Relevant bibliographies by topics / Department of Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Department of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Department of Education"

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&NA;. "Education Department." Journal of Clinical Engineering 19, no. 5 (September 1994): 331–34. http://dx.doi.org/10.1097/00004669-199409000-00003.

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&NA;. "Education Department." Journal of Clinical Engineering 19, no. 6 (November 1994): 411–14. http://dx.doi.org/10.1097/00004669-199411000-00004.

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&NA;. "Education Department." Journal of Clinical Engineering 20, no. 1 (January 1995): 8–14. http://dx.doi.org/10.1097/00004669-199501000-00004.

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&NA;. "Education Department." Journal of Clinical Engineering 20, no. 3 (May 1995): 194–95. http://dx.doi.org/10.1097/00004669-199505000-00008.

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Vanblaere, Bénédicte, and Geert Devos. "The Role of Departmental Leadership for Professional Learning Communities." Educational Administration Quarterly 54, no. 1 (June 28, 2017): 85–114. http://dx.doi.org/10.1177/0013161x17718023.

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Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers’ continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and development-oriented) relate to interpersonal PLC characteristics in departments. Survey data were collected from 248 experienced mathematics and French teachers in 62 departments in secondary schools in Flanders (Belgium). Two multilevel regression analyses were conducted with collective responsibility and reflective dialogue as dependent interpersonal PLC characteristics. We controlled for several demographic teacher variables and structural departmental variables. Findings: Our results nurture optimism about the potential of departmental leadership for interpersonal PLC characteristics. More specifically, teachers who perceive high group-oriented departmental leadership experience more collective responsibility in their department. Furthermore, teachers’ perceptions of both group-oriented and development-oriented departmental leadership are significantly related to the reported frequency of teachers’ reflective dialogues. Implications: This study suggests that department heads play a critical role in facilitating interpersonal PLC characteristics in departments. As a result, department heads need to be carefully selected and adequately supported. As this article is one of the first to offer a quantitative perspective on this matter, it offers an instrument for future studies and informs policy about departmental leadership practices.
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Sottile, J. "Education department awards." IEEE Industry Applications Magazine 10, no. 2 (March 2004): 60. http://dx.doi.org/10.1109/mia.2004.1270812.

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Sottile, J. "Education department news." IEEE Industry Applications Magazine 10, no. 5 (September 2004): 72. http://dx.doi.org/10.1109/mia.2004.1330775.

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Dunn, Donald. "Education Department News." IEEE Industry Applications Magazine 13, no. 6 (November 2007): 61. http://dx.doi.org/10.1109/mia.2007.907216.

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&NA;. "Education Department Coordinator." Journal for Nurses in Staff Development 28, no. 1 (2012): 41–42. http://dx.doi.org/10.1097/nnd.0b013e31824163cc.

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Canpolat, Burak, and Mehmet Ilkim. "Professional Anxiety Status among the Departments of Physical Education and Sports Teaching and Physical Education and Sports Education for the Disabled." Pakistan Journal of Medical and Health Sciences 16, no. 3 (March 31, 2022): 982–86. http://dx.doi.org/10.53350/pjmhs22163982.

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Background: This research is a study on the professional anxiety situation of prospective Physical Education Teachers in Turkey. Professional anxiety levels of Physical Education Teacher candidates studying in two departments were evaluated for different variables. Aim: This research aims to evaluate the Professional anxiety of the Physical Education and Sports Teaching Department and Physical Education and Sports Education Department for the Disabled students who are prospective Physical Teachers in Turkey. Methods: This research is quantitative and scanning pattern research. 340 prospective Physical Education Teachers studying at universities in Turkey were included in the study. Candidates consisted of students from the Department of Physical Education and Sports Education and the Department of Physical Education and Sports Education for the Disabled. The "Occupational Anxiety Scale for Prospective Teachers" prepared by Cabı and Yalçınalp (2013) was applied to the candidates. The data obtained after the scale applied were analyzed with SPSS IBM SPSS 22.0 Pockate Program. Results: According to the results obtained, the anxiety level of the Physical Education Teacher in the Department of Physical Education and Sports Education for the Disabled is generally higher. In addition, according to the variables of department, grade, and gender, the differences between the two departments were found to be significant in some sub-dimensions. Conclusion: It has been observed that there may be some reasons for the higher occupational anxiety scores of the students of the Physical Education and Sports Education Department for the Disabled, which is a department that has just graduated in Turkey, compared to the other department. It has been observed that the candidates who have anxiety about teaching in different sub-dimensions generally have anxiety about employment. Keywords: Professional Anxiety, Physical Education, Teacher Candidates, Disabled
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Dissertations / Theses on the topic "Department of Education"

