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Journal articles on the topic 'Education programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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1

Kilic, Cigdem. "Father education programs in Turkey." Journal of Education and Sociology 4, no. 2 (October 15, 2013): 114–18. http://dx.doi.org/10.7813/jes.2013/4-2/17.

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2

Kudláček, Martin, Ondřej Ješina, and Zbyněk Janečka. "Paralympic education programs." Tělesná kultura 32, no. 1 (January 1, 2009): 44–55. http://dx.doi.org/10.5507/tk.2009.004.

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3

Foley, Regina M., and Lan-Sze Pang. "Alternative Education Programs: Program and Student Characteristics." High School Journal 89, no. 3 (2006): 10–21. http://dx.doi.org/10.1353/hsj.2006.0003.

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4

Seaton, Jane B. "Individualized Education Programs." ASHA Leader 16, no. 10 (August 2011): 5–6. http://dx.doi.org/10.1044/leader.ftr8.16102011.5.

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5

Nickles, James L., Terry G. Cronis, Joseph E. Justen, and Garnett J. Smith. "Individualized Education Programs." Intervention in School and Clinic 28, no. 1 (July 1992): 41–44. http://dx.doi.org/10.1177/105345129202800107.

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6

Sukumaran, T. U. "Pediatric education programs." Indian Pediatrics 48, no. 10 (October 2011): 761. http://dx.doi.org/10.1007/s13312-011-0122-x.

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7

Novichkov, V. B. "Regional Education Programs." Russian Education & Society 40, no. 2 (February 1998): 68–77. http://dx.doi.org/10.2753/res1060-9393400268.

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8

Black, Talbot. "Budget and Program Planning in Early Education Programs." Topics in Early Childhood Special Education 5, no. 1 (April 1985): 53–62. http://dx.doi.org/10.1177/027112148500500106.

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9

Phillips, Leah Adeline, and Jeanne Weis. "Education Program Standards of Canadian Practical Nurse Programs." Journal of Nursing Regulation 9, no. 1 (April 2018): 38–46. http://dx.doi.org/10.1016/s2155-8256(18)30053-x.

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10

MOURTOUPALAS, C., and H. BURST. "ACNM-accredited nurse-midwifery education programs Program information." Journal of Nurse-Midwifery 37, no. 4 (July 1992): 274–86. http://dx.doi.org/10.1016/0091-2182(92)90132-m.

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11

Rutherford, Robert B., and Mary Magee Quinn. "Special Education in Alternative Education Programs." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 2 (November 1999): 79–81. http://dx.doi.org/10.1080/00098659909600152.

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12

Boyle, J. David. "Program Evaluation for Secondary School Music Programs." NASSP Bulletin 76, no. 544 (May 1992): 63–68. http://dx.doi.org/10.1177/019263659207654413.

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13

Bokiev, G. O., Shirinboy Sharofovich Olimov, and Dustnazar Omonovich Khimmataliev. "Factors Ensuring Continuity Between Higher Education Levels And Continuing Education Courses." American Journal of Social Science and Education Innovations 02, no. 12 (December 18, 2020): 115–21. http://dx.doi.org/10.37547/tajssei/volume02issue12-20.

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In this article, in the scientific and pedagogical aspect, it is substantiated that the content of interdisciplinary training programs can increase the effectiveness of education. The article reveals the educational, educational and developmental aspects of interdisciplinary training programs
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14

Aloi, Susan L. "Assessing General Education Programs." Journal of General Education 56, no. 2 (January 1, 2007): 169–71. http://dx.doi.org/10.2307/27798074.

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15

Venesile, John Anthony. "Fine-tuning education programs." Music Educators Journal 78, no. 6 (February 1992): 10. http://dx.doi.org/10.2307/3398373.

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16

Mahoney, CC. "Nontraditional nursing education programs." American Journal of Critical Care 2, no. 2 (March 1, 1993): 185. http://dx.doi.org/10.4037/ajcc1993.2.2.185.

