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Journal articles on the topic 'Education systems'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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1

Adams, Kevin MacG, and Joseph M. Bradley. "Systems of systems engineering education." International Journal of System of Systems Engineering 3, no. 3/4 (2012): 290. http://dx.doi.org/10.1504/ijsse.2012.052682.

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2

Gravel, Nicolas, Edward Levavasseur, and Patrick Moyes. "Evaluating education systems." Applied Economics 53, no. 45 (June 9, 2021): 5177–207. http://dx.doi.org/10.1080/00036846.2021.1922586.

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3

Bhatt, Vatsal, and Akanksha Arya. "Health Systems Education." Academic Medicine 92, no. 4 (April 2017): 435–36. http://dx.doi.org/10.1097/acm.0000000000001607.

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4

Sage, A. P. "Systems engineering education." IEEE Transactions on Systems, Man and Cybernetics, Part C (Applications and Reviews) 30, no. 2 (May 2000): 164–74. http://dx.doi.org/10.1109/5326.868437.

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5

Sami, Mariagiovanna, Miroslaw Malek, Umberto Bondi, and Francesco Regazzoni. "Embedded systems education." ACM SIGBED Review 14, no. 1 (January 5, 2017): 22–28. http://dx.doi.org/10.1145/3036686.3036689.

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6

Jackson, David Jeff, and Paul Caspi. "Embedded systems education." ACM SIGBED Review 2, no. 4 (October 2005): 1–4. http://dx.doi.org/10.1145/1121812.1121814.

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7

Bahill, Terry. "Systems Engineering Education." INSIGHT 8, no. 2 (March 2006): 8–9. http://dx.doi.org/10.1002/inst.2006828.

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8

Gelen, İsmail. "Education Viruses That Agonizing Education Systems Components." World Journal of Education 10, no. 6 (December 20, 2020): 97. http://dx.doi.org/10.5430/wje.v10n6p97.

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The purpose of the research is to define the factors that negatively affect education and learning process. Descriptive content analysis, one of the non-interactive qualitative research designs, was used to analyze the data. The analyses were conducted in six stages. First, aim, subject, and research questions were determined. Literature review was done according to the inclusion and exclusion criteria, the literature was read, the literature tags were created in the form of a table, the codes, categories, themes were created inductively according to the descriptive content analysis, and finally, analysis, association, interpretation, signification, and reporting were made. To this aim, 238 research conducted between 2014 and 2018 were jointly investigated within the framework of determined criteria. Correlation between raters was determined as rp= 0.94. According to the obtained results, variables that negatively affect learning related to technology and media may be indicated as phone, tablet, computer, game, internet, cartoons, social media, television, and TV series. Private teaching institutions and central examinations that negatively affect teaching are among the variables related to exams. Negative and disruptive factors arising from the school, education system, and educational practices; assignments, disconnection from real life, discipline problems, legislation and procedures, teaching practices that do not change or be updated, and a low possibility for failing a class are educational fashions. Addiction related viruses such as drugs, technology addiction, smoking habits affect education negatively. Obesity and excessive consumption culture and unhealthy nutrition problems that are health-related problems are also observed. Violence, swearing, using slang words, peer bullying, moral collapse, noise pollution, and problems stemming from ignoring others are the problems arising from all kinds of school environments.

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9

Fisher, J. F. "International Education Systems and Contemporary Education Reforms." Comparative Studies of South Asia, Africa and the Middle East 26, no. 1 (January 1, 2006): 148–49. http://dx.doi.org/10.1215/1089201x-2005-017.

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10

LUKASIK, STEPHEN J. "Systems, systems of systems, and the education of engineers." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 12, no. 1 (January 1998): 55–60. http://dx.doi.org/10.1017/s0890060498121078.

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The thesis presented here is that the result of engineering is the design, construction, or operation of systems or their subsystems and components and that the teaching of systems must be central to engineering education. It is maintained that current undergraduate engineering curricula do not give the student adequate appreciation of this major intellectual element of their profession. Five proposals for approaches to correct this deficiency are offered: opportunities for clinical practice throughout all the undergraduate years; the use of distributed interactive simulation technology in semester-long projects; courses or course material on the phenomenology and behavior of systems; use of project management tools in engineering clinics; and encouraging engineering faculty to spend some part of their sabbaticals engaged in system design or operation. Issues of implementation are addressed, including the scaling of these ideas to universities that must meet the needs of large numbers of students.