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Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Department Chairs: Seasoned & New Department Level Leaders Share Their Experiences." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4151.

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The department chair position is the most critical role in a university. It is complex and filled with ambiguity. Seasoned and new department level leaders share journeys and strategies to address concerns/challenges/barriers for transitioning to leadership positions. Session offers potential/current academic leaders a forum to discuss challenges, strategies, and solutions.
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Smith, Martha Anne. "The organizational culture of the academic department: A case study of a Department of Biological Sciences." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618811.

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The purpose of this study was to examine theories of organizational culture typically applied to the university level of organization and their applicability to the academic department. Chaffee and Tierney's (1988) theory of organizational culture, dimensions of culture, and leadership strategies became the basis for a qualitative case study of a Department of Biological Sciences in a metropolitan university.;Interviews of current faculty members, current and former deans, and other administrators were conducted. Observations were made of faculty meetings and retreats and of departmental governance committee meetings. Extensive review of documents and correspondence covering more that twenty years provided additional data.;Interview and observation transcripts and documents were analyzed in terms of Chaffee and Tierney's (1988) concepts of the structural, environmental, and values dimensions of the department. Linear, adaptive, and interpretive strategies of faculty members and the department chair were identified.;The department was found to have what Clark (1972) refers to as strong organizational saga, or a sense of unique accomplishment which serves to maintain and perpetuate the integrity of the culture. Central to the value system of the Department of Biological Sciences is the shared sense that the department is unique in the degree to which faculty members work together cooperatively for the good of the department. These strong values were rooted in an earlier era when the department was experiencing growth and development of its research programs under adverse circumstances.;The primary usefulness of the results of this study go far beyond the particular findings for this individual academic department. Most important is the demonstration of the value of using this method of organizational analysis to understand the role of culture in shaping and perpetuating the organization. Administrators, department chairs, and faculty members can enhance their understanding of the departmental organization by applying concepts of organizational culture.;Further study and analysis are needed to evaluate disciplinary and institutional similarities and differences in departmental culture and to expand the existing theory to accommodate the variety of academic departments in colleges and universities.
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Motala, Rashid Ahmed. "Attitudes of Department of Education District officials towards inclusive education." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1089.

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Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010.
This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the study examined the impact of nine selected demographic characteristics of district based officials on their attitudes towards inclusion. Lastly, the study determined the degree of concern that district based Department of Education officials experienced towards 10 selected factors (eg. large classes, training of educators, curriculum adaptation, extra pay for teachers, time for teacher planning) in the implementation of inclusive education at mainstream primary schools. The research instrument employed in the study was a questionnaire, which was administered to all eligible Pinetown District based officials. Ultimately, 62 respondents were recognized as the members of the sample in the study. Quantitative data was analysed using both descriptive and parametric statistics. Qualitative data was content analysed to discern emerging themes. The results of the study indicated that Pinetown District based Department of Education officials generally hold positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools. In addition the study found that the following five demographic characteristics are significant predictors of Department of Education district officials positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools - training in special/inclusive education, contact with people with disabilities, experience in teaching learners with disabilities, knowledge of White Paper 6 (Department of Education, 2001) and the workstation of the officials. Lastly, the study concluded that district based Department of Education officials were very concerned that the 10 factors (eg. teacher workloads, provision of a support teacher, availability of resources, support of school management teams and the impact of included learner on the performance on the non-disabled learners) collectively could impede the successful implementation of inclusive education at South African schools.
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Alexander, Betty Acey. "The department headship in college and university allied health departments." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54479.

