pre-schools and lower-level schools, as well as in higher education institutions, including teachers colleges. Following this call, the current study is aimed at examining the integration of ICT in a teaching training college in the north of Israel, in the context of a technological-pedagogic setting, the ICT culture in the college, and how educators’ metaphorical sensations contribute to their use of ICT tools and to student training in an ICT environment. The second aim of the research was to identify the operating factors in the course of educators’ professional development that impact on the integration of advanced technologies in teaching. This mixed-methods study involved 120 educators. Through structural equation modelling, the findings show that educators’ familiarity and mastery of ICT tools influence use for teaching purposes, more so than personal feelings, the ICT culture, and the availability of the tools. Findings emphasize the need for promoting the integration of technology in teachers colleges as a learning organization, from a systemic view, which emphasizes the teacher educator’s personal-professional development.

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Campbell, Cory, and Timothy J. Fogarty. "Behind the Curve: Higher Education's Efforts to Implement Advanced Information Systems." Journal of Emerging Technologies in Accounting 15, no. 2 (August 1, 2018): 77–91. http://dx.doi.org/10.2308/jeta-52237.

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ABSTRACT A rapidly changing and increasingly hostile environment creates incentives for organizations in the higher education sector to invest in high capability information systems technology. However, effective adoption and implementation of such systems has been rarer than one would expect. Using interviews of higher education administrators, this paper identifies structural, cultural, and strategic reasons for this shortfall. That which must be overcome to prepare colleges and universities for the information-intensive future is discussed.

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Forkosh Baruch, Alona, and Orit Avidov Ungar. "ICT Implementation in Colleges of Education: A Framework for Teacher Educators." Journal of Information Technology Education: Research 18 (2019): 207–29. http://dx.doi.org/10.28945/4312.

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Aim/Purpose: The study aims to evaluate Information and Communication Technology (ICT) implementation in academic colleges of education. The article offers a conceptual framework for ICT implementation within teacher education in the information era, which combines an array of frameworks and addresses the needs of teacher education. Background: The study examines the components of ICT implementation within the training as perceived by teacher educators in these colleges, their attitudes towards the contribution of ICT for teaching and learning, and the available conditions and resources in these colleges for ICT implementation in teaching. Methodology: A mixed methodology of quantitative and qualitative nature was utilized. A questionnaire was developed including a set of sequential steps. The sample that responded to the questionnaire included 615 faculty members, which were approximately 25% of the population of lecturers in 8 colleges of education. Contribution: The results enabled insights regarding success and challenges in the implementation of the computerization program. It supplies policymakers as well as practitioners with updated data and enables evidence-based decision-making. Findings: Use of ICT by faculty shows two key factors: basic ICT use and advance collaborative use. Use in teacher training was divided into 5 factors: information management, advanced technological methods, project-based learning, display of information, and learning organization. Two factors were related to the students’ use of ICT in their teaching: integrating ICT in classroom activity, and usage for distance learning. Recommendations for Practitioners: Recommendations for practitioners include empowering the efficiency of ICT implementation, thereby transforming teaching and learning; training pre-service teachers to utilize advanced ICT tools that encourage collaboration, problem-based learning; utilization of the tool developed and used in this study for decision-making and assessing ICT implementation in teacher training; and highlighting the role of the teacher educator as a major factor in translating educators’ beliefs and modelling for students. Recommendation for Researchers: Recommendations for researchers include identifying the possibilities of utilizing the proposed tool in their research and development plans within their teacher training institutes, as a means of assessing the nature of ICT implementation in their teacher education programs. Impact on Society: ICT implementation in education has an impact on the future generation of students, as citizens of the knowledge society and lifelong learners. Teacher educators are at the heart of this process; hence, developing and implementing a tool to measure as well as encourage a paradigm shift in teaching and learning is of utmost importance. Future Research: Future research should include examining the utilization of the developed tool in diverse contexts, as well as using it as an indicator for comparing ICT implementation processes and models between institutes, and for examining the implementation process from a longitudinal point of view, from pre-service education throughout the TPD (Teacher Professional Development) as an in-service teacher.

