Relevant bibliographies by topics / Educational alternatives

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

Academic literature on the topic 'Educational alternatives'

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

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Journal articles on the topic "Educational alternatives"

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Bernhardt, R. "Educational Alternatives for Rural Alaska." Aboriginal Child at School 13, no. 3 (July 1985): 34–41. http://dx.doi.org/10.1017/s031058220001381x.

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In the recent years, major economic developments have occurred in rural Alaska that have permanently changed the social, political and institutional landscape. The 150 Eskimo, Indian and Aleut communities have borne the brunt of these changes. Few have had available to them the indigenous human resources, the technical skills and educational preparation necessary to assume full control over these forces. In 1980 the University of Alaska, Fairbanks, in cooperation with several native organisations, successfully approached the Bernard van Leer Foundation with a proposal to assist Alaska Native communities in developing their own capacity to shape their future. This is the story of how the ‘Van Leer Project’ has attempted to respond to those developments.
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Reising, Bob. "Educational Alternatives for Violent Youth." Clearing House: A Journal of Educational Strategies, Issues and Ideas 70, no. 1 (October 1996): 5–6. http://dx.doi.org/10.1080/00098655.1996.10114345.

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McGrath, Simon. "The importance of educational alternatives." International Journal of Educational Development 32, no. 3 (May 2012): 367. http://dx.doi.org/10.1016/j.ijedudev.2012.01.006.

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Riele, Kitty te. "Educational alternatives for marginalised youth." Australian Educational Researcher 34, no. 3 (December 2007): 53–68. http://dx.doi.org/10.1007/bf03216865.

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Butler, J. Thomas. "Games and simulations: Creative educational alternatives." TechTrends 33, no. 4 (September 1988): 20–23. http://dx.doi.org/10.1007/bf02771190.

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Watley, George. "Educational alternatives as, and shaping, consumption." Globalisation, Societies and Education 13, no. 3 (May 14, 2014): 315–38. http://dx.doi.org/10.1080/14767724.2014.914692.

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Craft, Anna, Keri Facer, and Richard Sandford. "Educational futures: Rhetoric, reality and alternatives." International Journal of Educational Research 61 (January 2013): 90–92. http://dx.doi.org/10.1016/j.ijer.2013.08.004.

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Matusov, Eugene, Patricia Lowery, Valerie Bergeron, Renee Hayes, William Letts, and Michelle McKinney. "Schools for Growth: Radical Alternatives to Current Educational Models:Schools for Growth: Radical Alternatives to Current Educational Models." Anthropology Education Quarterly 30, no. 3 (September 1999): 384–85. http://dx.doi.org/10.1525/aeq.1999.30.3.384.

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Das, Ishwar, Namita Agrawal, and Anal Pushkarna. "Educational Technology and Alternatives to Traditional Lecturing." Journal of Educational Technology Systems 16, no. 4 (June 1988): 337–42. http://dx.doi.org/10.2190/uq5e-1aqm-hpmp-bwvk.

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A large number of evidence has been accumulated regarding the effectiveness of audio-visual aids and Computer Assisted Instructions for teaching and learning, both in lectures and laboratories. Applications of videotape, videodisc, microcomputer, and TRS-80 are discussed and a few suggestions given.
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Brown, Mike, and Deborah Fraser. "Re-evaluating risk and exploring educational alternatives." Journal of Adventure Education & Outdoor Learning 9, no. 1 (June 24, 2009): 61–77. http://dx.doi.org/10.1080/14729670902789529.

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Dissertations / Theses on the topic "Educational alternatives"

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Haslam, Susannah E. "After the educational turn : alternatives to the alternative art school." Thesis, Royal College of Art, 2018. http://researchonline.rca.ac.uk/3479/.