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11

Rao, A. V. Nageswara. "Systems Innovation And Education Management Systems (EMS)." i-manager's Journal of Educational Technology 2, no. 4 (March 15, 2006): 28–39. http://dx.doi.org/10.26634/jet.2.4.755.

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12

Hwa, Yue-Yi, and Clare Leaver. "Management in education systems." Oxford Review of Economic Policy 37, no. 2 (June 1, 2021): 367–91. http://dx.doi.org/10.1093/oxrep/grab004.

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Abstract There is increasing interest in measuring management in schools. This paper discusses a popular measurement tool: the World Management Survey (WMS) for schools. Drawing on WMS data, secondary sources, and the recent literature on school management, we take stock of the WMS and make recommendations for its use in future research and policy. We conclude that the WMS remains a highly useful tool for its stated purpose—the standardized measurement of (a subset of) management practices within schools—and make two sets of recommendations. First, we encourage those seeking to benchmark management practices in schools to take a systems perspective by extending the WMS approach upwards into the education bureaucracy. Second, when measuring practices within schools, we recommend that researchers consider: how best to assess alignment across practices in the operations domain; the challenge of measuring student learning for monitoring and target-setting; and the context specificity of people management.

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13

Newhofer, Frank. "Systems Thinking in Education." FORUM 45, no. 2 (2003): 75. http://dx.doi.org/10.2304/forum.2003.45.2.11.

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14

Davidsen, Pål, Birgit Kopainsky, Erling Moxnes, Matteo Pedercini, and I. Wheat. "Systems Education at Bergen." Systems 2, no. 2 (April 16, 2014): 159–67. http://dx.doi.org/10.3390/systems2020159.

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15

Kheir, N. A., K. J. Åström, D. Auslander, K. C. Cheok, G. F. Franklin, M. Masten, and M. Rabins. "Control systems engineering education." Automatica 32, no. 2 (February 1996): 147–66. http://dx.doi.org/10.1016/0005-1098(96)85546-4.

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16

Midgley, Gerald. "Systems design in education." Systems Practice 5, no. 5 (October 1992): 565. http://dx.doi.org/10.1007/bf01140508.

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17

Banathy, Bela H. "Systems inquiry in education." Systems Practice 1, no. 2 (June 1988): 193–212. http://dx.doi.org/10.1007/bf01059858.

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18

Senge, Peter M. "Systems Change in Education." Reflections: The SoL Journal 1, no. 3 (March 1, 2000): 52–60. http://dx.doi.org/10.1162/152417300570069.

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19

Gautam, Vinayshil. "Systems education in India." Systems Practice 7, no. 4 (August 1994): 451–56. http://dx.doi.org/10.1007/bf02169365.

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20

Brown, Sarah Graham. "Two systems of education." Index on Censorship 15, no. 3 (March 1986): 36–38. http://dx.doi.org/10.1080/03064228608534062.

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21

Kogan, Maurice. "Comparing higher education systems." Higher Education 32, no. 4 (December 1996): 395–402. http://dx.doi.org/10.1007/bf00133254.

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22

Jabborova, Onakhon Mannapovna. "Systems For The Development Of Primary Education In The Process Of Higher Pedagogical Education." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 449–53. http://dx.doi.org/10.37547/tajssei/volume03issue04-71.

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23

Mardonov, Ravshan. "Eastern Philosophy Of Education And Educational Policy: Features And Priorities." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.

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Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

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24

Gil, Leoncio Vega. "Global politics and education systems: towards education markets?" Journal of New Approaches in Educational Research 2, no. 2 (July 15, 2013): 95–101. http://dx.doi.org/10.7821/naer.2.2.95-101.

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25

Boyer, Naomi, and Kathy Bucklew. "Competency‐based education and higher education enterprise systems." Journal of Competency-Based Education 4, no. 1 (February 28, 2019): e01180. http://dx.doi.org/10.1002/cbe2.1180.

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26

Lightsey, Robert H. "SYSTEMS ENGINEERING EDUCATION AT DEFENSE SYSTEMS MANAGEMENT COLLEGE." INCOSE International Symposium 2, no. 1 (July 1992): 551–53. http://dx.doi.org/10.1002/j.2334-5837.1992.tb01541.x.

