Journal articles: 'Diagnostic and educational mode'

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Shubina, A. S., and L. M. Petrova. "Training Educational Psychologists: A Model of Working with Diagnostic Case." Psychological-Educational Studies 8, no. 3 (2016): 115–26. http://dx.doi.org/10.17759/psyedu.2016080311.

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The paper describes a model of working with a diagnostic case in educational psychological practice and analyses its compliance with the requirements of the professional standard for educational psychologists as well as with the theoretical bases of psychological assessment as a form of professional activity of a psychologist. The paper reviews the possibilities for making the requirements of the professional standard more specific by means of relating its components to the stages of the diagnostic process. As it is shown, a number of aspects in the diagnostic activity are deficient and require to be specially developed during professional and advanced training. The paper analyses the necessity of designing the content of psychodiagnostic disciplines so that they involve working with diagnostic hypotheses. It also outlines the tasks of mastering psychodiagnostic disciplines which, if solved successfully, would prevent students from making typical diagnostic mistakes. Finally, the paper discusses the difficulties with the development of the gnostic component of diagnostic activity in graduate students with bachelor degrees in a non-psychology field.

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Myalkina, E. V. "Diagnostics of the education quality in the higher educational institution." Vestnik of Minin University 7, no. 3 (August 10, 2019): 4. http://dx.doi.org/10.26795/2307-1281-2019-7-3-4.

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Introduction: the problem of diagnostics of the quality of education at a higher education institution is becoming increasingly relevant in the conditions of the need to fulfill the criteria for the effectiveness of higher education institutions, the introduction of new generation standards in higher education institutions and the modernization of the educational program management system. Diagnostics of the quality of education is considered as an important process that ensures a steady position of the university in the educational services market, the growth of indicators for the admission campaign, the increase of reputational capital. Diagnostics of the quality of education makes it possible to identify significant factors in determining the prospects for the development of a university, having a significant impact on the performance indicators of a university and characterizing the results achieved and the resources used.Materials and Methods:the article discusses the system for the quality of education evaluation at Minin University, it describes its key components, reveals the elements of the diagnostic complex and their systemic interconnection. The characteristics of the elements of the diagnostic complex describes in detail the issue of improving the efficiency of the university in terms of the implementation of the management model of the main professional educational programs, the description of the diagnostic procedure for each category of participants in the educational process is presented.Results:the author describes the methodology and the main stages of diagnosing the quality of education at the university using the example of Minin University, gives integrated assessment criteria and their relationship with other elements of the monitoring system and evaluating the quality of education at the university, lists the effects of introducing a comprehensive system for diagnosing the quality of educational activities.Discussion and Conclusions:in the final part of the article, the possibilities of further improving the system of assessment of the quality of education in the educational system of higher education are considered. Arguments about the need to further expand the range of issues raised by the diagnostic process are made; the ratio of the existing positions of the university to the requirements of the legislation is made.

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Pochestnev, A. A. "Structural and Functional Approach to the Assessment of the Educational Programs Quality." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (October 15, 2020): 114–24. http://dx.doi.org/10.31992/0869-3617-2020-29-10-114-124.

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The article is devoted to the use of social diagnostics based on structural and functional methodology to assess the quality of bachelor’s educational programs. The main components of this technology are situational analysis of programs, which more accurately determines the purpose of diagnostics and criteria for assessing, and a structural-functional model that allows to determine dysfunctional zones in the structure of education and their causes.The approbation of this diagnosis was carried out on the educational program of bachelors in Social Management at the Moscow Aviation Institute. Focus groups and questionnaires of graduate students were the main methods of data collection.The diagnostic results allowed us to determine that the vector of students’ needs in the field of education coincides with the competence model of the program. The decline in the quality of the program occurs due to the low level of development of practical skills and analytical competencies. The subjective perception of students about the structural factors of the decline in the quality of education was also determined. These are the factors of organization and the type of interaction between professors and students.Structural and functional diagnostics showed the absence of uniform institutional requirements for the educational program and the problems of its organization.The data obtained can be used in the management of the educational program. From a scientific point of view, the results are a contribution to the development of sociological diagnostic tools based on a situational approach and understanding of modern values of youth in the field of education.

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Skaggs, Gary, Serge F. Hein, and Jesse L. M. Wilkins. "Diagnostic Profiles: A Standard Setting Method for Use With a Cognitive Diagnostic Model." Journal of Educational Measurement 53, no. 4 (December 2016): 448–58. http://dx.doi.org/10.1111/jedm.12125.

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Messineo, Linda, and Mario Allegra. "An Educational Model for Undergraduate Psychiatry Students to Promote Clinical Diagnostic Reasoning." Procedia - Social and Behavioral Sciences 141 (August 2014): 1309–14. http://dx.doi.org/10.1016/j.sbspro.2014.05.224.

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Alekseeva, Tatiana, Larisa Sergeeva, and Olga Kamenskih. "DIAGNOSTIC AND METHODOLOGICAL COMPLEX FOR ASSESSING THE DEGREE OF FORMATION OF THE COMMUNICATIVE UNIVERSAL EDUCATIONAL ACTION «ASKING QUESTIONS»." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 49–62. http://dx.doi.org/10.17770/sie2021vol2.6184.

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The article deals with the actual problem of effective pedagogical management of the process of formation of communicative universal educational action «asking questions» in junior schoolchildren.In order to solve the problem under study, this paper presents a diagnostic and methodological complex for assessing the degree of formation of the designated universal educational action in elementary school students, which includes a system of criteria, scaled nominative indicators, a theoretical model of the formation of the designated universal educational action in students, consisting of five possible levels - standards, as well as diagnostic tools adapted to the age characteristics of younger schoolchildren.The empirical experience of using diagnostic tools in the practice of an elementary school teacher, qualitative and quantitative analysis of the results of the study made it possible to obtain data on the degree of formation of the components of the communicative universal educational action «asking questions» in the educational activities of elementary school in junior schoolchildren.

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Lundholm-Brown, Jane, and Mary E. Dildy. "Attention-Deficit/Hyperactivity Disorder: An Educational Cultural Model." Journal of School Nursing 17, no. 6 (December 2001): 307–15. http://dx.doi.org/10.1177/10598405010170060501.