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17

Rolen, Harriet B., and Barbara M. Castleberry. "Survey of Education Programs." Laboratory Medicine 16, no. 7 (July 1, 1985): 431–33. http://dx.doi.org/10.1093/labmed/16.7.431.

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18

Rolen-Mark, Harriet B., and Barbara M. Castleberry. "Survey of Education Programs." Laboratory Medicine 17, no. 7 (July 1, 1986): 415–18. http://dx.doi.org/10.1093/labmed/17.7.415.

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19

Cherney, Paul J., and Barbara M. Castleberry. "Survey of Education Programs." Laboratory Medicine 18, no. 7 (July 1, 1987): 468–71. http://dx.doi.org/10.1093/labmed/18.7.468.

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20

Cherney, Paul J., and Barbara M. Castleberry. "Survey of Education Programs." Laboratory Medicine 19, no. 7 (July 1, 1988): 442–44. http://dx.doi.org/10.1093/labmed/19.7.442.

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21

Cherney, Paul J., and Barbara M. Castleberry. "Survey of Education Programs." Laboratory Medicine 20, no. 7 (July 1, 1989): 500–502. http://dx.doi.org/10.1093/labmed/20.7.500.

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22

Cherney, Paul J., and Barbara M. Castleberry. "Survey of Education Programs." Laboratory Medicine 21, no. 7 (July 1, 1990): 452–54. http://dx.doi.org/10.1093/labmed/21.7.452.

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23

Cherney, Paul J., and Barbara M. Castleberry. "Survey of Education Programs." Laboratory Medicine 22, no. 7 (July 1, 1991): 484–87. http://dx.doi.org/10.1093/labmed/22.7.484.

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24

Wright, Steven D., and Barbara M. Castleberry. "Survey of Education Programs." Laboratory Medicine 23, no. 7 (July 1, 1992): 454–56. http://dx.doi.org/10.1093/labmed/23.7.454.

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25

Castleberry, Barbara, and Steven D. Wright. "Survey of Education Programs." Laboratory Medicine 24, no. 8 (August 1, 1993): 492–94. http://dx.doi.org/10.1093/labmed/24.8.492.

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26

Peseau, Bruce A., and Robert L. Tudor. "Peer Teacher Education Programs." Journal of Teacher Education 40, no. 3 (May 1989): 42–48. http://dx.doi.org/10.1177/002248718904000307.

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27

Jensen, Eric L., and Gary E. Reed. "Adult Correctional Education Programs." Journal of Offender Rehabilitation 44, no. 1 (October 2006): 81–98. http://dx.doi.org/10.1300/j076v44n01_05.

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28

Billings, Karen. "Evaluating Computer Education Programs." SIG Bulletin 2, no. 3 (January 1986): 29–32. http://dx.doi.org/10.1080/07478046.1986.11008146.

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29

EBBERT, JON O., and ERIC G. TANGALOS. "Structured Diabetes Education Programs." Internal Medicine News 41, no. 12 (June 2008): 21. http://dx.doi.org/10.1016/s1097-8690(08)70676-0.

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30

Chamberlin, Gerard. "Correctional Health Education Programs." Journal of Correctional Health Care 8, no. 1 (April 1, 2001): 3–19. http://dx.doi.org/10.1177/107834580100800101.

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31

Tao, Zhou. "Education Programs on Environment." Procedia Environmental Sciences 12 (2012): 349–53. http://dx.doi.org/10.1016/j.proenv.2012.01.288.

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32

Currie, Janet. "Early Childhood Education Programs." Journal of Economic Perspectives 15, no. 2 (May 1, 2001): 213–38. http://dx.doi.org/10.1257/jep.15.2.213.