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This research problematises the contemporary phenomenon of alternative arts education after art’s ‘Educational Turn’, encompassed by evidence of a critical discourse between 2006 and 2016. The thesis addresses the questions: what are the alternatives to models of the alternative art school having emerged through the Educational Turn? And, how might dialogic engagement with organisations outside of the Turn propose something other for the future of alternative arts education? Contemporary art’s capacity to instrumentalise education, through its reimagining by artists and the co-option of ‘the alternative’ by arts institutions, must be countered by considering organisational models that sit outside of the Educational Turn. The field is contextualised by a ‘crisis in education’ in the UK, contributing to an abundant manifestation of ‘alternative’ art schools. An often-overlooked plurality exists to ‘the alternative’ that, in its co-option by contemporary art, is rendered homogenised. Existing discourse considers artistic, self-organised and curatorial practices, framed by institutional and infrastructural critique, but neglects to step outside of the Turn to imagine other models for alternative arts education. ‘Knowledge mobility’, ‘the dialogic’ and ‘(trans)formation’ form a framework for the thesis, functioning according to a methodology of critique and proposition. The research derives ‘knowledge mobility’ to critique the Turn’s instrumentalisation of education, by examining existing discourse and practice that problematise the paradoxes of the Turn and frame knowledge as a form of social organisation. The research aligns ‘the dialogic’ from Mikhail Bakhtin and Paulo Freire, with Julia Kristeva and Roland Barthes’ ‘intertextuality’ and Maurice Blanchot’s ‘infinite conversation’. The function of ‘the dialogic’ is twofold: as a structural metaphor and conversational research practice. Four dialogues with organisations operating outside of the remit of the Turn consider the productive and transformative capacities of models not framed as alternative art schools. These are with: Leeds Creative Timebank, IF Project, THECUBE and Syllabus programme. Negotiating critical and applied interpretations of ‘knowledge mobility’, findings from these are reconciled with the research through a process of ‘(trans)formation’, resulting in the proposition of speculative principles to contribute to the field of alternative arts education. The research has been produced as part of the UK Arts and Humanities Research Council’s (AHRC) Creative Exchange knowledge exchange hub, providing the context for stepping outside of the domain of contemporary art. The value of this approach for the field of alternative arts education is in its capacity to have drawn together thinking from each organisation. This research makes its contribution to the field of alternative arts education by working dialogically with organisations where the practice of knowledge is central, establishing a connection between organisations outside of the Turn, which would otherwise be excluded from its discourse, with contemporary art. The research formulates and puts into practice methods of critique, conversation and proposition: producing a critical vocabulary, lens and through deriving speculative propositions towards a possible future for alternative arts education.
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Etheridge, Linda Joy. "A discriminative study of educational alternatives for missionary children." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Koshak, Greg. "Parochial high school senior's perceptions of work, military, and educational alternatives." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003koshakg.pdf.

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Eguchi, Emi Amy. "The new wave : educational alternatives approaches to school non-attendance in Japan." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615944.

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Edwards, Chester Roy. "Designing Innovative Alternatives to Traditional High Schools: What Leaders Need to Know." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1036.

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The need for new and innovative alternatives to traditional high schools has never been greater. Never designed to graduate all students on time, traditional high schools and their high dropout rates have remained unchanged for the last 30 years. Improving secondary schooling for all young people is a worthwhile social and educational objective. Many school leaders want to create alternative high schools but may lack the knowledge of what to do, nor may they have a comprehensive design process to follow. The research question explored in this dissertation is: What do leaders in education need to know to design innovative alternatives to traditional high schools? This dissertation studied four aspects or assumptions that school leaders should understand when designing alternatives to traditional high schools: (a) consider all of the elements of successful alternative high schools, (b) start over conceptually when designing a new alternative high school, (c) use regional accreditation standards as a framework for design, and (d) begin design with the end in mind for program evaluation. Research literature topics of alternative education, organizational leadership, school accreditation standards, and program evaluation were reviewed. The research conducted was theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the research conducted in the R&D cycle was a process for designing alternative high schools. Qualitative and quantitative data collected from school leaders and designers during field tests was analyzed to improve a prototype of an alternative high school design process. An effective process that is ready for dissemination was the result of this research. A larger implication of the application of this process will be the improvement of high school experiences for all students through the creation of new designs for innovative forms of secondary schooling.
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Clifford, Karen Joyce. "Traditional Suspension Practices and Nonpunitive Alternatives for Secondary Students with Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2960.

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Growing numbers of suspensions and expulsions of students with disabilities (SWDs) have prompted school districts to explore nonpunitive alternatives to traditional suspension practices. The study school district implemented nonpunitive alternatives to suspension for SWDs, specifically students classified as emotionally disturbed (ED). SWDs are being suspended at a higher rate than their general education peers for the same violation. The purpose of this causal-comparative study was to examine differences in academic performance between students with emotional disabilities who received out of school suspensions and those who received nonpunitive consequences other than suspension for the same violation. To understand disruptive behavior, social learning theory provided the framework for this study. The sample included 20 high school students, grades 9-12, who were SWD eligible under the criteria of ED. Archival data included academic records, attendance records, and suspension records. To compare the means of the data, independent-samples t tests were used to analyze differences in grade point average between the groups. The results found that with nonpunitive alternatives, student attendance was improved; however, there was no significant difference found in academic performance between students who received nonpunitive consequences and those who received out of school suspension. Statistical power was limited due to the study sample size. Positive social change implications include providing initial research findings to the study school district and initiating the dialogue on reducing suspensions of SWDs to improve attendance, which may increase the potential for future academic success.
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Hunter, C. "Approaches to control and management in education : An examination of participation, centralisation and future alternatives." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380794.