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This article gives a brief history and background of Attention Deficit Hyperactivity Disorder (ADHD) in childhood. A review of the medical model, including the diagnostic criteria and recommended protocols for treatment, is presented. An educational cultural model based on a holistic approach in assessing causes of hyperactivity and inattention is described. The Educational Cultural Model (ECM) synthesizes the effects of significant extrinsic factors in the life of the child, such as family dynamics, societal influences, and the educational system, and intrinsic factors, such as individual temperament, energy levels, learning style, giftedness, and personal interests. In addition to the primary purpose of comparing the medical model of ADHD to the conceptual ECM, this article is designed to stimulate thinking about different ways to view ADHD.

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Sinharay, Sandip. "Model Diagnostics for Bayesian Networks." Journal of Educational and Behavioral Statistics 31, no. 1 (March 2006): 1–33. http://dx.doi.org/10.3102/10769986031001001.

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Bayesian networks are frequently used in educational assessments primarily for learning about students’ knowledge and skills. There is a lack of works on assessing fit of Bayesian networks. This article employs the posterior predictive model checking method, a popular Bayesian model checking tool, to assess fit of simple Bayesian networks. A number of aspects of model fit, those of usual interest to practitioners, are assessed using various diagnostic tools. This article suggests a direct data display for assessing overall fit, suggests several diagnostics for assessing item fit, suggests a graphical approach to examine if the model can explain the association among the items, and suggests a version of the Mantel–Haenszel statistic for assessing differential item functioning. Limited simulation studies and a real data application demonstrate the effectiveness of the suggested model diagnostics.

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van den Bosch, Liza. "Tweede-Taalonderwijs Op Maat." Taaltoetsen 31 (January 1, 1988): 103–15. http://dx.doi.org/10.1075/ttwia.31.11bos.

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The Institute for Educational Measurement (Cito) and Tilburg University have developed an instructional device for second language teaching to adults. It consists of: - a diagnostic language test - a set of teaching materials The diagnostic language test is based on a psycholinguistic model for language proficiency in which several linguistic levels are distinguished (Levelt & Kempen, 1976): phonological level, lexical level, morphological level, syntactic level and text level. The diagnostic language test consists of eleven subtests with which lexical, morphological, syntactic and textual skills can be examined. If test results show lack of proficiency, the additional set of teaching materials can be used in various ways to set up educational activities.

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Becerra, Sandra. "School Climate of Educational Institutions: Design and Validation of a Diagnostic Scale." International Education Studies 9, no. 5 (April 26, 2016): 96. http://dx.doi.org/10.5539/ies.v9n5p96.

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School climate is recognized as a relevant factor for the improvement of educative processes, favoring the administrative processes and optimum school performance. The present article is the result of a quantitative research model which had the objective of psychometrically designing and validating a scale to diagnose the organizational climate of educational institutions.This study had the participation of 549 teachers and directors from 42 primary and secondary educational establishments of Chile. Diverse procedures were applied for the validation of content and psychometric validation in the various stages of the investigation, obtaining an instrument composed by seven factors and made up of conceptually and statistically consistent items. The complete scale and its sub-scales show adequate reliability, and likewise an appropriate validity, constituting it an instrument of wide use for supporting the process of education administration, and to promote coexistence climates of appreciation and respect among the educational participants.The complete scale and its subscales permits the understanding that the organizational climate of the educational center is not reduced to the teacher-student relationship, but rather contemplates the dynamic relationships between diverse players, establishing the importance of the joint action between teachers, directives, students, and parents, as well as revealing the importance of some structural organization variables which influence the daily perception of school climate.

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Cipani, Ennio, and Patricia J. Kearly. "Designing and Evaluating Computer Assisted Instructional Programs Using a Diagnostic-Prescriptive Model." Journal of Special Education Technology 8, no. 2 (September 1986): 31–43. http://dx.doi.org/10.1177/016264348600800204.

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The present paper presents a model for the design and evaluation of educational computer assisted instruction programs. Components of a diagnostic prescriptive instructional model are delineated, along with user considerations. A sample software program is evaluated according to the criteria in each of the three categories.

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Madison, Matthew J., and Laine Bradshaw. "Evaluating Intervention Effects in a Diagnostic Classification Model Framework." Journal of Educational Measurement 55, no. 1 (March 2018): 32–51. http://dx.doi.org/10.1111/jedm.12162.

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Ostapenko, Andrei Aleksandrovich. "The model of full-time school: Ukrainian variant." Педагогика и просвещение, no. 4 (April 2020): 198–209. http://dx.doi.org/10.7256/2454-0676.2020.4.33370.

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This peer review analyzes the monograph published in Ukraine by Professors N. P. Lebedik and V. F. Morgun “The creation of full-time hub school as an educational complex". The work continues the traditions of the graduates of Poltava School of Pedagogy A. S. Makarenko, V. A. Sukhomlinsky, I. A. Zyazyun. The book offers the original variant of the model of an educational complex “A Full-time Boarding School”, and describes the normative legal, organizational-methodological and diagnostic approaches towards creation of such schools. The book is characterized by elaboration of all aspects of the school life: from detailed description of schedule to the options of school menu. The novelty of the proposed model consists in the following: a) the original unchangeable schedule of classes for the school day; b) nonstandard variants of organization of extended activities; c) models of combining different types of educational institutions; d) authorial outlook upon the arrangement of pedagogical activity in the cognate pedagogical systems. Particular attention deserves the proposed comprehensive diagnostics of social maturity of students as the integral indicator of school performance. Special place is held by description of the original health-saving invention of one of the authors – anti-scoliosis desk for either sedentary or standing work.

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Burenina, Valentina Igorevna, and Natalia Gennadievna Kochetova. "A model for the development of the creative potential of a technical university teacher." Samara Journal of Science 6, no. 3 (September 1, 2017): 270–74. http://dx.doi.org/10.17816/snv201763302.

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The article considers issues related to the development of a technical university teachers creative potential and its special aspects. The analysis of the latest researches and publications in this field is presented, and the necessity of a special study of this issue is formulated. A model for the development of the creative potential of a technical university teacher is proposed, which consists of target, content-technological and diagnostic blocks. The paper presents the characteristics of the model of technical university teachers creative potential development designed by the author; each of its components is described. The target block includes educational expectations. The content-technological block consists of the following structural components: external conditions, the content of education, educational technologies and the forms of educational process organization. The component External conditions includes psychological resilience potential and opportunities for self-expression and self-realization. The Content of Education component includes all creative potential elements. The component Educational technologies and the forms of educational process organization consider the patterns of the activity approach in education, using students activity which simulate the professional teachers of a technical university activity: business and intellectual games, project tasks and etc. The diagnostic block monitors and corrects the results of the model implementation. It includes criteria and indicators of the formation of each component of creative potential, a description of the levels of development of technical university teachers creative potential.