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Huang, Peng, and Henry C. Lucas. "Early Exploration of MOOCs in the U.S. Higher Education: An Absorptive Capacity Perspective." ACM Transactions on Management Information Systems 12, no. 3 (May 31, 2021): 1–28. http://dx.doi.org/10.1145/3456295.

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Advanced information technologies have enabled Massive Open Online Courses (MOOCs) , which have the potential to transform higher education around the world. Why are some institutions eager to embrace this technology-enabled model of teaching, while others remain reluctant to jump aboard? Applying the theory of absorptive capacity, we study the role of a university's educational IT capabilities in becoming an early MOOC producer. Examining the history of MOOC offerings by U.S. colleges and universities, we find that prior IT capabilities, such as (1) the use of Web 2.0, social media and other interactive tools for teaching and (2) experience with distance education and hybrid teaching, are positively associated with the early exploration of MOOCs. Interestingly, we also find that the effect of educational IT capabilities is moderated by social integration mechanisms and activation triggers. For example, when instructional IT supporting services are highly decentralized, educational IT capabilities have a greater impact on the probability of a university offering a MOOC. In addition, for colleges facing an adverse environment, such as those experience a decline in college applications, the effect of IT capabilities on the exploration of MOOCs is much stronger.

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Gibson, Robert W. "Elaine Evans and Roger Juchau Colleges of advanced education in Australia — a lasting legacy: A history of accounting education in Australian colleges of advanced education. Lightning Source Inc, 2009, ISBN: 978—3—639—14548—9." Accounting History 16, no. 1 (February 2011): 125–26. http://dx.doi.org/10.1177/1032373210353427.

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Shen, Jiang, and Honggui Wang. "On English Teaching in Maritime Colleges." English Language Teaching 4, no. 2 (June 1, 2011): 176. http://dx.doi.org/10.5539/elt.v4n2p176.

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According to English level of Chinese ocean sailors at present, we analyze the characteristics and instruction needs of navigation English and point out current English teaching in maritime specialty has many problems. Traditional teaching modes are not suitable for modern maritime needs any longer. So we propose feasible methods and countermeasures on how to improve English teaching in maritime specialty of Chinese colleges. Hopefully advanced sailors with high quality and adapting modern navigation will be brought up.

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Wu, Peng, Qi Liu, and Heng Shi. "Research of the Application of PBL Teaching Mode to Basic Computer Education in Colleges." Applied Mechanics and Materials 44-47 (December 2010): 3374–77. http://dx.doi.org/10.4028/www.scientific.net/amm.44-47.3374.

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I have applied the currently advanced PBL teaching mode to basic computer education in colleges and received satisfactory results. In this paper, I will introduce the basic situation of PBL teaching mode, its main features, as well as some feelings and thoughts about the application of the PBL teaching mode to the teaching process of basic computer education.

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Ackerman, M. "New Media in Medical Education." Methods of Information in Medicine 28, no. 04 (October 1989): 327–31. http://dx.doi.org/10.1055/s-0038-1636802.

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Abstract:ln 1984 the American Association of Medical Colleges´ Panel on the General Professional Education of the Physician challenged the medical community to take a leadership position in the effective application of information science and computer technology to medical education. The medical education community has risen to that challenge through the use of microcomputer technology and optical disc media including the recently developed fully integrated Hypermedia environment to enhance the learning environment.

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Kettler, Todd, and Luke T. Hurst. "Advanced Academic Participation." Journal for the Education of the Gifted 40, no. 1 (February 17, 2017): 3–19. http://dx.doi.org/10.1177/0162353216686217.

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Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as same-school White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time ( d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps.