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LUITEN, JOHN WILLIAM. "AN EMPIRICAL COMPARISON OF SELECTED ALTERNATIVES TO THE KUDER AND RICHARDSON FORMULA 20 (RELIABILITY, HOMOGENEITY, SIMULATION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183963.

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Several alternatives to the Kuder and Richardson formula number 20 (KR20) were compared for accuracy using simulated and actual data sets. Coefficients by Loevinger (1948), Horst (1954), Raju (1982), and Cliff (1984) as well as the Kuder and Richardson formulae numbers 8 and 14 were examined. These alternative reliability coefficients were compared by (1) simulation of tests with varying degrees of item difficulty dispersion, subject proficiency, reliability, and length, and (2) use of the norming samples of the Curriculum Referenced Tests of Mastery (Charles E. Merrill Publishing Co., publisher) for grades four, six, and eight. Most of the coefficients examined proved no more accurate than the KR20 and several were decidedly worse. All coefficients, with the exception of Loevinger's, were affected by item difficulty dispersion. Two coefficients, the KR8 and Horst, were found to have potential as KR20 substitutes. These two coefficients are discussed with recommendations made as to the appropriate use of each one.
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Davison, Kimberlee Kaye. "Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3130.

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The purpose of this study was to examine the potential for using propensity score-based matching methods to estimate teacher contributions to student learning. Value-added models are increasingly used in teacher accountability systems in the United States in spite of ongoing qualms about the validity of teacher quality estimates resulting from those models. Using a large national dataset, teacher effects were estimated for 435 teachers using both value-added and propensity score-based approaches. The two approaches resulted in teacher effect estimates that were moderately correlated, with propensity score-based estimates more highly correlating with the value-added estimates as the matching ratio was increased. For many teachers' students, finding a set of matched control students was impossible unless the set of matching variables was reduced. Results suggest that many teachers have classroom compositions that are unusual, making evaluation of the teachers' impacts on student outcomes problematic. It was also found that, while value-added estimates were relatively insensitive to covariate inclusion choices or method of effect estimation, propensity score-based estimates were somewhat sensitive. Propensity score-based teacher effect estimates offer promise both for better accounting for classroom composition and student background variables and for indicating when a teacher's context is unique with respect to those variables, making the teacher's impact challenging to evaluate.
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Lourenço, Braulio Amaral. "Alternativas pedagógicas e pessoais frente ao desgaste no trabalho docente num contexto de mudanças sócio-culturais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17959.