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Guruzhapov, V. A., S. P. Sanina, I. V. Voronkova, and L. N. Shilenkova. "Diagnostic competence of teachers as a condition for overcoming academic failure of students." Современная зарубежная психология 8, no. 1 (2019): 43–55. http://dx.doi.org/10.17759/jmfp.2019080105.

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The article provides research data on the impact of skills and abilities of teachers in training successful learners. For example, it regards the teacher’s diagnostic competence and its role in overcoming academic failure of students. The article presents the results of scientific research from the United States, Germany, Norway, Russia, etc. We introduce an overview of approaches to definition of diagnostic competence of the teacher. Special attention is paid to the diagnosis of learners’ understanding of educational material. For example, the math illustrates how you can analyze children's reasoning, what you can see and understand from the students ' erroneous decisions. The discussed data show how to build math diagnostic tests that can be used by the teacher of primary school to create his/her own tests. We also introduce the different view on the diagnostics, which is described as aimed at studying and correcting students’ behavior. The case is presented as a tool for development of diagnostic competence of teachers. The described model can be used as a practical guide for building diagnostic action of the teacher in the classroom. An efficient way of teaching students and training teachers with the help of multimedia is described. All the studies analyzed in the article are of great importance for the practice of education, are aimed at the development of diagnostic competence of teachers as a means of overcoming academic failure of students

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Liu, Ren. "Misspecification of Attribute Structure in Diagnostic Measurement." Educational and Psychological Measurement 78, no. 4 (April 6, 2017): 605–34. http://dx.doi.org/10.1177/0013164417702458.

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Attribute structure is an explicit way of presenting the relationship between attributes in diagnostic measurement. The specification of attribute structures directly affects the classification accuracy resulted from psychometric modeling. This study provides a conceptual framework for understanding misspecifications of attribute structures. Under the framework, each attribute structure can be represented through an external shape and an internal organization. A simulation study and an application example were used to investigate how misspecification of external shapes and internal organizations affects model fit and item fit assessments, and respondent classification. The proposed framework and simulation results aim to support using attribute structures to (a) develop better diagnostic assessments and (b) inform theories of constructs.

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Dunne, Michael P. "Cognition, Drugs and Dietary Factors in Hyperactivity: Educational Implications." Australian Educational and Developmental Psychologist 3, no. 1 (May 1986): 1–4. http://dx.doi.org/10.1017/s081651220002527x.

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The issues of how to educate the hyperactive child effectively, and to counsel parents in useful coping and remediation strategies, are of central, ongoing concern. As we are all aware, however, hyperactivity is an amorphous entity, and research has produced as many names for the problem as it has recommendations for diagnostic and treatment approaches. This paper briefly reviews aspects of the current debate over which conceptual model is best suited to describe the disorder, and argues that a clear understanding is currently emerging from information processing analyses of the pattern of impairment in these children.

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Boreham, N. C. "A model of efficiency in diagnostic problem solving: implications for the education of diagnosticians." Instructional Science 15, no. 1 (1986): 191–211. http://dx.doi.org/10.1007/bf00139611.

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Sinha, Pranay, Lauren Pischel, and André N. Sofair. "Improving diagnosis by feedback and deliberate practice: one-on-one coaching for diagnostic maturation." Diagnosis 8, no. 2 (February 3, 2021): 157–60. http://dx.doi.org/10.1515/dx-2020-0129.

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Abstract Reflective practice is essential for the ongoing maturation of clinicians and requires regular self-evaluation in association with ongoing mentoring and feedback. Currently, most resident physicians do not have access to educational experiences that fulfill these needs. We present a novel model for structured one-on-one longitudinal coaching using the principles of deliberate practice to improve diagnostic skills. This is an easily implementable educational model that can be replicated in residencies across the country to improve clinical reasoning. Skills learned through this program have the potential not only to bolster the academic approach to patients but to also directly improve the clinical assessment and care of patients under the trainee’s care.

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Лысенко, Е., E. Lysenko, О. Михайленко, O. Mihaylenko, Л. Назарова, and L. Nazarova. "Innovative Approaches to the Organization of Educational Process in the Information and Educational Environmenty." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 3 (October 1, 2018): 20–25. http://dx.doi.org/10.12737/article_5bab270a702321.67366466.

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The article deals with the important issues related to informatization of professional education on the example of vocational teacher education. The research problem consists in the definition of innovative approaches to the organization of the educational process in the information and educational environment that facilitate the integration of the interests of society in the training of competent personnel and the interests of the students. The authors consider the essence and structure of the information and educational environment, the features of its functioning in the university teaching process, as well as the role and place of the educational portal elms.timacad.ru. The authors consider the use of blended learning technology, combining the possibilities of the Internet and digital media with classroom activities, for the preparation of future vocational teachers on the example of the course "Management psychology and personnel management". In particular, the authors use the "flipped classroom" model of blended learning technology: before the lesson begins, students independently study theoretical material (usually using ICTs: video lectures, audio lectures, interactive materials, diagnostic techniques, etc.), and the lesson focuses on solving problems, cooperation, training interaction, applying knowledge and skills in a new situation, creating a new training product. Empirical data are presented on the students' assessments of the effectiveness of the blended learning model on the basis of the educational portal. The main difficulties of application of mixed training technology are revealed: high labor-capacity of development of educational content for e-courses and low level of teachers’ information competence.

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Alekseeva, Tatiana. "INFLUENCE OF DIDACTIC CONDITIONS ON EFFECTIVENESS OF FORMATION AT YOUNGER SCHOOL STUDENTS OF INFORMATIVE UNIVERSAL EDUCATIONAL ACTIONS OF STATEMENT AND A SOLUTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 19. http://dx.doi.org/10.17770/sie2020vol3.4936.

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The article presents methodological, diagnostic and technological (procedural) components of the formation in younger schoolchildren of cognitive universal educational actions (PAP) of the setting and solution of the problem. The methodology of forming the components of «problem setting» and «problem solving» is disclosed in the article from the perspective of the system approach. The diagnostic component presents the diagnostic tactics (criteria, indicators, model of formation levels) of the PDS «problem setting» and «problem solving» in younger schoolchildren; There is provided didactic-methodical instrumentation for determining possible levels of UDM formation, problem setting and problem solution at the control stage of the experiment (qualitative and quantitative analysis of the execution of complex diagnostic tasks by junior students). The procedural component shows that compliance in the educational activity of the primary school with the principles of technology of intellectual and developing education, provision of visualization of problem situations, implementation of speech control of the process of setting and solving the problem through the development of speech logic in children increases the efficiency of the process of formation of education of students of the primary school in the younger schoolchildren in the ability to formulate and solve problems.The study carried out and the analysis of its results make it possible to draw a conclusion on the expediency of implementing in the educational activity of the primary school a designated didactic strategy, which helps the teacher to master the universal didactic tools of teaching younger schoolchildren to solve the educational problem and solve it.