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Abushakrah, Jan, and Michael A. Faber. "INTEREST GROUP SESSION—COMMUNITY COLLEGE: THE ROLE OF COMMUNITY COLLEGES IN WORKFORCE DEVELOPMENT AND TRANSFER WITHIN GERONTOLOGY." Innovation in Aging 3, Supplement_1 (November 2019): S240. http://dx.doi.org/10.1093/geroni/igz038.898.

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Abstract This symposium will highlight how innovative and often non-traditional Community College Gerontology students are motivated to seek career shifts and intentional training and comprehensive education. Understanding and applying this approach allows students to build on their prior skills, especially caregiving experience, to advance to more professional roles in the field of Gerontology. During this symposium we will focus on the Applied Gerontology aspect of Community College programs, including short-term certificates and other approaches related to and informed by the rapidly evolving workforce development in the field of aging. Selected Community College and University representatives, who understand and are leaders in the field of Applied Gerontology, will highlight models of existing Community College and University partnerships/collaboration that work, as well as provide models of other applied approaches. In addition, there will be an opportunity for robust dialog between Community Colleges and four-year Colleges and Universities – both on developing other effective Applied Gerontology approaches, and on creating even better partnerships and collaboration. This symposium will appeal to professionals working in both two and four-year systems of higher education. Colleges and Universities desiring to develop or enhance relationships with area Community Colleges will find this session especially helpful.

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Lindeman, Elena, Yuliya Sokolova, and Elena Taran. "RNPLS&T’s activities in education: Vectors and prospects." Scientific and Technical Libraries, no. 12 (December 27, 2018): 73–82. http://dx.doi.org/10.33186/1027-3689-2018-12-73-82.

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The authors discuss the main vectors of RNPLS&T’s educational activities, in particular the program system of advanced professional education on the premises of the Library’s Learning and Educational Programs Division, specialized seminars and workshops for college lectur ers and students, graduate and post-graduate students of Moscow State Institute of Culture, webinars for librarians, research and educational organizations. The RNPLS&T’s material and technical resources used for these events are described. The results of RNPL&STs divisions (including those within the framework of the State Task Order) independent activities, and those achieved in collaboration with interested organizations and aimed at upgrading the skills of specialists in education, science and culture, are analyzed. The authors also focus on the projects held jointly with the National Library Association “Libraries of the Future”. The plans are to develop online educational programs and to cover pressing themes. Special attention is given to secondary schools and colleges, regional boarding schools, orphanages and organizations for children without parental support.

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Yang, Samuel C., and Peter Winter. "LTE-Advanced and IEEE 802.11ac." International Journal of Information and Learning Technology 32, no. 4 (August 3, 2015): 221–34. http://dx.doi.org/10.1108/ijilt-04-2013-0016.

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Purpose – Mobile data traffic globally is increasing rapidly in both enterprise and consumer segments. The purpose of this paper is to identify a new network architecture and opportunity that support ubiquitous mobile work for higher-education institutions. Design/methodology/approach – It reviews existing literature and enabling technologies and proposes integrating both wide-area Long Term Evolution-Advanced (LTE-Advanced) and local-area IEEE 802.11ac networks for seamless, gigabit-speed services. A decision framework for moving toward such architecture and a cost/benefit analysis are also presented. Findings – Integrating both LTE-Advanced and IEEE 802.11ac networks for seamless connectivity is technically and organizationally feasible, provided that a higher-education institution has faculty and staff that require locational and interactional mobility. The cost/benefit analysis also shows that moving to the new architecture has potential benefits that can accrue to the higher-education institution. Research limitations/implications – With the coming availability of these wide-area and local-area gigabit networks, a new architecture that can ubiquitously supports mobile workers may be advantageous to universities and colleges. Originality/value – To the best of the authors’ knowledge, this paper is one of the first that proposes such integrated architecture in the context of higher-education institutions. In addition to the examination of technological issues and proposed architecture, the decision framework, and cost/benefit analysis should be valuable for institutions contemplating the move toward the new architecture and for guiding further research in this area.