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O presente estudo refere-se a uma investigação qualitativa, do tipo etnográfica, voltada para a identificação e compreensão das assim chamadas alternativas pedagógicas e pessoais dos professores de educação física da RME/POA. Nesta investigação busquei respostas para o seguinte problema de pesquisa: o que os professores de educação física da RME/POA têm feito na prática pedagógica e de vida pessoal para evitar o desgaste e o esgotamento em função das circunstâncias de trabalho num contexto de mudanças sócio-culturais? Sendo assim, o objetivo deste estudo foi identificar e compreender as alternativas pedagógicas e pessoais destes professores para evitar, superar e amenizar o desgaste ocasionado pelo trabalho docente. Para fins de entendimento, neste estudo o que denominei como alternativas pessoais foram tomadas somente como medida de influência ao trabalho pedagógico, pois não foi objetivo deste estudo entrar nas histórias pessoais de vida dos professores-colaboradores. Os procedimentos e instrumentos de obtenção de informações para desenvolver este estudo foram: a observação participante, a entrevista semi-estruturada, diário de campo e análise de documentos. O trabalho de campo teve um tempo total de duração de dez meses, dos quais oito meses foram de contato com os professores-colaboradores, e dois meses foram de pesquisas dedicadas exclusivamente para análise de documentos e referencial bibliográfico. Como parte de minhas opções metodológicas, durante a investigação no campo decidi trabalhar com duas escolas e seis professores-colaboradores, a fim de garantir a representatividade tipológica. A partir das informações produzidas no campo foi possível a construção das três categorias de análise deste estudo: a primeira, a reorganização do trabalho docente; a segunda, a dupla face do vínculo e o diálogo; a terceira, a trajetória nas alternativas dos professores.
The present study refers to a qualitative inquiry, of the ethnographic kind, towards the comprehension and identification of the so-called alternative pedagogical and personals of the professors of the RME/POA. In this inquiry I searched for the following problem of research: what the professors of physical education of the RME/POA have deed in the practical pedagogical one and of personal life for avoid the stress and the exhaustion in function of the circumstances of work in a context of partner-cultural changes? Therefore, the objective of this study was identify and understand the pedagogical and personal alternatives of these professors to a void, surpass and minimize the stress caused by the educational work. For ends of understanding, in this I study what did I name like personal alternatives was taken only as measure of influence to the pedagogical work, once the objective of this study was not to go through personal backgrounds of life of the professors-collaborating ones. The procedures and information instruments to obtain the development of this study were: the participant observation, the interview is structured, newspaper of field and analysis of documents. The fieldwork had a total time of duration of ten months, of the which eight months were of contact with the professors-collaborating, and two months were of researches dedicated exclusively to documents analysis and bibliographical yardstick. As part of my methodological options, during the field inquiry in the field I decided to work with two schools and six collaborating professors, to guarantee the typological representative. From the information it was possible the construction of the three categories of analysis of this study: first, the reorganization of the educational work; to second, to double face of the bond and the dialogue; to third, the path in the alternatives of the professors.
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Books on the topic "Educational alternatives"

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Roberts, H. W. Alternatives in adult education. London: Croom Helm, 1988.

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Knight, George R. Issues & alternatives in educational philosophy. 3rd ed. Berrien Springs, Mich: Andrews University Press, 1998.

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Aman, Robert, and Timothy Ireland, eds. Educational Alternatives in Latin America. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-53450-3.

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Netolicky, Deborah M. Future Alternatives for Educational Leadership. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003131496.

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Issues and alternatives in educational philosophy. 4th ed. Berrien Springs, Mich: Andrews University Press, 2008.

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Knight, George R. Issues and alternatives in educational philosophy. 2nd ed. Berrien Springs, Mich: Andrews University Press, 1989.

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Anderson, Ronald E., ed. Topics in computer education: national educational computer policy alternatives. New York, NY, USA: ACM, 1986. http://dx.doi.org/10.1145/17468.

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Ondiek, Patroba E. Curriculum development: Alternatives in educational theory & practice. Kisumu, Kenya: Lake Publishers and Enterprises, 1986.

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Creating educational futures: Continuous Mankato Wilson alternatives. San Diego, Calif: National Association for Year-Round Education, 1995.

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Vogel, Susan A., ed. Educational Alternatives for Students with Learning Disabilities. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9168-5.

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Book chapters on the topic "Educational alternatives"

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Samier, Eugenie A. "Educational administration's paradises lost." In Future Alternatives for Educational Leadership, 162–74. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003131496-16.

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Aman, Robert, and Timothy Ireland. "Introduction: Educational Alternatives in Latin America—New Modes of Counter-Hegemonic Learning." In Educational Alternatives in Latin America, 1–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-53450-3_1.

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Burman, Anders. "Against the Episteme of Domination and the Coloniality of Reality: Andean Formations of Subversive Subjectivities, Dissident Knowledges and Rebel Realities." In Educational Alternatives in Latin America, 17–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-53450-3_2.

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Stromquist, Nelly P. "In Search of the Good Life: Promises and Challenges of Buen Vivir for Knowledge, Education, and Gender." In Educational Alternatives in Latin America, 39–62. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-53450-3_3.

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Baronnet, Bruno, and Richard Stahler-Sholk. "“Never Again a Mexico Without Us”: Education and Indigenous Autonomy Struggles in Mexico." In Educational Alternatives in Latin America, 63–87. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-53450-3_4.

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Correa, Bita, and Erin Murphy-Graham. "“Everything has a Beginning and an End and we are on our Way”: Transformative Agency in the Colombian Preparation for Social Action Program." In Educational Alternatives in Latin America, 89–112. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-53450-3_5.