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Laliyo, Lukman Abdul Rauf, Julhim S. Tangio, Bambang Sumintono, Mohamad Jahja, and Citra Panigooro. "ANALYTIC APPROACH OF RESPONSE PATTERN OF DIAGNOSTIC TEST ITEMS IN EVALUATING STUDENTS’ CONCEPTUAL UNDERSTANDING OF CHARACTERISTICS OF PARTICLE OF MATTER." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 824–41. http://dx.doi.org/10.33225/jbse/20.19.824.

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This research aimed to evaluate the students’ conceptual understanding and to diagnose the students’ preconceptions in elaborating the particle characteristics of matter by development of diagnostic instrument as well as Rasch model response pattern analysis approach. Data were acquired by 25 multiple-choice written test items distributed to 987 students in North Sulawesi, Indonesia. Analysis on diagnostic test items response pattern was conducted in three steps: 1) conversion of raw score to a homogenous interval unit and effectiveness analysis of measurement instruments; 2) measurement of disparity of students’ conceptual understanding; and 3) diagnosis of students’ preconception by estimation of item response pattern. The result generated information on the diagnostic and summative measurement on students’ conceptual understanding in elaborating the topic; information also acts as empirical evidence on the measurement’s reliability and validity. Moreover, the result discovered a significant disparity between students’ conceptual understanding based on their educational level. It was found that the distractor item response pattern tended to be consistent, indicating a certain tendency of resistant preconception pattern. The findings are expected to be a recommendation for future researchers and educational practitioners that integrate diagnostic and summative measurement with Rasch model in evaluating conceptual understanding and diagnosing misconception. Keywords: conceptual understanding, item response, particle of matter, Rasch model

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Chang, Yuan-Pei, Chia-Yi Chiu, and Rung-Ching Tsai. "Nonparametric CAT for CD in Educational Settings With Small Samples." Applied Psychological Measurement 43, no. 7 (December 10, 2018): 543–61. http://dx.doi.org/10.1177/0146621618813113.

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Cognitive diagnostic computerized adaptive testing (CD-CAT) has been suggested by researchers as a diagnostic tool for assessment and evaluation. Although model-based CD-CAT is relatively well researched in the context of large-scale assessment systems, this type of system has not received the same degree of research and development in small-scale settings, such as at the course-based level, where this system would be the most useful. The main obstacle is that the statistical estimation techniques that are successfully applied within the context of a large-scale assessment require large samples to guarantee reliable calibration of the item parameters and an accurate estimation of the examinees’ proficiency class membership. Such samples are simply not obtainable in course-based settings. Therefore, the nonparametric item selection (NPS) method that does not require any parameter calibration, and thus, can be used in small educational programs is proposed in the study. The proposed nonparametric CD-CAT uses the nonparametric classification (NPC) method to estimate an examinee’s attribute profile and based on the examinee’s item responses, the item that can best discriminate the estimated attribute profile and the other attribute profiles is then selected. The simulation results show that the NPS method outperformed the compared parametric CD-CAT algorithms and the differences were substantial when the calibration samples were small.

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Sohani, Aliyah R., and Moez A. Sohani. "Static Digital Telepathology: A Model for Diagnostic and Educational Support to Pathologists in the Developing World." Analytical Cellular Pathology 35, no. 1 (2012): 25–30. http://dx.doi.org/10.1155/2012/676597.

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Background: The practice of pathology in the developing world presents challenges in terms of limited resources, shortages of trained personnel, and lack of continuing education programs. Telepathology holds promise as a means of diagnostic and educational support.Methods: We donated multiheaded teaching microscopes equipped with digital cameras to four hospitals in Eastern Africa and trained local pathologists on their use. Static images of challenging cases were posted on a web-based telepathology platform. A U.S.-based pathologist reviewed images in consultation with subspecialist colleagues.Results: Over a period of 40 months, 109 cases were submitted for second opinion consultation, including 29 dermatopathology cases (26.6%), 14 hematopathology cases (12.8%), and 13 cases each (11.9%) in cytopathology and bone and soft tissue pathology. Static images enabled a complete or partial diagnosis in 100/109 cases (91.7%). Factors precluding a definitive diagnosis included absence of confirmatory immunophenotyping, technical issues, or lack of clinical history. Case responses included a diagnosis and discussion, including differential diagnosis, references, and treatment recommendations.Conclusion: Static digital telepathology is a simple, cost-effective, reliable and efficient means to provide diagnostic and educational support to pathologists in the developing world. Additional training may help overcome technical factors precluding a definitive diagnosis in certain cases.

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Hartono, Wahyu. "APLIKASI CROSS VALIDATION PADA MODEL SKILL SISWA." Euclid 7, no. 2 (July 15, 2020): 126. http://dx.doi.org/10.33603/e.v7i2.4220.

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One of the activities in the educational test is making a diagnosis to determine whether or not a person's skills are present. This study specifically aims to design student skill models in basic mathematics courses and perform validation using a leave-one-out cross validation to select an accurate model. The diagnostic test questions used in this study ranged from moderate to difficult. The findings of this study indicate that the method of fixed test questions in order of questions from easy to difficult is better than the method of design of the initial fixed test questions. Keywords: Bayes Network, Cross Validation, Student Skill Model, Diagnostic test

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Yefremova, Oksana Volodymyrivna. "Improving the efficiency of assessing the quality of training of future engineers-teachers using the author's mathematical model." Engineering and Educational Technologies 8, no. 3 (September 30, 2020): 8–23. http://dx.doi.org/10.30929/2307-9770.2020.08.03.01.