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This paper discusses early childhood education programs: their goals; effectiveness; optimal timing, targeting, and content; and costs and benefits. Early intervention has significant short- and medium-term benefits: most notably it reduces grade repetition and special education costs, and provides quality child care. The effects are greatest for more disadvantaged children. Some model programs have produced exciting improvements in educational attainment and earnings and have reduced welfare dependency and crime. The jury is still out on the long-term effects of Head Start, but Head Start would pay for itself if it produced a quarter of the long-term gains of model programs.
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33

Fisher, Mary L., Rosemary Hume, and Rita Emerick. "COSTING NURSING EDUCATION PROGRAMS." Journal for Nurses in Staff Development (JNSD) 14, no. 5 (September 1998): 227–35. http://dx.doi.org/10.1097/00124645-199809000-00002.

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34

Penha-Walton, Marie L. I., and James W. Pichert. "Institutionalizing Patient Education Programs." JONA: The Journal of Nursing Administration 23, no. 6 (June 1993): 36–41. http://dx.doi.org/10.1097/00005110-199306000-00009.

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35

Smith, Deborah Deutsch, and Bianca Elizabeth Montrosse. "Special Education Doctoral Programs." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 35, no. 2 (April 19, 2012): 101–13. http://dx.doi.org/10.1177/0888406412444455.

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36

Rubenstein, Lisa V., Arlene Fink, Lillian Gelberg, Carol Berkowitz, Alan Robbins, and Thomas S. Inui. "Evaluating generalist education programs." Journal of General Internal Medicine 9, S1 (April 1994): S64—S72. http://dx.doi.org/10.1007/bf02598120.

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37

Rheams, Patricia A., and Fred Saint. "Renovating cooperative education programs." New Directions for Community Colleges 1991, no. 75 (1991): 47–54. http://dx.doi.org/10.1002/cc.36819917509.

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38

Collins, WK. "Required postdoctoral education programs." Journal of Dental Education 51, no. 6 (June 1987): 305–8. http://dx.doi.org/10.1002/j.0022-0337.1987.51.6.tb02118.x.

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39

Falk, Charles F. "Promoting continuing education programs." New Directions for Adult and Continuing Education 1986, no. 31 (1986): 49–71. http://dx.doi.org/10.1002/ace.36719863106.

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40

Mason, Robert C. "Locating continuing education programs." New Directions for Adult and Continuing Education 1986, no. 31 (1986): 83–90. http://dx.doi.org/10.1002/ace.36719863108.

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41

Mervis, J. "PROGRAM EVALUATION: Researchers Fault U.S. Report Critiquing Education Programs." Science 316, no. 5829 (June 1, 2007): 1267a. http://dx.doi.org/10.1126/science.316.5829.1267a.

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42

Conderman, Greg, Antonis Katsiyannis, and David Franks. "Program Assessment Practices in Special Education Teacher Preparation Programs." Preventing School Failure: Alternative Education for Children and Youth 45, no. 4 (January 2001): 182–86. http://dx.doi.org/10.1080/10459880109603335.

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43

Dunn, Donald. "STEM Education Coalition Programs [Education Department News." IEEE Industry Applications Magazine 16, no. 5 (September 2010): 72. http://dx.doi.org/10.1109/mias.2010.937670.

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44

Conaster, Phillip, and Cliff Summar. "Individual Education Programs for Adapted Physical Education." Strategies 18, no. 1 (September 2004): 35–38. http://dx.doi.org/10.1080/08924562.2004.10591113.

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45

Baker, Marianne, Doris Martin, and Holly Pence. "Supporting Peace Education in Teacher Education Programs." Childhood Education 85, no. 1 (October 2008): 20–25. http://dx.doi.org/10.1080/00094056.2008.10523052.

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46

Vargas, Juanita Gamez, Rick Roach, and Kevin M. David. "Successful Concurrent Programs: An EXCELerate Program in Oklahoma." Community College Journal of Research and Practice 38, no. 2-3 (December 17, 2013): 166–73. http://dx.doi.org/10.1080/10668926.2014.851958.

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47

Zhang, Jane, and Alex H. Poole. "Exploring the Current State of North American Graduate Archival Education." American Archivist 85, no. 2 (September 1, 2022): 638–77. http://dx.doi.org/10.17723/2327-9702-85.2.538.