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Luschei, Thomas F., and Michelle Soto-Peña. "Beyond Achievement: Colombia’s Escuela Nueva and the Creation of Active Citizens." In Educational Alternatives in Latin America, 113–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-53450-3_6.

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Almeida Filho, Naomar, and Denise Coutinho. "Counter-Hegemonic Higher Education in a Remote Coastal Region of Brazil: The Federal University of Southern Bahia as a Case Study." In Educational Alternatives in Latin America, 143–74. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-53450-3_7.

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Baron Cohen, Dan. "Community University of the Rivers: Cultivating Transformative Pedagogies within Formal Education in the Amazon." In Educational Alternatives in Latin America, 175–206. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-53450-3_8.

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Walsh, Catherine E. "(Decolonial) Notes to Paulo Freire: Walking and Asking." In Educational Alternatives in Latin America, 207–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-53450-3_9.

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Conference papers on the topic "Educational alternatives"

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Djumhana, Nana. "Inquiry Models One of the Alternatives in Improving Primary School Students’ Scientific Process Skill." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007049008230827.

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Сорочан, Т. М. "УПРАВЛІННЯ ЯКІСТЮ ОСВІТНІХ ПОСЛУГ У ВІДКРИТОМУ УНІВЕРСИТЕТІ." In Proceedings of the XXV International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25012021/7356.

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The article is devoted to the issue of quality provision in respect of educational services rendered by the open university which is regarded as an innovative digital educational and scientific environment. The article gives substantiation and features the results achieved in approbation process of modern model applied for management of educational services quality in open university; this model is presented as the one which provides competitiveness of specialists in the labor market in conditions of social instability and uncertainty. In particular, the article characterizes such aspects as the influence of educational economics upon apprehension of educational services quality, the importance of transformational education applied to ensure the competitiveness of students in the labor market, the management basics of open university considered by the example of functioning of non-formal education system at SEE "University of Education Management" at NAES of Ukraine. The article features the orientation of transformational pedagogy at formation and development of complex (interdisciplinary) mentality of specialists, as well as at their ability to overcome obstacles in activities and to critically analyze different situations, to participate in joint problems solving, to find creative approaches and alternatives.
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Aliuddin, Atif M., AbdulAziz S. Alhamoud, and Samir Mekid. "System Level Design and Simulation of PV/Diesel/Battery Hybrid Power Systems for Portable Classrooms." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62128.

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This paper discusses a system level design and simulation of a portable solar powered classroom for rural areas that are not connected to the national grid. This constitutes a serious handicap to support general public utilities such as lack of proper schools and usual daily utilities. The lack of schools in such areas has lead to a lower level of educational standard as compared to urban schools. These regions are often isolated and far away from any major cities and thus have limited educational resources. Often these areas lack proper teaching facilities, which in turn discourage students from seriously pursuing education. Coincidentally these areas are exposed to a large amount of solar energy over the course of a year. This paper focuses on the utilization of this captured solar energy transformed into electricity to serve all electrical devices that equip a portable solar classroom. The load profile for this classroom was selected based on the power requirements of an average classroom and basic educational technologies. A parametric study was done using software that specializes in simulating renewable energy solutions (HOMER). Various alternatives for the same load profile are compared and a cost analysis and comparison between alternatives is presented. The practicality of the project is evaluated and a suitable Hybrid power system is presented.
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Doll, Julie S. "Intel® Component Diagnostic Technology: Tools and Education for Intel Component Defect Reduction." In ISTFA 2004. ASM International, 2004. http://dx.doi.org/10.31399/asm.cp.istfa2004p0139.

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Abstract To enable efficient, accurate debug of Intel architecture components to take place within contract manufacturing sites, and to provide alternatives for the removal of Intel components from, Intel is deploying a diagnostic capability and attendant educational collateral known as to achieve these objectives Intel® Component Diagnostic Technology. This paper will describe details of Intel® Component Diagnostic Technology, including the diagnostic fixture and user interface, diagnostic scripts and analytical coverage, data management and reporting, and on-site and Web-based educational offerings.
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Talero-Sarmiento, Leonardo Hernán, Julián A. Durán-Peña, Kevin A. Salcedo-Rugeles, and Sergio M. Garcia-Franco. "The identification of improvement strategies in continuous assessment using sentiment analysis in the Operational Research course." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10246.

