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Journal articles on the topic 'Education goals'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Hobbie, Frances R. "Goals 2000 Revisited: Goal #1." Educational Forum 66, no. 1 (March 31, 2002): 50–57. http://dx.doi.org/10.1080/00131720108984799.

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2

Lappan, Glenda. "Review: Goals, Goals, and More Goals." Journal for Research in Mathematics Education 19, no. 2 (March 1988): 184–88. http://dx.doi.org/10.5951/jresematheduc.19.2.0184.

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In 1968 in the Netherlands, the Commission for Modernization of rhe Mathematics Curriculum started a new project—Wiskobas—whose goal was the improvement of mathematics education for ages 6–12 through instruction at reacher training colleges. Three Dimensions reviews the first 10 years of the Wiskobas effort. In particular, it focuses on an elaboration of the interplay between curriculum development at Wiskobas, mathematics education issues in Europe and the United States, and the setting of goals that guide and explain the view of mathematics teaching and learning that evolved at Wiskobas between 1968 and 1978.
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3

Gegenfurtner, Andreas, and Gerda Hagenauer. "Achievement goals and achievement goal orientations in education." International Journal of Educational Research 61 (January 2013): 1–4. http://dx.doi.org/10.1016/j.ijer.2013.08.001.

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4

Lappan, Glenda, and Adrian Treffers. "Goals, Goals, and More Goals." Journal for Research in Mathematics Education 19, no. 2 (March 1988): 184. http://dx.doi.org/10.2307/749413.

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5

Urdan, Tim, and Miranda Mestas. "The goals behind performance goals." Journal of Educational Psychology 98, no. 2 (2006): 354–65. http://dx.doi.org/10.1037/0022-0663.98.2.354.

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6

Rothstein, Richard, and Rebecca Jacobsen. "The Goals of Education." Phi Delta Kappan 88, no. 4 (December 2006): 264–72. http://dx.doi.org/10.1177/003172170608800405.

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7

Astrachan, Owen. "Education goals and priorities." ACM Computing Surveys 28, no. 4es (December 1996): 92. http://dx.doi.org/10.1145/242224.242345.

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8

Vatta, Lalita, and Shally Jindal. "Role of Extension Education in achieving Sustainable Development Goals." Contemporary Social Sciences 27, no. 3 (July 1, 2018): 11–34. http://dx.doi.org/10.29070/27/58054.

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9

Guriro, Subhash, Jaishri Mehraj, and Muhammad Ali Shaikh. "Millennium Development Goals to Sustainable Development Goals: Poverty Reduction and Primary Education in Sindh Province of Pakistan." Indian Journal of Science and Technology 12, no. 39 (October 20, 2019): 1–7. http://dx.doi.org/10.17485/ijst/2019/v12i39/147990.

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10

Farrell, Laura, Gisele Bourgeois-Law, Sarah Buydens, and Glenn Regehr. "Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education." Teaching and Learning in Medicine 31, no. 4 (March 15, 2019): 370–77. http://dx.doi.org/10.1080/10401334.2019.1576526.

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11

Nosich, Gerald. "The Goals of Science Education." Inquiry: Critical Thinking Across the Disciplines 9, no. 1 (1992): 1. http://dx.doi.org/10.5840/inquiryctnews1992912.

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12

Penick, John E. "New Goals for Biology Education." BioScience 45 (January 1995): S52—S57. http://dx.doi.org/10.2307/1312444.

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13

Räuty, Hannu. "Education, Gender, and Educational Goals." Psychological Reports 84, no. 2 (April 1999): 610. http://dx.doi.org/10.2466/pr0.1999.84.2.610.

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14

Howard, K. "Dietary Goals & Nutrition Education." Journal of the Institute of Health Education 27, no. 2 (January 1989): 73–80. http://dx.doi.org/10.1080/03073289.1989.10805688.

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15

Petro, Jane A. "Education: Common Goals/Common Cause." American Journal of Cosmetic Surgery 26, no. 4 (December 2009): 221–24. http://dx.doi.org/10.1177/074880680902600401.