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Liu, Ting. "Research on Personnel Training Mode of Business Administration Major Based on OBE." Modern Management Forum 5, no. 1 (April 10, 2021): 56. http://dx.doi.org/10.18686/mmf.v5i1.3288.

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The establishment of teaching and scientific literacy training for business administration majors in universities is not only related to the implementation quality and level of teaching for business administration majors in universities, but also has an important impact on the training of applied talents in China. In the strategy of rejuvenating the country through science and education, we should not only explain theoretical knowledge in teaching, but also pay attention to the improvement of students’ practical ability and knowledge application ability, especially in higher vocational colleges, so as to provide high-quality talents for the development of various undertakings in China. Cultivating high-level and high-quality innovative talents is an important mission shouldered by colleges and universities, and it is also an urgent need of the development of the times. This paper draws lessons from the advanced educational idea of results-oriented education, and discusses how to improve the teaching quality, students’ professional skills and students’ adaptation to the future working environment through OBE (Outcome-Based Education) teaching mode, so as to find out a teaching mode that is more suitable for improving the professional core competence of college business administration students.

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Mushtaq, Mudassar, Ayesha Ch., Sajida Parveen, Shabbir Hussain, and Shahzad Iqbal. "Leadership Characteristics and Quality Prevalence in Higher Education." Revista Amazonia Investiga 9, no. 31 (August 7, 2020): 82–95. http://dx.doi.org/10.34069/ai/2020.31.07.8.

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The QUAL PRVLANC of advanced learning grounded on the policies made by the organization and leadership is considered significant for implementing these policies. The investigation was led to understand the association among governance features as well as QUAL PRVLANC in advanced learning. The characteristics includes the adoption of innovation, continuous observing of the surrounding, honesty to new thoughts, communiqué of the significance of applying new thoughts, the endowment of monetary capitals, and teaching and suitably satisfying the execution of new plans. The assessment technique was utilizing toward gather the information and questionnaire was the tool of research. Further, together descriptive plus inferential statistic techniques were utilized aimed at examining the information collected by the business schools. Moreover, study described that there is an optimistic association among the features of the governance of the professional colleges and receptiveness to QUAL PRVLANC.

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Raby, Rosalind Latiner, and Edward J. Valeau. "Access and Social Capital: A Profile of Community College and Global Counterparts." Excellence in Higher Education 5, no. 1 (December 11, 2014): 6–13. http://dx.doi.org/10.5195/ehe.2014.126.

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Alternatives to the traditional four-year public and private university include a sector of higher education that offers a more advanced curriculum than secondary school and serves as a local and often lower-cost pathway that gives options for university overflow for adult learners, displaced workers, life-long learners, workforce learners, developmental learners, and non-traditional learners (Raby and Valeau 2009). These institutional types are known by several names including College of Further Education, Community College, Polytechnic, Technical College, and Technical and Further Education (TAFE) and are found on all continents. Based on a literature review of 1,083 academic publications these institutions share a mission that views educational access as necessary for growing the economic and social capital that is needed to help students improve lives. Central to this mission is the belief that any amount of post-secondary education is life-enhancing, regardless of length of study or level of completion. This article examines application of this mission at community colleges and global counterparts throughout the world.

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Abbott, Malcolm. "Amalgamations and the Changing Costs of Victorian Colleges of Advanced Education during the 1970s and 1980s." Higher Education Research & Development 15, no. 2 (January 1996): 133–44. http://dx.doi.org/10.1080/0729436960150201.

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Watsford, P. "Teacher Education Courses : Improving the educational opportunities of Aboriginal and Torres Strait Islander people." Aboriginal Child at School 14, no. 1 (March 1986): 41–47. http://dx.doi.org/10.1017/s0310582200014164.