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The development and implementation of models for determining the quality of professional training of future specialists remain significant problems for pedagogical science and practice. The relevance of the study confirms the fact that the change in requirements for training requires finding new approaches to quality management of the educational process of the university and all-round quality of the study. This raises the question of what performance is characterized by the quality of training, and how they can be measured in the educational process. To effectively solve the problem of quality of educational process management has been developed and multifactor mathematical model of quality tested experimentally. Using this model, it is possible to scientifically determine the parameters that influence the quality as much as possible, rank the parameters by the "strength of their influence" on the quality and predict the dependence of the quality change on the change in its parameters by 1%. Interpretation of parameters has been solved with the help of «Diagnostic Center» author's computing environment, diagnostic tests and the grading scale. The developed mathematical model can be built for any educational institution, for various specialties, the influence of external and internal factors. The accuracy of the model building will be the higher, the greater the statistical data used in the conclusion of multivariate equations. To confirm the effectiveness of our proposed innovative methodology for diagnosing the levels of quality parameters, a pedagogical experiment was conducted. The results obtained in the process of the pedagogical experiment give grounds to assert that the developed methodology for comprehensive quality diagnosis using the author's computer environment “Diagnostic Center” gave a positive result and helped to increase the quality levels of training of future specialists.

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Tu, Dongbo, Shiyu Wang, Yan Cai, Jeff Douglas, and Hua-Hua Chang. "Cognitive Diagnostic Models With Attribute Hierarchies: Model Estimation With a Restricted Q-Matrix Design." Applied Psychological Measurement 43, no. 4 (April 16, 2018): 255–71. http://dx.doi.org/10.1177/0146621618765721.

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Attribute hierarchy is a common assumption in the educational context, where the mastery of one attribute is assumed to be a prerequisite to the mastery of another one. The attribute hierarchy can be incorporated through a restricted Q matrix that implies the specified structure. The latent class–based cognitive diagnostic models (CDMs) usually do not assume a hierarchical structure among attributes, which means all profiles of attributes are possible in a population of interest. This study investigates different estimation methods to the classification accuracy for a family of CDMs when they are combined with a restricted Q-matrix design. A simulation study is used to explain the misclassification caused by an unrestricted estimation procedure. The advantages of the restricted estimation procedure utilizing attribute hierarchies for increased classification accuracy are also further illustrated through a real data analysis on a syllogistic reasoning diagnostic assessment. This research can provide guidelines for educational and psychological researchers and practitioners when they use CDMs to analyze the data with a restricted Q-matrix design and make them be aware of the potentially contaminated classification results if ignoring attribute hierarchies.

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Stainbrook, J. Alacia, Amy S. Weitlauf, A. Pablo Juárez, Julie Lounds Taylor, Jeffrey Hine, Neill Broderick, Amy Nicholson, and Zachary Warren. "Measuring the service system impact of a novel telediagnostic service program for young children with autism spectrum disorder." Autism 23, no. 4 (August 16, 2018): 1051–56. http://dx.doi.org/10.1177/1362361318787797.

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As prevalence of autism spectrum disorder continues to increase, so too does the need for timely, accessible diagnostic consultation. The present work extends from a previous study which provided preliminary evidence for the feasibility of expert clinicians to utilize telemedicine to triage autism spectrum disorder risk in young children. However, it did not examine whether a telediagnostic model had a demonstrable impact on tertiary care center referrals and usage. We therefore examined whether the introduction of telemedicine-based diagnostic consultation for families served by a rural medical facility affected referrals overall as well as to a metropolitan tertiary care diagnostic center. Results suggest that telemedicine diagnostic consultation in partnership with a referring early intervention system may positively impact referrals for diagnostic evaluation as well as the ability of families to schedule and attend appointments.

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Ravand, Hamdollah, and Alexander Robitzsch. "Cognitive diagnostic model of best choice: a study of reading comprehension." Educational Psychology 38, no. 10 (August 25, 2018): 1255–77. http://dx.doi.org/10.1080/01443410.2018.1489524.

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Bliven, Kellie C. Huxel, Barton E. Anderson, and Inder Raj S. Makin. "Commentary: Integrating Diagnostic Ultrasound into Athletic Training Education Programs." Athletic Training Education Journal 13, no. 4 (December 1, 2018): 367–71. http://dx.doi.org/10.4085/1304367.

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Context: The use of point-of-care ultrasound (POCUS) is increasingly becoming a standard of care for sports medicine and orthopedic physicians. As such, there will be increased demand for athletic trainers to have knowledge and skills in diagnostic ultrasound. Objective: To provide key considerations for integration of diagnostic ultrasound into athletic training education and address challenges and barriers to such integration. Background: Advancements in designing portable, user-friendly ultrasound units have enabled clinicians to perform POCUS as an adjunct to the physical exam, resulting in improved patient care. Increased demands for POCUS across medicine have prompted medical schools to integrate diagnostic ultrasound throughout the curriculum, providing athletic training education programs a framework to consider within their curriculum. Synthesis: Integrating diagnostic ultrasound throughout the curriculum provides focused experiences to prepare, conduct, and link imaging to clinical and physical exam skills. Diagnostic ultrasound has a role in visualizing structures in an anatomy course, as an adjunct to physical exam in medical conditions, orthopedic exam, and diagnosis courses, and as a visual feedback tool in rehabilitation courses, thus enabling it to be integrated throughout existing curriculum. Barriers to diagnostic ultrasound include cost, time, and faculty expertise. Results: Cost sharing or use of ultrasound simulators can overcome cost barriers. Use of online educational modules to deliver content virtually is effective and allows face-to-face time to be spent in hands-on experiential learning. Finally, developing interprofessional partnerships to “teach the teacher” is an effective model in teaching faculty about diagnostic ultrasound. Recommendation(s): Educational programs should consider ways to overcome barriers and integrate diagnostic ultrasound into curriculum equipping future athletic trainers with knowledge and skills for POCUS, thus increasing their effectiveness on a health care team. Conclusion(s): Proactive integration of diagnostic ultrasound into athletic training education will equip graduates to add value to a health care team.

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Zhamardiy, V. "Implementation of the concept of the methodical system of application of fitness technologies in the educational process of physical education of students." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 12(120) (December 25, 2019): 60–64. http://dx.doi.org/10.31392/npu-nc.series15.2019.12(120)19.11.