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Programs to prepare allied health professionals are the latest in a progression of health-related programs to be assimilated into college and university life. Like their predecessors, preparation programs for physicians and nurses, allied health programs developed almost willy-nilly in the past 50 years, and only within the past decade have begun to be taken seriously by the nation's leading colleges and universities. In this study, new departments of allied health that have been established in 133 senior colleges and universities with two or more programs accredited by the Committee on Allied Health Education and Accreditation were surveyed. From a sample of 36 institutions, fully useable responses were received from 114 heads of allied health departments and 90 heads of other academic departments, such as education, English, psychology, chemistry, and biology. The study revealed that there are significant differences in responses from allied health department heads and other academic area department heads in terms of personal characteristics (age, academic rank, and gender), departmental activities (allied health department heads place more emphasis on administrative tasks), and departmental goals. The most powerful variables differentiating responses between the two classes of department heads were percent of faculty with doctoral degrees, size of departments, percent of students in departmental courses who are departmental majors, emphasis given to teaching service courses, and emphasis on administrative activities. In summary, allied health departments (in contrast to other departments) are small (about six FTE), under credentialed, insular, engaged principally with their own majors, and committed primarily to the professional preparation of their students for future careers. Allied health department heads typically are experienced professionals who were brought to the institution from the outside to serve an indefinite term, and who appear to be overly concerned with the nuts and bolts of departmental administration. The researcher concluded that extant departments of allied health are still predominantly professional rather than academic in outlook and standard practice.
Ed. D.
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Over, David. "Establishing an education department in a unitary authority." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31006.

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This was a case study that looked at the way a new education department was set up in the new Peterborough unitary authority between 1996 and 1998. The aim was to investigate the way in which a new LEA was set up and identify the national and local influences that may have been influential in the decision making process. The research design was constructed to take into account that the case study involved an institution which was being set up over a period of two years. It would be chronologically based and a historical methodology would be the basis of research work. Within this framework, participant observation, interviews and documentary research would be the research tools used. This would also have the advantage that this approach made good use of the experience and skills of the researcher. A number of theoretical models were used in this case study. These included the rational actor model, bounded rationality, disjointed incrementalism, organisational process, bureaucratic politics model, Sabatier's political change model and Bachrach and Baratz's pluralist model. This range of models was adopted in the expectation that each had its own particular focus within the decision making process but taken together they could provide an over-lapping view. The new education department was set up at a time when there were concerns over the future economic situation of the UK. There was a national debate concerning what public services were needed and how best to provide them. The previous Conservative Government had reduced the powers of the local authorities and the new Labour government was to encourage local authorities to find the best way of providing services. For the new unitary authority, the challenge was to set up a new LEA which met local needs. However, this was a period of national political change and a new central government was formed in the middle of the setting up process. This was to cause the new LEA to re-plan to take into account expected strategic changes. The education department faced a number of challenges. There was local opposition to the setting up of a unitary authority. The city administration favoured policies which were to run counter to central government expectations. Few experienced education officers were available to the new LEA The main findings of the case study were: Central government was the single greatest influence in the setting up of the education department. Government legislation changed the role, responsibilities and structure of the new department. These changes over-stretched the new LEA, especially as central government did not provide a sufficient level of funding to the LEA. The DfEE was an important influence on the early development of the department. At first, the DfEE did not intervene and there was no guidance available to the new LEA. The city council and education department spent a year preparing to set up a new LEA and then found that it had to make significant changes on the election of a new government 12 months before the unitary authority was to be established. Local social and economic issues were ignored by the DfEE?s focus on national targets. These local problems had a significant affect on student achievement so the LEA never met government targets. The institutional culture of the city council was not supportive of the new LEA. This helped to create a shortage of able and experienced senior education officers. The education department received limited support from the local schools. Many schools had opposed unitary authority status and half of all secondary schools were grant maintained by 1996. In 1998 the education department was facing an overspend of nearly £1 million. Senior education officers resigned their posts and within a year the education department had to be re-organised.
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Bohler, Jeffrey Allan Hall Dianne. "Education technology impact on Department of Defense financial manager continuing education programs." Auburn, Ala, 2009. http://hdl.handle.net/10415/1821.