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27

E., Borkach. "Education Quality Guarantee Systems in Ukraine and Hungary." American Journal of Educational Research 2, no. 12B (November 13, 2014): 7–10. http://dx.doi.org/10.12691/education-2-12b-2.

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28

Nashir, Irdayanti Mat, Dwi Esti, Nurul Nazirah Mohd Imam Ma’arof, Mohamed Nor Azhari bin Azman, and Moh Khairudin. "The Future of Leadership Framework in Malaysia Education Systems." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 18, 2020): 138–46. http://dx.doi.org/10.37200/ijpr/v24i3/pr200764.

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29

Nashir, Irdayanti Mat, Dwi Esti, Nurul Nazirah Mohd Imam Ma’arof, Mohamed Nor Azhari Azman, and Moh Khairudin. "The Future of Leadership Framework in Malaysia Education Systems." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 18, 2020): 617–25. http://dx.doi.org/10.37200/ijpr/v24i3/pr200818.

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30

Reva, Yu V. "SPIRITUAL CONTEXT OF MODULAR-DEVELOPMENTAL SYSTEMS OF EDUCATION, EDUCATION AND EDUCATION." Educational Dimension 17 (December 27, 2007): 15–36. http://dx.doi.org/10.31812/educdim.6321.

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The article deals with the issues harmonious unity of spiritual context of modular-developing system, fundamental value of culture and education, valuable modular-developing process and teachers professional readiness.

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31

Zörög, Zoltán, Tamás Csomós, and Csaba Szűcs. "ERP systems in higher education." Applied Studies in Agribusiness and Commerce 6, no. 3-4 (November 30, 2012): 103–9. http://dx.doi.org/10.19041/apstract/2012/3-4/14.

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In the past few decades data processing and in-company communication has changed significantly. First there were only a few computers purchased at companies, therefore departments developed applications that covered corporate administration which lead to so called isolated solutions. These days with the spread of electronic data processing the greatest problem for companies is not gaining information – since they can be found in all sorts of databases and data warehouses as internal or external information – rather producing information that is necessary in a given situation. What can help to solve this situation? It is informatics, more precisely ERP systems which have substituted software that provided isolated solutions at companies for decades. System based thinking is important in their application beside the fact that only data absolutely necessary for managerial decisions must be produced. This paper points out why we consider practice oriented teaching of ERP systems in higher education important.

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32

Fordham, P. E., and W. E. Styler. "Adult Education and Political Systems." British Journal of Educational Studies 35, no. 1 (February 1987): 97. http://dx.doi.org/10.2307/3120837.

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33

Ang, Ang Yang, and Supawadee Jiwahhasuchin. "Information Systems Education in Thailand." Journal of Global Information Management 6, no. 4 (October 1998): 34–42. http://dx.doi.org/10.4018/jgim.1998100104.

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34

Bielinskyi, Andrii O., Arnold E. Kiv, Yuliya O. Prikhozha, Mykola A. Slusarenko, and Vladimir N. Soloviev. "Complex systems and physics education." CTE Workshop Proceedings 9 (March 21, 2022): 56–80. http://dx.doi.org/10.55056/cte.103.

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Synergetics as a scientific area of research is in demand by society. The context of synergetics makes it possible for scientists of different specializations to interact fruitfully in the language of systematic understanding and search for new solutions. The presented work raises the question of how the theory of self-organization can help in the reformation of the higher education system, why this is relevant, and what can lead to the training of both teachers and students within the framework of an interdisciplinary approach. In the future, we will highlight the most important characteristics of complex systems and the simplest and at the same time conceptually simplest methods for analyzing complexity. As part of the complex systems modeling course, which will first be presented to students of physics and mathematics, and then, possibly, to students of other specialties, we present signals of seismic activity, gravitational waves and magnetic activity, and demonstrate how we can identify critical or crash phenomena in such systems. This kind of analysis can serve as a good basis for the formation of professional skills and universal competencies.

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35

Barnhardt, Ray, and Angayuqaq Oscar Kawagley. "Indigenous Knowledge Systems and Education." Teachers College Record: The Voice of Scholarship in Education 110, no. 13 (April 2008): 223–41. http://dx.doi.org/10.1177/016146810811001318.