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16

Harris, Ian M. "The goals of peace education." Peace Review 2, no. 2 (March 1990): 4–7. http://dx.doi.org/10.1080/10402659008425540.

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17

Domask, Joseph J. "Achieving goals in higher education." International Journal of Sustainability in Higher Education 8, no. 1 (January 16, 2007): 53–68. http://dx.doi.org/10.1108/14676370710717599.

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18

Henry, David D. "Lessons and Goals for Education." Educational Forum 50, no. 3 (September 30, 1986): 309–11. http://dx.doi.org/10.1080/00131728609335776.

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19

Webler, Wolff-Dietrich. "Goals of Higher Education Curricula." New Directions for Teaching and Learning 1997, no. 72 (1997): 81–90. http://dx.doi.org/10.1002/tl.7209.

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20

Soloviev, V. P., and T. A. Pereskokova. "Professional Education: Goals, Objectives, Processes." Alma mater. Vestnik Vysshey Shkoly, no. 8 (August 2021): 9–15. http://dx.doi.org/10.20339/am.08-21.009.

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Discussed is the problem of achieving the required quality of professional education from the point of view of implementing a systematic approach: goals, tasks, processes. Shown the importance of the correct formulation of goals and objectives in the curricula, which have become available on the websites of universities. Their formulation helps the teacher to correctly build the learning process. Examples of structuring the goals of studying educational material are given. Shown the advantages of the integrated educational process carried out by the project team — the scientific and methodological council for the specialty. Attention is paid to the need for teachers to demonstrate their leadership qualities.
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21

Senserrick, Teresa, Duncan McRae, Phil Wallace, Ann Williamson, and Liz de Rome. "873 Goals for rider education: adaptation of finnish goals for driver education model for motorcyclists." Injury Prevention 22, Suppl 2 (September 2016): A311.2—A311. http://dx.doi.org/10.1136/injuryprev-2016-042156.873.

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22

Christie, Kathy. "Ambitious Goals Deferred." Phi Delta Kappan 83, no. 3 (November 2001): 184–85. http://dx.doi.org/10.1177/003172170108300303.

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23

Robb, Felix C. "Lessons, Goals, Predictions." Educational Forum 50, no. 3 (September 30, 1986): 333–36. http://dx.doi.org/10.1080/00131728609335782.

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24

Lockspeiser, Tai M., Patricia A. Schmitter, J. Lindsey Lane, Janice L. Hanson, Adam A. Rosenberg, and Yoon Soo Park. "Assessing Residents’ Written Learning Goals and Goal Writing Skill." Academic Medicine 88, no. 10 (October 2013): 1558–63. http://dx.doi.org/10.1097/acm.0b013e3182a352e6.

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25

Davis, Walter E. "Utilizing Goals in Adapted Physical Education." Adapted Physical Activity Quarterly 6, no. 3 (July 1989): 205–16. http://dx.doi.org/10.1123/apaq.6.3.205.

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Establishing goals for adapted physical education is of paramount importance. However, establishing goals is more than writing behavioral objectives and completing an IEP. Understanding and using goals is essential for effective teaching behaviors and ultimately for learning. For this purpose three important aspects of goals are introduced: intention, purpose, and meaning. A distinction is also made between primary and concomitant goals. The primary goals are the improvement of physical and motor fitness and the development and acquisition of motor skills. Concomitant means being achieved along with, and these goals include language, social, and cognitive skills. Also, a distinction is made between abstract concepts and concrete actions or tasks. Finally, providing information about the goal of each task is a major function of the instructor. Three modes of presentation are described. Goals may be specified symbolically (verbally), iconically (by demonstrations), or actively (by having the students move in a structured environment). Adherence to and further development of these concepts is important to the improvement of the teaching/learning process in adapted physical education.
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26

Hofverberg, Anders, and Mikael Winberg. "Achievement goals and classroom goal structures: Do they need to match?" Journal of Educational Research 113, no. 2 (February 3, 2020): 145–62. http://dx.doi.org/10.1080/00220671.2020.1759495.