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Massaro, Anne V. "Exploring the learning paths of academic department chairs." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187014536.

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Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Seasoned and New Department Level Leaders Share Their Experiences." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4149.

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Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Department and College Leadership: The Treasure of Challenges and Riches." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4150.

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Jourabloo, Nazanin. "Stressors percieved as important by department chairs." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106531.

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The role of the department chairs is essential in higher education. Hence, determining the sources of their stressors as well as clarifying the ways these stressors impact their lives could be helpful in identifying solutions that make chairs more efficient both personally and professionally. A three-stage Delphi methodology was used for this study to explore the top stressors that department chairs (4 women, 16 men) across different disciplines at one Canadian university experience and the ways these stressors influence their personal and professional lives. The findings of the study revealed 18 categories of stressors. Among all these categories, the five with the highest level of agreement between department chairs were examined in detail. The top five stressors were: "Personal time for research", "Deadlines", "Task demands", "Time pressure", and "Centralization". These stressors were found to impact the chairs' personal and professional lives adversely. Awareness about stress factors that decrease the efficiency of chairs at work and their satisfaction at home can inform the planning and implementation of initiatives to counter the negative influence of the stressors on department chairs and the whole university as a system.
Le rôle des chaises de département est essentiel dans education supérieur. Par conséquent, déterminant les sources de leurs facteurs de force aussi bien que clarifier les manières l'impact de ces facteurs de force leurs vies pourrait être utile dans l'identification des solutions qui rendent des chaises plus efficaces personnellement et professionnellement. Une méthodologie à trois étages de Delphes a été employée pour que cette étude explore les facteurs de force supérieurs que les chaises de département (4 femmes, 16 hommes) à travers différentes disciplines à une une expérience canadienne d'université et aux manières ces facteurs de force influencent leurs vies personnelles et professionnelles. Les résultats de l'étude ont indiqué 18 catégories des facteurs de force. Parmi toutes ces catégories, les cinq avec le de plus haut niveau de l'accord entre les chaises de département ont été examinés en détail. Les cinq facteurs de force principaux étaient : « Personnel heure pour recherche », la « pression de temps » de « dates-limites », la « tâche exige », et la « centralisation ». Ces facteurs de force se sont avérés pour effectuer les chaises personnelles et les vies professionnelles défavorablement. La conscience au sujet des facteurs d'effort qui diminuent l'efficacité des chaises au travail et à leur satisfaction à la maison peut informer la planification et l'exécution des initiatives pour parer l'influence négative des facteurs de force sur des chaises de département et de toute l'université comme système.
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Books on the topic "Department of Education"

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Perth & Kinross Council. Education Department. Community education within the education department. Perth: Perth & Kinross Council, 1997.

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Unit, Scotland Scottish Executive Education Department Research. Education Department research 2000. Edinburgh: The Dept., 2000.

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Chester, David T. Education Department 1990: A resource manual for the Federal Education Department. [Washington, D.C.]: National Center for Education Information, 1990.

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Auditor, Colorado Office of State. Online education, Department of Education: Performance audit. Denver, Colo.]: State of Colorado, Office of State Auditor, 2006.

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New York (State). Dept. of Audit and Control. Division of Management Audit, ed. State Education Department, preschool handicapped education program. [Albany, N.Y: The Division, 1994.

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New York (State). Office of the State Comptroller. Division of Management Audit. State Education Department: Preschool Handicapped Education Program. [Albany, N.Y.?]: The Division, 1994.