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36

Schulze-Cleven, Tobias. "The education systems of Europe." Compare: A Journal of Comparative and International Education 41, no. 5 (September 2011): 716–17. http://dx.doi.org/10.1080/03057925.2011.598024.

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37

Kelly, Miriam A., and Robert S. Gold. "Expert Systems in Health Education." Health Education 19, no. 6 (December 1988): 32–33. http://dx.doi.org/10.1080/00970050.1988.10616072.

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38

Hudson, Tina A. "Guest Editorial/Microelectronic Systems Education." IEEE Transactions on Education 51, no. 3 (August 2008): 305. http://dx.doi.org/10.1109/te.2008.921791.

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39

Hudson, Tina A. "Guest Editorial Microelectronic Systems Education." IEEE Transactions on Education 54, no. 2 (May 2011): 173. http://dx.doi.org/10.1109/te.2011.2131270.

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40

Shenai, K. "Systems-Driven Power Semiconductor Education." ECS Transactions 58, no. 4 (August 31, 2013): 229–35. http://dx.doi.org/10.1149/05804.0229ecst.

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41

Robinson-Pant, Anna. "Inclusive education: thinking beyond systems." Compare: A Journal of Comparative and International Education 50, no. 5 (June 15, 2020): 619–38. http://dx.doi.org/10.1080/03057925.2020.1769382.

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42

Martinez, Mario C. "Understanding State Higher Education Systems." Journal of Higher Education 73, no. 3 (May 2002): 349–74. http://dx.doi.org/10.1080/00221546.2002.11777152.

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43

Smithson, S. C., and F. F. Land. "Information systems education for development." Information Technology for Development 1, no. 2 (June 1986): 59–74. http://dx.doi.org/10.1080/02681102.1986.9627060.

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44

Bellamy, Lesley Andres, Douglas Brown, Pierre Cazalis, and Gilles Jasmin. "Higher Education in Federal Systems." Canadian Public Policy / Analyse de Politiques 20, no. 2 (June 1994): 205. http://dx.doi.org/10.2307/3552112.

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45

Listopad, N. I., and E. A. Bushchik. "Design of Digital Education Systems." Digital Transformation 28, no. 2 (September 2, 2022): 33–42. http://dx.doi.org/10.35596/2522-9613-2022-28-2-33-42.

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An analysis of the main approaches to the design of information education systems is presented. The basics of designing information education systems (IES) are considered, taking into account the modern requirements of digital transformation. The principles of designing the IES are formulated, the basic requirements for the IES are developed, the types of activities that are planned to be carried out in electronic (digital) form are described. The authors show that the expected results from the introduction of the IES will affect all participants in the educational process, however, for each of these participants, these effects will be different. Models for designing the IES in the form of an infological model, a datalogical model, a physical model are proposed. Additionally, a model for designing the IES when teaching a particular discipline, as well as a model for constructing ER-diagrams, were considered. At the same time, the IES is a complex task and it should solve the problems of managing the educational process, automate, and optimize it.

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46

Cayo, C. F., L. A. Cervantes, and R. Agramonte. "VR systems in dental education." British Dental Journal 228, no. 10 (May 2020): 738. http://dx.doi.org/10.1038/s41415-020-1689-1.

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47

Cuttance, Peter. "Quality assurance in education systems." Studies in Educational Evaluation 20, no. 1 (January 1994): 99–112. http://dx.doi.org/10.1016/s0191-491x(00)80008-5.

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48

Kirkpatrick, D. L. I. "UCL education for systems engineers." Aircraft Design 3, no. 4 (December 2000): 275–80. http://dx.doi.org/10.1016/s1369-8869(00)00019-7.

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49

Luque, E., J. Sorribes, R. Suppi, E. Cesar, J. L. Falguera, and M. Serrano. "Parallel systems development in education." ACM SIGCSE Bulletin 28, SI (June 2, 1996): 156–58. http://dx.doi.org/10.1145/237477.237629.

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50

Randall, Amanda Duffy, and Evelyn Boyd Boonyawiroj. "Patient Education and Family Systems." Journal of Physical Therapy Education 13, no. 3 (1999): 18–22. http://dx.doi.org/10.1097/00001416-199910000-00004.

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