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A dramatic increase in the number of Aborigines and Torres Strait Islanders undertaking teacher education courses in Colleges of Advanced Education and Universities has occurred over the past ten years. In 1976 it was estimated that there were approximately 59 Aboriginal Teacher Education students throughout Australia (Anderson § Vevoorn, 1983:122). Today, in one institution alone - James Cook University - there are almost double this number. It is estimated that there were approximately 400 Aboriginal/Islander student teachers in 1985.

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Avidov Ungar, Orit, and Alona Forkosh Baruch. "Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education." Interdisciplinary Journal of e-Skills and Lifelong Learning 12 (2016): 279–96. http://dx.doi.org/10.28945/3606.

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ICT (Information and Communication Technologies) in teacher education poses new challenges to faculty and students. This study was carried out to examine factors facilitating and hindering ICT implementation in teacher education institutes in Israel. Findings from our study, administered at two points in time, revealed that providing technological-pedagogical support to teacher educators and their perceptions and beliefs regarding ICT usage were consistent with being either facilitating or hindering factors in the integration process in colleges of education. Professional development of teacher educators in ICT skills and guidance in applying advanced technologies are additional facilitating factors. Resources, mainly time and infrastructure, were mostly a hindering factor with adverse influence on ICT integration. Three levels of successful ICT integration indicated successful implementation: teacher educators’ level, students in their practice, and the organization level in terms of policy.

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Van Rooijen, L. "Advanced students' adaptation to college." Higher Education 15, no. 3-4 (May 1986): 197–209. http://dx.doi.org/10.1007/bf00129211.

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Gonzalez, Ángel de Jesus, Luz Burgos-López, Eric R. Felix, and H. Kenny Nienhusser. "Policy implementation as a tool for advancing equity in community college." education policy analysis archives 29 (March 8, 2021): 25. http://dx.doi.org/10.14507/epaa.29.6689.

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This special issue examines the role of policy implementation in the community college context and the ways reforms are enacted to achieve or advance educational equity. In this introduction, we provide an overview of policy implementation, its current landscape within higher education, and the role it can and must serve for community colleges as a tool to advance equity efforts. The articles in this special issue provide a well-rounded overview of policy implementation efforts across various states and institutions. Authors examine promise programs, equity initiatives, articulation agreements, federally funded support programs, and race-conscious implementation. The community college context serves as a critical site of inquiry given that almost half of the undergraduate population is enrolled at a community college. Therefore, the following articles explore how to leverage policy implementation as a tool toward more equitable outcomes.

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R, Sunil, and Praseetha V.K. "Awareness of Basic Life Support & Advanced Life Support among Students in a Medical College in Kerala." Journal of Evidence Based Medicine and Healthcare 7, no. 45 (November 9, 2020): 2640–44. http://dx.doi.org/10.18410/jebmh/2020/544.

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BACKGROUND The knowledge and skills in Cardio-Pulmonary Resuscitation (CPR) is an essential part in the medical education. Resuscitation skills have undergone series of evolution into current protocol which involves Basic Life Support (BLS) and Advanced Cardiac Life Support (ACLS). We wanted to assess the awareness of Basic Life Support among medical students, nursing students and house surgeons in a Government Medical College in Kerala. METHODS A cross-sectional study was conducted by assessing responses to 24 selected basic questions regarding BLS and ACLS among the students. After excluding the incomplete response forms the data from 500 responders was analysed. Results were analysed using an answer key prepared with the use of the Advanced Cardiac Life Support manual of AHA (2015). RESULTS Out of 500 responders, 250 were medical students, 100 were nursing students and 150 were House Surgeons. No one among them had complete knowledge of BLS & ACLS. Awareness of BLS & ACLS among students of medical, and nursing colleges and doctors is poor. Regarding knowledge of BLS (9 questions) the analysis of results showed that mean percentage of correct responses were 75.67 % of house surgeons, 51.78 % of nursing students and 20.98 % of medical students. CONCLUSIONS Awareness of BLS among students of medical, and nursing colleges and house surgeons is inadequate. Proper training programs must be initiated to rectify this. KEYWORDS BLS & ACLS Awareness, Medical Students, CPR Questionnaire