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Oregon. Dept. of Education. Department of Education: Alternative education and ADM reporting. Salem, OR: Secretary of State, Audits Division, 2007.

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Colorado. Office of State Auditor. Department of Education performance audit. [Denver, Colo: State of Colorado, Office of the State Auditor, 2001.

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Colorado. Office of State Auditor. Department of Education performance audit. [Denver] (200 E. 14th Ave., Denver 80203-2211): State of Colorado, [Office of State Auditor, 1993.

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Oregon. Dept. of Education. Department of Education: Contracting practices. Salem, Or: Secretary of State, Audits Division, 2003.

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Book chapters on the topic "Department of Education"

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McCaffery, Peter. "Leading your department." In The Higher Education Manager’s Handbook, 91–141. Third edition. | New York : Routledge, 2019. | “First edition published by RoutledgeFalmer 2004”—T.p. verso. | Previous edition: 2010.: Routledge, 2018. http://dx.doi.org/10.4324/9781351249744-4.

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Burgess, Robert G. "Houses Staff and Department Staff." In Experiencing Comprehensive Education, 52–83. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003419723-5.

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Burgess, Robert G. "First Days in the Newsom Department." In Experiencing Comprehensive Education, 123–46. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003419723-8.

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Eddie, Mike, Carrie Hamilton, Owen Hammett, Phil Hyde, Kate Pryde, and Kim Sykes. "Operationalizing a new emergency department: The role of simulation." In Healthcare Simulation Education, 205–8. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119061656.ch30.

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Ruben, Brent D. "Overview of the Institution, Department, or Program." In Excellence in Higher Education Guide, 14–15. 8th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444664-5.

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Thoureen, Traci L., and Sara B. Scott. "Use of Simulation in Emergency Department Education." In Practical Teaching in Emergency Medicine, 177–86. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118469804.ch13.

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Lusaka, Mwayi, and Henry Chiwaura. "From Department of History to Department of History and Heritage Studies: Discourse of Heritage at Mzuzu University in Malawi." In History Education in Africa, 315–35. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61388-3_14.

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Dwyer, Jerry, and Lawrence Schovanec. "Supporting Education and Outreach in a Research Mathematics Department." In Advances in STEM Education, 287–99. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61434-2_16.

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Williams, Traci, Ed Nichols, Tina R. Cannon, Toni Fountain, Ashleigh Smith, and Dina Yankelewitz. "A Department-Wide Implementation of Inclusive Access." In Inclusive Access and Open Educational Resources E-text Programs in Higher Education, 59–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45730-3_6.

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Ikeda, Makoto, and Kunihiro Asada. "A New Trial on HDL Exercise Class for Undergraduate School in EE Department." In Microelectronics Education, 273–76. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9506-3_63.

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Conference papers on the topic "Department of Education"

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Ingram, Ella L. "Panel: Changing your department: Examples from Revolutionizing Engineering Departments." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757345.

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"Control education crossing department boundaries." In Proceedings of the 1999 American Control Conference. IEEE, 1999. http://dx.doi.org/10.1109/acc.1999.783189.

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Al-Rubai’i, Alya. "Machine-Aided Translation and Post-Editing: Matching Curriculum to Evolving Market Needs." In 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.934.

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In this age of digitalization and technological advancement, the labor market of translation has witnessed significant turns in response to market needs. Translation departments in Iraq, unfortunately, have neither updated their educational system nor their curricula to meet these needs. This paper aims to present a design of a supplementary course newly introduced in the Department of Translation, College of Languages, University of Duhok. The course title is Machine-Aided Translation and Post-Editing. Following the Bologna process which aims to improve the quality of higher education, this course has been added recently to the department’s curriculum and taught to fourth-year students of the academic year (2022-2023) as part of the requirements of their graduation project, viz., translation project, which is their main course. Having completed the course, a close-ended questionnaire was distributed to seventy-five students to evaluate the course. Following the quantitative approach in this study research design, the course mostly achieved ‘very good’ results regarding question themes pertinent to the instructor, the course, and the student’s self-evaluation. This study has significant implications for the educational process in that it stresses the need for continuous updating of the curriculum of the department and consequently students’ competences to meet evolving market needs
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Bareiss, Catherine. "Small Department Initiative." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162188.