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The components of the model of the methodical system of application of fitness technologies in the educational process of physical education of students are considered in the article. The created model has a purpose, tasks, content, principles, methods, forms, tools and tests. It is found that all components of the methodological system are subordinated to the purpose of formation and education of the student's personality through the process of applying fitness technologies, which should form a harmoniously developed personality. The structure of the author's model has been introduced motivational-target, content-organizational, technological and diagnostic blocks. The target block of the methodological system model is system-forming and determines the general vector orientation of the physical-fitness activity in the higher education institutions. In this block, special attention is paid to the formation of motivation for fitness classes in students, which solves both the external goals and the internal needs of students. The content-organizational unit includes fundamental laws, concepts, fitness technologies, physical and fitness activities aimed at preserving health, maintaining physical fitness and efficiency and physical development of students, forming and nurturing in them the continuous observance of healthy lifestyles. The technological block contains methods of training, education and development of the student's personality, forms of organization of the educational process on the use of fitness technologies, ways of organizing students in classes, methods of regulation of physical activity. The control and diagnostic unit of the methodical system model provides for monitoring and diagnostics of students' level of knowledge, practical skills, fitness level and mastering of fitness technologies. Assessment of students allows you to determine the levels of fitness and fitness (high, sufficient, medium and low).

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Yankovych, Iryna. "Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 104–9. http://dx.doi.org/10.2478/rpp-2014-0027.

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Abstract The comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims, the content of the technology, procedural components (forms, methods and means of interaction between a teacher and pupils), diagnostic tools, and the result that meets the defined aim. Moral education technology can also be interpreted as modern means of moral education; as a project (model) of moral education process; as a branch of scientific knowledge; as any educational innovation. Moral education technology is interpreted as a strategy of moral education in Polish educational science. Three strategies of moral education - forming, searching and open - have been described. There have been determined that in Polish and Ukrainian pedagogical sciences the technology of moral education is considered to be a wider concept than the method and methodology. The technology of moral education is interpreted as a branch of scientific knowledge about the process, bases, techniques, methods and means of moral education, as well as conditions of its effectiveness, which ensure educational skills. Criteria of moral education technologies have been determined. The importance of educational diagnostics to the development of moral education technologies has been shown. The causes of the weak development of moral education technologies such as the lack of the accordance to the diagnostics criterion, an intuitive approach to solving moral education problems, complication of their solution have been cleared up. Prospects of using positive ideas in modern educational and moral environment have been revealed.

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Ручко, L. Ruchko, Разумова, N. Razumova, Кудряшова, and E. Kudryashova. "Quality of Additional Educational Program in the Context of Monitoring the Quality of Additional Education for Children." Standards and Monitoring in Education 5, no. 3 (June 5, 2017): 18–24. http://dx.doi.org/10.12737/article_591bff14bf6da8.45208995.

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This article presents an author’s methodic for assessing the quality of the additional educational program for children as a normative document. The diagnostic methodic was created during the discussion work of project groups. It is used successfully in the framework of existing regional quality assessment model of additional education of children of the Kostroma region, focused on achieving the objectives of the federal and the regional concepts of development additional education of children. Evaluation is carried out with the participation of the administration, teachers, children and their parents. Diagnostic methodic is distinguished by such features as ease of use, accessibility for all groups the participants of monitoring, the possibility of mathematical processing methods and automated analysis of the study results.

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Лебедева, G. Lebedeva, Ручко, and L. Ruchko. "The Quality of the Educational Process in the Context of Monitoring the Quality of Additional Education for Children." Standards and Monitoring in Education 5, no. 4 (August 21, 2017): 12–16. http://dx.doi.org/10.12737/article_5979fbcb52adb6.98446719.

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This article presents an author’s methodic for assessing the quality of educational process in system of additional education of children. The diagnostic methodic was created during the discussion work of project groups. It is used successfully in the framework of existing regional quality assessment model of additional education of children of the Kostroma region, focused on achieving the objectives of the federal and the regional concepts of development additional education of children. Evaluation is carried out with the participation of the administration, teachers, children and their parents. Diagnostic methodic is distinguished by such features as ease of use, accessibility for all groups the participants of monitoring, the possibility of mathematical processing methods and automated analysis of the study results.

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Pires, Luis, Rosa Santero-Sánchez, and Cristian Macías. "School Failure in the Region of Madrid (Spain): An Approximation through Diagnostic Assessment in 2019." Sustainability 13, no. 17 (September 3, 2021): 9895. http://dx.doi.org/10.3390/su13179895.

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Education is considered to be one of the main factors of development, economic growth and social progress. No country can achieve sustainable economic development without substantial investment in human capital. In Spain, school failure represents one of the main problems in the educational system, with potentially dramatic consequences for the basic competences required in the labour market and job instability, with the risk of economic and social exclusion. In this paper, we aim to identify the factors that define the risk of school failure in Madrid (Spain) by applying logit models. In this process we use a definition of school failure risk which relates to the probability of scoring below level 2 in the evaluation of competences (diagnostic assessment), and we use grade retention as a proxy of school failure. The variables included in the model cover several areas, such as personal, family and school characteristics. The results show that it is important that the policies to strengthen the educational system begin with early childhood education, as educational delay symptoms are detected, and it is necessary to intensify efforts towards personalized assistance to help identify potential learning problems, especially in those groups in the worst socioeconomic situations, which are most at risk of school failure.

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Zaytseva, O. Yu, N. Yu Yablontseva, and O. N. Babitinskaya. "COLLABORATIVE EDUCATIONAL ACTIVITIES IN PRE-SCHOOL EDUCATION: VALUE-ORIENTED ASPECTS." Pedagogical IMAGE 14, no. 4 (2020): 545–55. http://dx.doi.org/10.32343/2409-5052-2020-14-4-545-555.

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Abstract. Introduction. Cooperative activity of an educator and preschool children is a priority form of education in the modern preschool organization. The purpose of the article is to conceptualize the definition of “Collaborative Educational Activity” and a humanitarian diagnostics of the preschool teachers’ readiness for designing this activity and its realization. Study materials and methods. The components of preschool teachers’ readiness to design and to realize variable forms of collaborative activities with children were subjected to diagnostic study. Purpose of the research is to determine the problems of FSES practical realization in the point of the requirements to the organization of collaborative educational activities in the context of a holistic preschool educational process. As well as to define the role of methodological support in preschool educational institution from the senior educator’s position in the development of educator’s readiness for open cooperation in educational activities. Results. In the process of analyzing theoretical and methodological positions in the field of collaborative activity of educators and children, the authors conclude that the importance of humanitarian methodological support in understanding this phenomenon. The results of educators’ self-analysis of organizing collaborative activities with children are presented for discussion. It turned out that most of educators have difficulties in selecting the content of collaborative activities; difficulties in designing the technological component, difficulties in implementing reflection of collaborative activities. Conclusion. The significance of the presented research materials is determined by the importance of increasing the readiness of educators for productive collaborative activities with children. In the future, these studies can serve as a basis for further research on the problems of educator and child’s collaborative activities. Keywords: holistic educational process, a collaborative educational activity of an educator and preschool children, an open cooperative action, social constructive didactic model, the educational situation, preschool education.