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Romano, Carol A., and Ada Sue Hinshaw. "Doctor of Nursing Practice Education for Uniformed Service Advanced Practice Nurses: A Model Curriculum and Clinical Partnership." Clinical Scholars Review 8, no. 1 (2015): 29–38. http://dx.doi.org/10.1891/1939-2095.8.1.29.

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The American Association of Colleges of Nursing asserted the position that the practice doctorate should be the graduate degree for advanced nursing practice preparation. To maintain professional standards for military advanced practice registered nurses (APRN) and remain competitive for high-quality students, the Daniel K. Inouye Graduate School of Nursing at the Uniformed Services University of the Health Sciences transitioned its APRN programs to the Doctor of Nursing Practice degree. This article describes a model graduate curriculum that incorporates clinical partnerships to prepare APRNs for their future roles in the federal health care system. Background, stakeholders, program aims, implementation strategies, curriculum design, accreditation, challenges, and lessons learned are discussed.

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Barnow, Burt S., Lois M. Miller, and Jeffrey A. Smith. "Workforce Entry Including Career and Technical Education and Training." ANNALS of the American Academy of Political and Social Science 695, no. 1 (May 2021): 260–74. http://dx.doi.org/10.1177/00027162211031811.

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This article reviews the basic patterns of employment and school enrollment for new labor market entrants in the period leading up to the Great Recession and in the decade thereafter. We find a persistent shift into four-year colleges that began during the Great Recession. At the same time, fewer youth are neither working nor enrolled in school. We see little change in occupational training programs during our study period, in program or in participation rates; in particular, rates of training provided via federal workforce development programs remain low among workforce entrants. The research literature on these programs has advanced but without large effects on policy or practice.

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Xue, Liu. "Research on the Current Situation and Countermeasures of the Cultivation of Students’ Critical Thinking Ability in Application-oriented Private Universities under the Background of Big Data." E3S Web of Conferences 251 (2021): 01048. http://dx.doi.org/10.1051/e3sconf/202125101048.

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Cultivating students’ critical thinking ability in the era of big data helps to enhance students’ innovative consciousness and ability, and is of great significance to the improvement of students’ comprehensive quality. Colleges and universities are important places to cultivate high-quality talents and transform students’ social roles. Therefore, higher education not only needs to pay attention to the teaching of knowledge and skills, but also needs to strengthen the cultivation of students’ comprehensive quality and critical thinking. Taking X College in Anhui Province as an example, this study first analyzes the current situation of colleges and universities in the cultivation of students’ critical thinking ability under the background of big data era, and then combines advanced foreign experience to put forward targeted countermeasures and suggestions. Research has found that students’ critical thinking is generally weak, social adaptability is low, and educational effects are not satisfactory. The reason lies in the lag of teaching philosophy, curriculum system, and teaching methods. Therefore, it is necessary to further strengthen the summary of practical experience, promote the reform of the teaching system, and then improve the critical thinking ability of college students.

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Kamaleeva, Alsu, Natalya Nozdrina, and Suriya Gilmanshina. "Managing Interdisciplinary Links in the Educational Environment of Technical Colleges." MATEC Web of Conferences 297 (2019): 06011. http://dx.doi.org/10.1051/matecconf/201929706011.