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ABSTRACT This article analyzes 65 North American graduate archival education programs' course listings against current professional standards as crystallized in the 2016 Guidelines for a Graduate Program in Archival Studies (GPAS). The study addresses the following research questions: 1) What types of programs list graduate archival education courses?, 2) What types of courses do these graduate archival programs currently list?, 3) To what extent do archival programs' courses conform to GPAS?, and 4) What are the implications of a program's conforming or not conforming to GPAS? The authors' findings indicate an overriding tendency for graduate archival education programs to be hosted by LIS programs, especially under the auspices of iSchools. They identified a great diversity of graduate archival education programs and course listing combinations. Most important, they analyzed the archival curriculum coverage of 65 graduate archival programs to discern conformance with GPAS curriculum requirements. Although their findings may be used by programs for self-study, they also call into question the overall utility of GPAS and suggest the need for a more flexible approach.
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48

Harrison, Daniel S., Margaret Naclerio, Kathryn Swider, Carl Garrubba, Andrew T. Yu, Andrew Busler, Lena Liu, and Christopher Doughty. "Education Research: Neurologic Education in Physician Assistant Programs." Neurology: Education 2, no. 1 (December 2, 2022): e200029. http://dx.doi.org/10.1212/ne9.0000000000200029.

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Background and ObjectivesA growing number of advanced practice providers (APPs) are entering neurologic practice, and educational initiatives focused on postgraduate training in neurology for these providers are growing in turn. Neurologic education in APP degree programs is not well defined, which limits the ability to tailor these initiatives to the specific needs of APPs. We aim to describe neurologic education in physician assistant (PA) degree programs to better inform these efforts.MethodsThe 2018 American Academy of Neurology clerkship director survey was adapted for directors of PA programs via an iterative approach. The survey was distributed to program directors (PDs) of accredited programs in Fall 2021 and again in Spring 2022 for nonresponders. Simultaneously, websites of accredited programs were systematically reviewed for content related to neurologic education.ResultsSixty of 255 contacted PDs completed the survey (23.5%). All PDs reported education in selected neuroscience topics. Neuroradiology instruction was included less frequently (66.7%) than neuroanatomy (91.7%) or neurologic examination techniques (95.0%). Twenty-six PDs (43.3%) reported a dedicated neuroscience course; 53 of 260 websites reviewed identified dedicated neuroscience courses (20.8%,k= 0.41). Directors of 10 (38.5%) reported neuroscience courses were neuroscience trained. Only 1 program required a neurology clinical rotation in both the website review (0.4%) and the PD survey (1.7%,k= 1.00). Elective neurology rotations were offered by 51 programs (85.0%) and used by less than 20% of students in 46 programs (92.0%). More programs with dedicated neuroscience didactics (80.0% vs 74.2%) and offerings in clinical neurology (78.7% vs 66.7%) reported graduates pursuing careers in neurology, but these differences were not statistically significant.DiscussionSurvey respondents reported the inclusion of most of the queried preclinical neuroscience topics, typically distributed throughout the curriculum. Dedicated neuroscience courses were less common and most commonly not taught by a neurologist or neurology APP. Clinical neurology rotations are almost never required, but most programs offer an elective. These results suggest opportunities for augmenting neurologic education in APP degree programs, including encouraging students to take clinical neurology rotations and increasing exposure to APPs practicing neurology. These findings additionally inform key targets for postgraduate educational initiatives.
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49

Calvo González, Soraya, Sue Gutiérrez Berciano, and Cristina Bayarri López. "Rasgos comparativos de programas de reenganche formativo y sociolaboral en el ámbito no formal en Gijón (Asturias)." Educatio Siglo XXI 38, no. 2 Jul-Oct (June 25, 2020): 67–86. http://dx.doi.org/10.6018/educatio.414701.