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27

Sheridan, Sonja, and Pia Williams. "Developing Individual Goals, Shared Goals, and the Goals of Others: Dimensions of Constructive Competition in Learning Contexts." Scandinavian Journal of Educational Research 55, no. 2 (April 2011): 145–64. http://dx.doi.org/10.1080/00313831.2011.554694.

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28

Zamurueva, N. A. "MULTICULTURAL EDUCATION: CONCEPT, GOALS AND OBJECTIVES." Education and Science without Limits: Fundamental and Applied Researches, no. 10 (November 25, 2019): 256–57. http://dx.doi.org/10.36683/2500-249x-2019-10-256-257.

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In the modern world, there are practically no mono-ethnic countries. Multicultural education, as a complex multidimensional concept, combines different approaches to solving problems related to racial, ethnic, cultural heterogeneity of modern society. It is an integral part in the system of general and professional education.
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29

Dr. D. Sumathi Desinguraj, Dr D. Sumathi Desinguraj. "Achieve the Goals of Inclusive Education." International Journal of Environment, Ecology, Family and Urban Studies 8, no. 2 (2018): 35–38. http://dx.doi.org/10.24247/ijeefusapr20185.

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30

Rodríguez-Gázquez, María de los Ángeles. "Nursing Research and Education: Goals Reached." Investigación y Educación en Enfermería 34, no. 3 (October 15, 2016): 431–32. http://dx.doi.org/10.17533/udea.iee.v34n3a01.

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31

Moskowitz, J., and J. N. Thompson. "Are medical education goals falling short?" Academic Medicine 74, no. 5 (May 1999): 461–2. http://dx.doi.org/10.1097/00001888-199905000-00002.

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32

Carey, Kevin, and Kevin Carey. "The Real Goals for Mobility Education." British Journal of Visual Impairment 18, no. 2 (May 2000): 82–87. http://dx.doi.org/10.1177/026461960001800210.

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33

Parnas, David, and Lillian Chik-Parnas. "Goals for software engineering student education." ACM SIGSOFT Software Engineering Notes 30, no. 4 (July 2005): 6–8. http://dx.doi.org/10.1145/1082983.1082986.

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34

Whatley, Mariamne H. "Goals for sex equitable sexuality education." Peabody Journal of Education 64, no. 4 (September 1987): 59–70. http://dx.doi.org/10.1080/01619568709538570.

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35

A. Evreeva, O., and . "Innovation in Education: Goals and Prospects." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 163. http://dx.doi.org/10.14419/ijet.v7i4.38.24344.

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The focal point of the paper is the study of one of the actual challenges of the modern educational philosophy, i.e., the problem of innovations in education. This point encompasses the definition of targets and prospects describing the development of an educational environment. The focus of the paper is the essence of innovations in an educational process. We proceed from the idea that it is critical to outline the reasons that determine innovations. We believe that they emerge as necessary changes in a traditional educational paradigm and the model of the educational system. Of much importance is the understanding of the goals and the prospects of innovative educational processes. Therefore, we describe the goals, methods and means of modern educational innovation policy. Our major finding is that they stem from global economy’s challenges emerging in the conditions of postindustrial society both at global and local levels. Consequently, education, as a unique resource for the development of society, is a subject for transformation of its structure and content. Another important finding is the critical role of innovative education as the major shaper of the relations that will determine the future of our civilization. This future depends on the personality that originates from the new educational system.The authors’ conclusions emerge as a combination of empirical facts from the sphere of Russian and foreign educational experiences, and as the provisions of selected educational concepts and strategies.
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36

NAGATSUNA, Koji. "Integrating Social Goals into Engineering Education." Journal of JSEE 59, no. 5 (2011): 121. http://dx.doi.org/10.4307/jsee.59.5_121.

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37

Muskavitch, Karen. "Cases and goals for ethics education." Science and Engineering Ethics 11, no. 3 (September 2005): 431–34. http://dx.doi.org/10.1007/s11948-005-0011-6.