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Wu, Huey-Min. "Online individualised tutor for improving mathematics learning: a cognitive diagnostic model approach." Educational Psychology 39, no. 10 (August 2, 2018): 1218–32. http://dx.doi.org/10.1080/01443410.2018.1494819.

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Issabaeva, D. N., and N. A. Kurmangalieva. "THE IMPORTANCE OF CREATING COURSES BASED ON PEDAGOGICAL DESIGN IN THE CONTEXT OF DISTANCE LEARNING." BULLETIN Series of Physics & Mathematical Sciences 71, no. 3 (September 30, 2020): 215–19. http://dx.doi.org/10.51889/2020-3.1728-7901.32.

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The article discusses the importance of creating training courses based on pedagogical design in the context of distance learning. The goal of pedagogical design is defined as an integrated approach to creating an educational environment and developing an educational process with the aim of flexible change and adaptation of a unified system based on educational data, methods of communication with students, educational material that meets the needs of students. When developing distance learning courses, it is necessary to design the following stages of pedagogical design: Analysis of the target group; Description of educational goals as learning outcomes (Rubricator), Determination of the content, complexity and consistency of educational material, Development of educational content, Teaching students, preparing cases; Selection of diagnostic and evaluation systems (preparation of control and measuring materials), Choice of methods of interaction and participation of students (individual, group work, etc.), Resource planning (technical, digital). Based on a common online course design model, it is suggested to plan distance-learning courses based on pedagogical design.

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Liu, Cheng, and Ying Cheng. "An Application of the Support Vector Machine for Attribute-By-Attribute Classification in Cognitive Diagnosis." Applied Psychological Measurement 42, no. 1 (June 19, 2017): 58–72. http://dx.doi.org/10.1177/0146621617712246.

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Cognitive diagnostic modeling in educational measurement has attracted much attention from researchers in recent years. Its applications in real-world assessments, however, have been lagging behind its theoretical development. Reasons include but are not limited to requirement of large sample size, computational complexity, and lack of model fit. In this article, the authors propose to use the support vector machine (SVM), a popular supervised learning method to make classification decisions on each attribute (i.e., if the student masters the attribute or not), given a training dataset. By using the SVM, the problem of fitting and calibrating a cognitive diagnostic model (CDM) is converted into a quadratic optimization problem in hyperdimensional space. A classification boundary is obtained from the training dataset and applied to new test takers. The present simulation study considers the training sample size, the error rate in the training sample, the underlying CDM, as well as the structural parameters in the underlying CDM. Results indicate that by using the SVM, classification accuracy rates are comparable with those obtained from previous studies at both the attribute and pattern levels with much smaller sample sizes. The method is also computationally efficient. It therefore has great promise to increase the usability of cognitive diagnostic modeling in educational assessments, particularly small-scale testing programs.

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Birenbaum, Menucha, and Kikumi K. Tatsuoka. "Applying an IRT-Based Cognitive Diagnostic Model to Diagnose Students' Knowledge States in Multiplication and Division with Exponents." Applied Measurement in Education 6, no. 4 (October 1993): 255–68. http://dx.doi.org/10.1207/s15324818ame0604_1.

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S. Krylova, Yulia, Evgeniya G. Artemova, Elena A. Bodina, Natalia N. Telysheva, Galina L. Knyazeva, Svetlana V. Pokrovskaya, Irina N. Charikova, and Svetlana G. Kashina. "MODERN STUDENT VALUE-SEMANTIC ATTITUDE FORMATION TOWARDS CHOSEN OCCUPATION IN UNIVERSITY EDUCATIONAL ENVIRONMENT." Humanities & Social Sciences Reviews 7, no. 4 (October 12, 2019): 1359–65. http://dx.doi.org/10.18510/hssr.2019.74189.

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Purpose of the study: The purpose of the article is to substantiate the need for students’ value-semantic attitude formation towards the chosen occupation based on the University educational environment resources activation. This attitude, as practical experience proves, allows more successfully carry out occupational activities, strive for self-improvement of labor skills, and permanently extrapolates this attitude to the profession in one’s own life. Methodology: Research on testing models of value-semantic attitude’s formation to the profession among the students was conducted in the period from 2009 to 2018. Experimental research covered 395 people, including 339 students and 56 teachers. The following techniques and tests contributing to diagnostics were used for the study: the personality's strong-willed organization, the training motivation, educational achievements and need for them, valuable orientation-based unity of the group, the attitude to specific types of occupational activity. Results: The article clarifies the concept of value-semantic attitude to the profession, characterizes the educational environment of the University in the context of this problem, presents the functions and components of the axiological approach aimed at the development of the University educational environment; defines the pedagogical conditions under which students’ value-semantic attitude to the chosen profession will be qualitatively formed. The article reveals the possibilities of simulating such an educational environment. The article describes the results of the interrelated components’ implementation of the developed model for value-semantic relations’ formation, implemented for many years in educational institutions of higher education. Applications of this study: The possibility of educational courses, methods, forms and training technologies adaptation to the educational environment of universities, regardless of their profile orientation is described. Novelty/Originality of this study: The article proposes adapted and developed diagnostic methods; presents the developed criteria and levels to identify the formation of value-semantic attitude to the profession among the students.

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Terentyeva, Irina, Svetlana Fedorova, Guzaliya Fahrutdinova, Lidiya Iksanova, and Anastasia Fakhrutdinova. "Education institution activity for student’s language rights and ethno-cultural needs." Revista Tempos e Espaços em Educação 14, no. 33 (February 16, 2021): e15251. http://dx.doi.org/10.20952/revtee.v14i33.15251.

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The study considers the problem of management process of an educational institution activity to meet the language rights and ethno-cultural needs of students. The relevance of the research is due to the lack of problem development and the lack of an effective model for managing the educational process to ensure the language rights and ethno-cultural needs of students. The respondents of the study were the students of National presidential boarding school, where a management model of an educational organization activity was created and tested. Firstly, the initial level of formation of teachers’ readiness for educational activity to meet the language rights and ethno-cultural needs of students in a boarding school for gifted children was revealed. Various diagnostic methods were used to specify the components of teachers’ readiness to teach children to meet the language rights and ethno-cultural needs. The original results are presented in the study and show dynamics after the implementation of the developed management model of an educational organization activity to meet the language rights and ethno-cultural needs of students. The model can be implemented in different educational organizations.