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El abandono escolar, producto de un proceso de desenganche progresivo del alumnado a la institución escolar, continúa siendo uno de los ejes prioritarios de estudio e intervención en nuestro sistema educativo. También lo son las diversas trayectorias de reenganche formativo y sociolaboral de jóvenes que abandonaron tempranamente los procesos educativos. El presente artículo se enmarca dentro del proyecto nacional coordinado de I+D+I “Procesos de re-enganche educativo y sociolaboral de adolescentes en situación de vulnerabilidad. Estudio de casos e implicaciones socioeducativas” [MINECO-17-EDU2016-76306-C2-2-R]. Destacamos dos objetivos clave del proyecto. Por un lado, conocer características y contextos de implementación de programas de prevención del abandono y re-enganche dirigidos a adolescentes en situación vulnerable que están obteniendo resultados positivos. Por el otro, analizar historias y trayectorias educativas resilientes de jóvenes participantes en programas de diversas instituciones socioeducativas que han logrado superar el proceso con éxito. Este trabajo ofrece un análisis de los rasgos comparativos ─organizativos, de estructura, pedagógicos e institucionales─ de programas de re-enganche exitosos desarrollados en entidades socioeducativas de Gijón (Asturias). Para ello planteamos un enfoque metodológico cualitativo basado en estudios de casos orientados a la descripción. En concreto, presentamos programas contextualizados en entornos diferenciados con el fin de plantear comparaciones. Tras la presentación de los datos trabajados se ofrecerá una discusión y reflexión final destinada a derivar implicaciones de interés para la revisión, mejora y visibilización de los programas exitosos en términos de reenganche. Early school leaving, the result of students’ progressive disengagement with schools, is still one of the main axis of study and intervention in our education system. The different re-engaging training and socio-labour paths that might be designed for youths who dropout from schools are another important field of study and intervention. This article is framed within a project funded by the Spanish Ministry of Education called “Educational and Socio-Labour Re-engaging Processes of Disadvantaged Young People. Case Studies and Socio-Educational Consequences”. Two objectives are key for our study. On the one hand, to define the characteristics and the prevention contexts of early school leaving and the implementation of successful re-engaging programs for disadvantaged youths. And, on the other hand, to analyse resilient educational personal stories and trajectories of youths who have successfully participated in educational programs. This article provides an analysis of the comparative features—organizational, structural, pedagogical and institutional—of successful re-engaging programs developed in socio-educational institutions in Gijón (Asturias). To this end, we used a qualitative approach based on the description of case studies. More specifically, we compare different re-engaging programs implemented in different contexts. Following the reporting of the data, we present some final considerations from which lines to review, improve and raise awareness on re-engaging programs can be inferred.
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50

Haché, Ana Margarita. "Educación General y Aprendizaje Liberal. Principios de prácticas efectivas." Cuaderno de Pedagogia Universitaria 7, no. 14 (July 18, 2014): 38–43. http://dx.doi.org/10.29197/cpu.v7i14.137.

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Se reseña el libro General Education and Liberal Learning: Principles of Effective Practice. Este libro explora elementos comunes a los programas de Educación General y analiza cómo esos programas promueven el aprendizaje liberal, aspecto esencial para la educación del siglo veintiuno. La publicación expone los cambios que han ocurrido en los programas de Educación General, con énfasis en la Educación Superior. Se discute, también, cómo las instituciones pueden mejorar sus prácticas en estos programas a través de reportar ejemplos exitosos. El libro es útil para los comités de currículum y para todos los grupos que trabajen en evaluar programas de Educación General. This is a book review of General Education an Liberal Learning: Principles of Effective Practice. This book explores elements common to strong general education programs and examines how strong programs support liberal learning outcomes essential to success in the twenty-first century. The publication surveys the changes that have occurred in general education programs —and more broadly in higher education. The publication discusses also how institutions may improve their general education practices and provides numerous examples of successful practices. The book is useful for curriculum committees and any group of professionals that work on the assessment of General Education programs.
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