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Henderson, Charles, and Kathleen Quardokus. "Department-level change: Using social network analysis to map the hidden structure of academic departments." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789679.

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Fusco, VF, and JAC Stewart. "Microwave Education in a University Engineering Department." In 21st European Microwave Conference, 1991. IEEE, 1991. http://dx.doi.org/10.1109/euma.1991.336340.

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Tel-Zur, Guy. "PDC Education in the BGU ECE Department." In 2014 Workshop on Education for High Performance Computing (EduHPC). IEEE, 2014. http://dx.doi.org/10.1109/eduhpc.2014.9.

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Taylor, Christopher, and Stephen Frezza. "Software Engineering Department Heads Workshop." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659287.

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Kudrina, Ekaterina L. "Changing library education in the context of developing human capital of Russia." In Twenty Sixth International Conference and Exhibition «LIBCOM-2022». Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-257-9-2022-81-85.

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The author addresses the problems of changing library education in the context of developing human capital of Russia. She substantiates the need for educating library professionals with changed competences in accordance with the new approved professional standard of specialists in library and information activities and updating Federal State Educational Standard for Higher Education. The author suggests to revive the library and information department of Moscow State Institute of Culture as a promising initiative aimed at improving the quality of library education.
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Vinay, M., and Simna Rassak. "An Ict Based Instructional Design Framework for the Teaching-Learning Process of Higher Education Institutions." In Department of Information Science and Technology. Singapore: Research Publishing Services, 2015. http://dx.doi.org/10.3850/978-981-09-4426-1_046.

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Reports on the topic "Department of Education"

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Anderson, Lowell B., Jerome Bracken, and Marilyn C. Bracken. Review of Department of Defense Education Activity (DODEA) Schools. Volume II: Quantitative Analysis of Educational Quality. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385886.

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Browning, Miriam F., Joan S. Creighton, and Debra F. Thompson. Department of Defense Information Systems Workforce: Education, Training, and Career Development. Fort Belvoir, VA: Defense Technical Information Center, October 1992. http://dx.doi.org/10.21236/ada264930.

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3

Jones, L. R., J. L. McCaffery, and M. Gragen. Quality Assurance in Department of Defense Financial Management Education and Training Institutions. Fort Belvoir, VA: Defense Technical Information Center, September 1992. http://dx.doi.org/10.21236/ada258780.

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4

Nietschke, Yung. Australian Strategic Partnerships in Remote Education. Australian Council for Educational Research, October 2021. http://dx.doi.org/10.37517/978-1-74286-649-9.

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This report highlights the achievements and lessons learned from the pilot stage of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative which was managed by the Australian Council for Educational Research (ACER) as part of the Australian Department of Foreign Affairs and Trade's Partnerships for Recovery: Australia's COVID-19 Development Response. In its pilot phase ASPIRE partnerships have strengthened collaboration between Australian and Indo-Pacific institutions and promoted the value of Australian expertise in remote teaching and learning to key counterparts in government, tertiary institutions, community organisations and teachers.
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Karlsson, Jenni, and Jenni Karlsson. Memories, machinery and manifestation : mainstreaming gender in a South African provincial education department. University of Kwazulu-Natal, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii061.

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6

Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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Greebler, Carol S., and J. G. Suarez. An Education and Training Strategy for Total Quality Management in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, July 1989. http://dx.doi.org/10.21236/ada211942.

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Crawford, Claire, Rowena Crawford, and Wenchao (Michelle) Jin. The Outlook for Higher Education Spending by the Department for Business, Innovation and Skills. Institute for Fiscal Studies, November 2013. http://dx.doi.org/10.1920/re.ifs.2013.0086.

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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
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