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The main methods of research are the analysis of scientific literature devoted to the problem of implementing interdisciplinary links of natural science, professional cycle disciplines, interdisciplinary courses in the institutions of secondary vocational education. To solve the integrated goal of implementing the requirements of the educational and professional standard of technical colleges we propose to use four types of interdisciplinary horizontal and vertical links, covering the subjects of natural science and general professional cycle, interdisciplinary courses, educational and industrial practice and professional standard requirements for education and training. It is proposed to distinguish four types of interdisciplinary links, aimed at solving the integrated goal of implementing the requirements of the educational and professional standard of technical colleges. In modern high-tech society there is a rapid dynamic growth of information on all branches of scientific knowledge, the emergence of new technologies and advanced forms and methods of work. These things make it difficult to identify the main and essential educational information, so the necessity to manage interdisciplinary links in the innovative educational environment of technical colleges is of primary consideration in developing modern professional Russian education.

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Wood, William B. "Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools." Cell Biology Education 1, no. 4 (December 2002): 123–27. http://dx.doi.org/10.1187/cbe.02-09-0038.

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A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.

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Evans, Brent J. "How College Students Use Advanced Placement Credit." American Educational Research Journal 56, no. 3 (November 13, 2018): 925–54. http://dx.doi.org/10.3102/0002831218807428.

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Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree.

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Ding, Wan, Jicheng Lin, Jianhui Yang, Xianming Cao, Fang Cao, and Shaomei Lu. "Teaching Research and Reform of Higher Vocational Medical Education in Guizhou Province of China." Journal of Advances in Medicine Science 2, no. 2 (April 11, 2019): 1. http://dx.doi.org/10.30564/jams.v2i2.386.

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With the development of Guizhou’s economy and society, higher vocational medical education in Guizhou has developed rapidly, making it itsmission to cultivate practical and skilled talents oriented to the grassrootsand serving for frontline. However, due to the social environment, policyenvironment and insufficient funding, many difficulties and problemsare faced. It is necessary to have a unied management throughout theprovince, rationally lay out higher vocational colleges and specialties,and promote the healthy and rapid development of medical higher vocational education in Guizhou with advanced concepts, proper policies, andsufcient funds in place, making higher vocational medical education inGuizhou enter a benign development period

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Yan, Ze-Dong, Wei Guo, Juan Liu, Er-Ping Luo, and Chi Tang. "Exploratory Research on Curriculum Construction of Medical Metrology Education in Colleges and Universities." International Journal of Information and Education Technology 10, no. 11 (2020): 859–64. http://dx.doi.org/10.18178/ijiet.2020.10.11.1471.

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Canonical and systematic quality-oriented education of medical metrology for undergraduate students has not been started in colleges and universities. The standardized training and professional cultivation system are also deficient for most medical metrological employees at present. In this study, special funds were invested to develop the teaching laboratory based on the establishment standards of national medical metrology stations. Experienced experts were also invited for the argumentation of curriculum construction and optimization of medical metrology. As a result, two undergraduate courses of medical metrology for the students majoring in Biomedical Engineering (BME) were developed for the first time based on the talent cultivation mode “basic knowledge + practical ability”. An internationally-advanced teaching laboratory for medical metrology was established, and the series textbooks were compiled and published. It is of vital significance to strengthen the curriculum construction of medical metrology for undergraduate students of BME, which may provide beneficial reference for further medical metrological talent cultivation.

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Li, Yue. "Research on the Way to Promote the Innovation of Ideological and Political Teaching in Colleges and Universities with the “Emotion, Reason and Taste” of Red Culture." Review of Educational Theory 3, no. 2 (May 27, 2020): 79. http://dx.doi.org/10.30564/ret.v3i2.1707.

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As an important part of the advanced socialist culture, red culture has profound inner spiritual connotation and abundant external forms of expression, which provides good educational resources for the innovation of ideological and political courses in colleges and universities in the aspects of “emotion, reason and taste”. As a result, digging the ideological and political education value of red culture from multiple perspectives, actively employing all means and opening up various ways to promote the deep integration of red culture & ideological and political teaching activities has become a significant measure to promote the innovation of ideological and political teaching in colleges and universities.

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Journal articles on the topic 'Colleges of Advanced Education'

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