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The University aims is to graduate professionals with high levels of competence to impact society positively. In consequence, the institutions apply different educational strategies to focus on improving the curricular competences until mastery the whole competences topics. An alternative highly applied is continuous assessment, which is a form of educational examination that evaluates the progress of a student throughout a prescribed course. A critical course in the engineer formation is Operational Research; this course focuses on scientific management supported by mathematical models such as decision theory, stochastic scenarios, simulation, mathematical optimization etcetera. This work aim is to diagnose the continuous assessment strategy apply to Industrial and System engineer students enrolled in Operational Research course, to do that, this research carries out a sentiment analysis which is a text classification tool that analyses an incoming message (in this case a perception essay) and indicates whether the underlying sentiment is positive, negative or neutral. Furthermore, the Techniques applied to group the emotions of anger, anticipations, disgust, fear, joy, negative, positive, sadness, surprise, and trust. Taking into account the initial results, the authors highlight alternatives such as the flipped classroom, gamification as educational strategies to implement in futures courses looking to improving the continuous assessment positive perception.
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Santana, Aldrin, Jeovani Costa, and Simey Castro. "Considerações relevantes para o ensino online durante a pandemia de Covid-19 nas escolas públicas do Amapá." In Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/webmedia_estendido.2020.13080.

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Th is work has the theme: Relevant considerations for inline teaching during the COVID-19 pandemic in Public Schools in Amapá. It may be considered that the online teaching has been a challenge for the teacher and for the student, because the difficulties a re innumerable: Internet access, cellphone or computer. The fact is that no one was prepared for this situation, nor the Amapá Secretariat of Education, as well as school managers, teachers students and their families. Everyone had to use creativity to develop students’ learning process. Th us, this new modality requires reflection on the consideration of relevance that can contribute to education quality. Th ese considerations highlight the importance and the family compromise at this moment to encourage the children to attend classes; teachers can create alternatives at websites, groups at social media and messengers’ apps; schools to offer tools to teachers and students in this interaction and the State Secretariat of Education providing support to enable the necessary conditions to minimize the impact suffered in relation to the students’ content and learning. Due to a certain part of the students not having access to the Internet, one of the alternatives found was delivering the activities on printed material. Our objective is knowing the difficulties presented during this period of pandemic in online education for the actors of the process and the expected solutions by the Educational System with the schools. Th e methodology used to carry out the work is based on bibliographic research. Therefore, it was found that innovation and creativity was means that the school was able to involve students so that they did not distance themselves, not necessarily using the technology, but making them part of the process and promoting reflection about their maturity in distance learning. From the above, it is concluded the importance of the Amapá State Secretariat of Education, of the school, of the teacher and the family to develop the potential of each student and to prepare them for the development of their knowledge and learning.
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Seredenciuc, Nadia-Laura. "Certainty and Uncertainty in Education - A Contemporary Challenge for Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/31.

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This study is a reflection on educational reality based on certainty and uncertainty coordinates. Exploring the significance of the binomial reality, generated by the different degrees of certainty, perceived by the actors involved in teaching, the article proposes a few acting options, in order to develop an appropriate orientation of the teacher training process, in a contemporary society marked by the “certainty of uncertainty”. Embracing the unknown, coping with unfamiliar situations, reflecting constructively on one’s own mistakes, as part of a teacher daily activity, are generated by a genuine positioning towards uncertainty in education, raising it from the status of a problem to the hypostasis of an opportunity. Mapping uncertainty through resilience, building confidence in experiencing doubt, reshaping learning by daring to approach dilemmas and stepping out of inaction can be viewed as valid alternatives in developing a professional self in a changing environment. That claims a rethinking of teacher training in terms of developing abilities for sustaining appropriate responses and a proper understanding of the relationship between certainty and uncertainty in education, having the intention of building quality learning experiences. The concepts of choice and change are about to conquer the ideas of standards and stability in educational context as proofs of a renewed approach in order to delineate core drivers of human development in contemporaneity. That is why rethinking teacher training needs to focus on articulating the reflective practicing with experiencing a constant change, integrating the multiplicity of opportunities in a supportive learning environment for developing a global competence, in order to respond effectively to the contemporary challenges.
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Galletti, Carlo, and Elena Giannotti. "Teaching Global and Modular Kinematics With a Hypermedia Support." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/cie-9067.