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Pena, Gil Patrus, and Joséde Souza Andrade-Filho. "How Does a Pathologist Make a Diagnosis?" Archives of Pathology & Laboratory Medicine 133, no. 1 (January 1, 2009): 124–32. http://dx.doi.org/10.5858/133.1.124.

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Abstract A pathologic diagnosis is the result of a complex series of activities, mastered by the pathologist. The nature of these activities is, however, rarely talked about in depth. The medical literature occasionally discusses aspects of the pathologic diagnosis processes, generally departing from the pathologic practice. The lack of a model makes discussions about the subject a matter of preference or personal style. Educational programs are largely based on the apprenticeship model, and the development of specific abilities rests on the personal aspects of both apprentice and mentor. A model for the pathologic diagnostic process is proposed. The process of diagnosis can be viewed as an action plan, encompassing 4 domains: (1) cognitive, (2) communicative, (3) normative, and (4) medical conduct. The cognitive domain involves processes of perception, attention, memory, search, hypothesis creation, and verification, among others. Communicative skills consist of providing arguments in support of a diagnostic conclusion, with adequate clinical and relevant pathologic information. Pathologic diagnosis is also subject to technical rules (based on empirical experiences), rules of rational choice (strategies aiming at definite goals), and consensual rules among peers. Finally, the pathologic diagnosis has to be evaluated in the sphere of medical conduct, from the perspectives of both the pathologist and the referring clinician. An understanding of the diagnostic process from a theoretic perspective will benefit pathology as a science and a medical specialty because it provides the basis for understanding diagnostic variations and discrepancies. Pathologic difficulties or errors can be mapped, allowing the institution of specific remedies. This model may also enhance training and educational strategies because specific emphasis can be directed toward a particular difficulty.

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Burns, Matthew K., Vincent J. Dean, and Sandy Klar. "Using Curriculum-Based Assessment in the Responsiveness to Intervention Diagnostic Model for Learning Disabilities." Assessment for Effective Intervention 29, no. 3 (April 2004): 47–56. http://dx.doi.org/10.1177/073724770402900304.

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Avramchuk, Anton M. "МОДЕЛЬ РОЗВИТКУ КОМПЕТЕНТНОСТЕЙ ВИКЛАДАЧІВ МОВНИХ ДИСЦИПЛІН ЩОДО ПРОЕКТУВАННЯ МУЛЬТИМЕДІЙНИХ ЕЛЕКТРОННИХ ОСВІТНІХ РЕСУРСІВ У СИСТЕМІ MOODLE." Information Technologies and Learning Tools 61, no. 5 (October 31, 2017): 50. http://dx.doi.org/10.33407/itlt.v61i5.1810.

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The article is devoted to the problem of developing the competency of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system. The concept of "the competence of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system" is justified and defined. Identified and characterized the components by which the levels of the competency development of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system should be assessed. Developed a model for the development of the competency of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system, which is based on the main scientific approaches, used in adult education, and consists of five blocks: target, informative, technological, diagnostic and effective.

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Hertsyk, S. M. "FORMATION OF EDUCATIONAL TEACHINGS FOR DIAGNOSTIC SYSTEMS ELECTRIC POWER EQUIPMENT TAKING INTO ACCOUNT THE MODES OF ITS WORK." Praci Institutu elektrodinamiki Nacionalanoi akademii nauk Ukraini 2019, no. 52 (March 13, 2019): 54–61. http://dx.doi.org/10.15407/publishing2019.52.054.

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Matson, Johnny L., Jonathan Wilkins, Kimberly Smith, and Martin Ancona. "PDD-NOS Symptoms in Adults with Intellectual Disability: Toward an Empirically Oriented Diagnostic Model." Journal of Autism and Developmental Disorders 38, no. 3 (August 9, 2007): 530–37. http://dx.doi.org/10.1007/s10803-007-0422-0.

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Rivera, Jaime, and Víctor Alarcón. "Model for assessing the quality of marketing-management education." Journal of Economics, Finance and Administrative Science 25, no. 49 (March 2, 2018): 5–25. http://dx.doi.org/10.1108/jefas-09-2017-0095.

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Purpose This study aims to propose and test a model of educational quality in marketing-management by incorporating resource-capability variables that are linked to learning outcomes for students and the competitive positioning of universities. Design/methodology/approach Drawing on the resource-dependence theory, this study develops a comprehensive model for measuring educational quality. A sample comprising Spanish university teachers has been used to test the hypothesised relationships by using a two-stage least squares regression analysis while controlling for the possible effect of the public/private nature of the university. Findings The results validate the model and show that educational capabilities are reliable variables for predicting the educational quality of marketing-management programmes at Spanish universities. Research limitations/implications Similar to all educational research studies, certain problems have been acknowledged with respect to the data and the theoretical constructs that are used in the study. Future studies can replicate this study’s model by using more direct objective measures of the theoretical constructs and extend the study to other countries with different educational contexts. Practical implications The results provide guidance to marketing teachers at a university in designing high-quality marketing-management educational programmes and in developing self-diagnostic tools that can determine a university’s likelihood of competitive success. Originality/value This study is one of the few studies to apply the resource-dependence theory to the analysis of the variables associated with the quality of marketing-management education. In doing so, the study presents original multiitem scales to improve the measurement of model constructs.

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Guruzhapov, V. A. "Promoting Practice-Oriented Training of Primary School Teachers in Bachelor’s Programmes in Educational Psychology." Психологическая наука и образование 22, no. 2 (2017): 40–53. http://dx.doi.org/10.17759/pse.2017220204.

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The paper considers possible examples of promoting practice-oriented training of primary school teachers studying natural sciences and mathematics in the bachelor’s programme in Educational Psychology.The key to making theoretical education more practically oriented is hidden in the part of learning activity where the sensual form of object is transformed into the model; where the most important characteristics of the object become recognized; and where the model undergoes certain transformations for the general laws of phenomenon to become revealed.The paper provides some examples of how students can possibly work out the principles of symmetry in diagnostic tasks for primary school children as well as analyse set-theoretic concepts in mathematical tasks for primary schools.

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Harrison, Allyson G., and Matthew Stewart. "Diagnostic implications of the double deficit model for young adolescents with dyslexia." Dyslexia 25, no. 4 (November 2019): 345–59. http://dx.doi.org/10.1002/dys.1638.

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Journal articles on the topic 'Diagnostic and educational mode'

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