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38

Katz, Lilian G., and James D. Raths. "Dispositions as goals for teacher education." Teaching and Teacher Education 1, no. 4 (January 1985): 301–7. http://dx.doi.org/10.1016/0742-051x(85)90018-6.

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39

ABISHEV, N. A., T. T. NURZHANOVA, and D. T. MAKHMETOVA. "REACHING ACTUAL HIGHER EDUCATION DEVELOPMENT GOALS." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 2 (2021): 56–66. http://dx.doi.org/10.51883/20704046_2021_2_56.

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40

Henley, Michael. "Goals, Goal‐setting, Appraisal and School Improvement." School Organisation 9, no. 1 (January 1989): 143–56. http://dx.doi.org/10.1080/0260136890090112.

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41

Ventres, William B., and Brenda K. Wilson. "Rethinking Goals." Academic Medicine 95, no. 1 (January 2020): 32–36. http://dx.doi.org/10.1097/acm.0000000000002841.

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42

Garrard, Jan. "Health Education and Science Education: changing roles, common goals?" Studies in Science Education 13, no. 1 (January 1986): 1–26. http://dx.doi.org/10.1080/03057268608559928.

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43

Sherrill, Claudine, and Thomas Montelione. "Prioritizing Adapted Physical Education Goals: A Pilot Study." Adapted Physical Activity Quarterly 7, no. 4 (October 1990): 355–69. http://dx.doi.org/10.1123/apaq.7.4.355.

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The purpose of this study was to develop and field test an instrument to assist in prioritizing adapted physical education goals. Nine goals were identified, and the paired-comparison technique was selected to examine beliefs concerning the relative importance of each goal. Data were collected from three samples representative of individuals who teach physical education to handicapped students and/or train others to do so. Findings indicated that the goal ranked as most important by each sample was not significantly different from those ranked as second and third in importance. Adapted physical educators consider many goals to be of equal importance. In general, motor skills, fitness, self-concept, and perceptual motor function/sensory integration are held in high esteem whereas creative expression is considered least important. Other goals are assigned intermediate importance. The Goals of Adapted Physical Education Scale (GAPES) is a valid and reliable instrument that offers promise for the further study of adapted physical education goals.
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44

Mansfield, Caroline F., and Susan Beltman. "Teacher motivation from a goal content perspective: Beginning teachers’ goals for teaching." International Journal of Educational Research 65 (2014): 54–64. http://dx.doi.org/10.1016/j.ijer.2013.09.010.

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45

Kuttner, Paul J. "Educating for cultural citizenship: Reframing the goals of arts education." Curriculum Inquiry 45, no. 1 (January 2015): 69–92. http://dx.doi.org/10.1080/03626784.2014.980940.

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46

Tuckman, Howard P., and Michael Allen. "The Goals of Universities." Journal of Higher Education 61, no. 4 (July 1990): 473. http://dx.doi.org/10.2307/1982083.

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47

Ducharme, Edward R., and Mary Kluender Ducharme. "The Pursuit of Goals." Journal of Teacher Education 44, no. 5 (November 1993): 322–24. http://dx.doi.org/10.1177/0022487193044005001.

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48

Kim, Jeong Sook, and Yun Kyung Baek. "The Relationship between Writing Goals and Evaluation Goals in College Writing Education." Korean Journal of Literacy Research 10, no. 4 (August 31, 2019): 33–62. http://dx.doi.org/10.37736/kjlr.2019.08.10.4.33.

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49

Ziegler, Albert, Markus Dresel, and Heidrun Stoeger. "Addressees of performance goals." Journal of Educational Psychology 100, no. 3 (August 2008): 643–54. http://dx.doi.org/10.1037/0022-0663.100.3.643.

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50

Zimmerman, Barry J., and Anastasia Kitsantas. "Developmental phases in self-regulation: Shifting from process goals to outcome goals." Journal of Educational Psychology 89, no. 1 (1997): 29–36. http://dx.doi.org/10.1037/0022-0663.89.1.29.

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