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Abstract In this paper, we outline the two alternatives we faced in implementing a hypermedia-based educational software for analyzing planar mechanisms by both global and modular approaches. Our software uses a “spatial” information allocation, which is consistent with the physical nature of the problems involved in mechanism simulation, and which follows the paradigm of object-oriented programming. The hypermedia material developed and furnished to students allows them to explore, to carry out individual experiments, to work out projects, and to draw up reports concerning kinematic analysis of linkages.
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Ceconello, Mauro Attilio, Davide Spallazzo, and Martina Scianname'. "Taking students outside the classrooms. Location-based mobile games in education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9257.

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The contribution aims at corroborating location-based mobile games as models for the integration of digital technologies in the educational field. They demonstrated to be valid alternatives to formal education in the applied research project: Play Design!, which addressed to high school students, interested in design-related matters, and intends to valorise the Italian design culture, transforming Milan into the stage of a double-sided story. Design is here highlighted both as a cultural heritage and a discipline, inducing the development of two different games sharing a common didactic aim: D.Hunt and D.Learn. The first one is a mobile treasure hunt illustrating the excellences of the creative production of the country, and the renowned protagonists and places of Italy- and Milan-based design: a cultural background to be preserved and valorised. The second one, instead, is a role-play, cooperative and competitive game which depicts the city as a hub for schools and universities, where design is considered a subject for didactic courses, a combination of theories and practices to be transmitted and implemented. Then, the two mobile, location-based serious games exploit this copious and multifaceted material for evident learning purposes, joining the examples of informal education to increasingly follow in future technology developments.
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Escalante, Juan Esteban, and Sara Aguilar-Barrientos. "The CAMBRIA case: Learning through experience." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5381.

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Experiential learning contributes to the development of thought-related abilities, such as critical thinking and creative thinking. This article evinces the contribution of this theoretical and conceptual proposal through a specific experience with the CAMBRIA project, a solar electric vehicle built at Universidad EAFIT, that potentiated aspects related to multidisciplinary work amongst undergraduate students and, in turn, brought about pedagogical changes at the Institution. CAMBRIA opened a panorama for exploring new alternatives in the teaching-learning process and, through participation in non-simulated activities, led to the restatement of certain core aspects of the University’s educational activities. An analysis of this topic also leads to the formulation of a learning and competency acquisition model. Finally, project results and conclusions are presented, which include elements derived from the proposed model and testimonies from some of the participating students, who were interviewed in depth.
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Reports on the topic "Educational alternatives"

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Michael Cherney, PhD. Alternative Energy for Higher Education. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1035800.

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Moilanen, Carolyn. Students in alternative public high schools: educational histories prior to alternative school entry. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.484.

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Shaw, Chris. Professional Military Education: An Alternative Approach. Fort Belvoir, VA: Defense Technical Information Center, April 1992. http://dx.doi.org/10.21236/ada262081.

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Connett, Dian. The Culture of an Alternative Education Program: A Participant Observational Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1200.

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Barrera-Osorio, Felipe, Leigh Linden, and Juan Saavedra. Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs: Experimental Evidence from Colombia. Cambridge, MA: National Bureau of Economic Research, March 2017. http://dx.doi.org/10.3386/w23275.

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Bonilla-Mejía, Leonardo, and Erika Londoño-Ortega. Geographic Isolation and Learning in Rural Schools. Banco de la República, August 2021. http://dx.doi.org/10.32468/be.1169.

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Rural schools are usually behind in terms of learning, and part of this could be related to geographical isolation. We explore this hypothesis, assessing the effect of distance between rural schools and local governments on learning in Colombia. We use spatial discontinuous regression models based on detailed administrative records from the education system and granular geographic information. Results indicate that distance to towns and Secretary of Education has significant negative effects on students’ standardized test scores. We evaluated alternative mechanisms, finding that the effect of distance is partly explained by differences in critical educational inputs, such as teachers’ education attainment and contract stability. Finally, we assess the mediating role of a program providing monetary incentives to teachers and principals in remote areas.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Hoem, Jan M., and Michaela R. Kreyenfeld. Anticipatory analysis and its alternatives in life-course research. Part 1: Education and first childbearing. Rostock: Max Planck Institute for Demographic Research, March 2006. http://dx.doi.org/10.4054/mpidr-wp-2006-006.

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Boukary, H. Boukary, M. W. Ngware Ngware, M. Mutisya Mutisya, and P. Wekulo Wekulo. Alternative Education and Return Pathways for Out-of-School Youth in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, October 2018. http://dx.doi.org/10.15868/socialsector.36832.

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Burbach, Jessica. Pushing Back on School Pushout: Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6269.

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