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Journal articles on the topic 'Educational development'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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1

Наголюк, Олена, and Наталія Мельник. "FEATURES OF MANAGEMENT IN EDUCATIONAL INSTITUTIONS." РОЗВИТОК МІСТА, no. 1 (01) (May 31, 2024): 69–74. http://dx.doi.org/10.32782/city-development.2024.1-9.

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У даній статті розглянуто ключові аспекти управління персоналом в освітніх установах України. Аналізуються принципи керування персоналом, структурні особливості системи управління персоналом у навчальних закладах, основні проблеми управління персоналом та на основі виявлених проблем пропонуються теоретичні та методологічні підходи для їх вирішення. Згідно законодавства України та Законом «Про освіту», «Про загальну середню освіту» та Статутом і угодою про працю, сучасний керівник будь якого навчального закладу безпосередньо керує ним і несе відповідальність за освітню, фінансово-господарську та іншу діяльність. Він виступає як представник закладу перед державними органами, органами місцевого самоврядування, юридичними та фізичними особами і діє без потреби у довіреності в межах своїх повноважень. Значну увагу приділено управлінню в закладах освіти, його витрат та підходам, оцінці компетенцій науково-педагогічних кадрів, яка повинна враховувати інтереси кожного працівника. Головним завданням є те, щоб теоретично оволодіти засадами управління у всіх типах закладів освіти: від дитячих садочків до університетів. Також при створенні моделей управління важливо враховувати зміни соціально-економічних умовах, появу значної невизначеності та різноманітність можливих ситуацій, де необхідно діяти в умовах загального вибору. Також в статті акцентовано увагу на те, що правильний процес управління призводить до поліпшення якості праці. Правильно обізнаний керівник з питань менеджменту дає змогу подолати проблемні моменти здобувачам освіти, як майбутнім фахівцям, також вибудовує правильні підходи до виконання своїх обов’язків педагогічного персоналу. Керівник повинен знаходити спільну мову з усім оточуючим середовищем та повинен бути почутим. Сам керівник повинен встановлювати стандарти якості освітньої діяльності та їх удосконалювати. Адже завдяки його правильних адміністративних підходів дії працівників стають досить впевненими, рішучими та відповідальними.
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2

Webb, Pat. "Educational development." Nursing Standard 3, no. 36 (June 3, 1989): 56. http://dx.doi.org/10.7748/ns.3.36.52.s75.

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3

West, Bernice. "Educational development." Nursing Standard 6, no. 2 (October 2, 1991): 51. http://dx.doi.org/10.7748/ns.6.2.51.s64.

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4

Havnes, Anton, and Bjørn Stensaker. "Educational development centres: from educational to organisational development?" Quality Assurance in Education 14, no. 1 (January 2006): 7–20. http://dx.doi.org/10.1108/09684880610643584.

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5

Rafiudin, Chepi, Anis Zohriah, and Anis Fauzi. "Educational Resource Development." Edumaspul: Jurnal Pendidikan 7, no. 2 (October 1, 2023): 3049–56. http://dx.doi.org/10.33487/edumaspul.v7i2.6848.

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Educators in the educational process have a strategic role, especially in efforts to shape national character through developing character, personality and expected values. Development is given to educators as human resources who have an important role in achieving the goals of educational institutions or schools. Development is carried out with the aim that educators as human resources have competencies that can compete amidst developments in science and technology. The urgency of educators in the learning process (the application of methods is more important than the material. The development of educational resources in education is influenced by various aspects, including: the need to increase the competence of educators, both theoretical and practical knowledge, the independence of educators to carry out professional development, supporting resources to carry out the development of educational resources, professional development, the willingness of educators as learners, and the ability of educators to realize the results of professional development as demonstrated through the performance of educators and the effectiveness of educators in carrying out their duties.Increasing and developing educational resources begins with the acceptance of new prospective educators.The process The selection of prospective educators needs to be carried out strictly in accordance with the terms and conditions that have been determined. Apart from that, the development of educators as human resources is seen from developments in science and technology. It is hoped that the development of human resources for educators can be continuously improved.
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6

Laksov, Klara Bolander. "Strategic educational development." Higher Education Research & Development 27, no. 2 (June 2008): 91–93. http://dx.doi.org/10.1080/07294360701805226.

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7

Manathunga, Catherine. "Doing Educational Development Ambivalently: Applying post‐colonial metaphors to educational development?" International Journal for Academic Development 11, no. 1 (May 2006): 19–29. http://dx.doi.org/10.1080/13601440600578771.

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8

Avdeeva, Tat’yana I. "Professional Teacher Development in Educational Organizations." International Journal of Psychosocial Rehabilitation 24, no. 3 (March 30, 2020): 3021–33. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020333.

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9

Sytnyakivska, Svitlana. "PERSPECTIVES OF THE DEVELOPMENT OF BILINGUAL EDUCATION IN UKRAINIAN HIGHER EDUCATIONAL INSTITUTIONS." INTERNATIONAL JOURNAL OF NEW ECONOMICS, PUBLIC ADMINISTRATION AND LAW 1, no. 1 (May 2018): 206–15. http://dx.doi.org/10.31264/2545-093x-2018-1(1)-206-215.

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10

Yechury, Sitaram. "Educational Development in India." Social Scientist 14, no. 2/3 (February 1986): 3. http://dx.doi.org/10.2307/3520169.

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11

Sukueva, O. S., and I. S. Belanov. "ARCTIC DEVELOPMENT EDUCATIONAL PROGRAMS." Арктика 2035: актуальные вопросы, проблемы, решения, no. 4 (2021): 120–26. http://dx.doi.org/10.51823/74670_2021_4_120.

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12

Abou- Warda, Sherein Hamed. "New educational services development." International Journal of Educational Management 30, no. 5 (June 13, 2016): 698–717. http://dx.doi.org/10.1108/ijem-11-2014-0142.

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Purpose – The overall objective of the current study is to explore how universities can better developing new educational services. The purpose of this paper is to develop framework for technology entrepreneurship education (TEPE) within universities. Design/methodology/approach – Qualitative and quantitative research approaches were employed. This study passes through four phase: reviewing of good practices; a survey of academics (n=150 respondents); semi-structured interviews with leaders of Ministry of Higher Education, the Social Fund for Development, and the ILO Sub-regional Office (n=30 respondents); and two workshop with expert group and stakeholders (n=65 respondents). Findings – This study developed framework for TEPE within universities from three aspects (center for innovation and entrepreneurship (CIE), technology entrepreneurship professors/educators, and technology entrepreneurship programs/courses). Research limitations/implications – TEPE will have an impact at the individual and enterprise. It prepares students to be responsible, enterprising individuals who become entrepreneurs, enhances life skills and life learning experiences and contributes to economic development and sustainable communities; at the enterprise level, this education is expected to create and operate a new venture, help innovation, enhance the level of competitiveness, and develop a more practical entrepreneurial environment. Practical implications – It is important for practitioners and policy makers to gain insights on how academic entrepreneurship support works elsewhere as inspiration for the further development of their approaches. Social implications – TEPE can assist in obtaining higher economic growth and sustainable development, in keeping up with the fast pace of an open-market capitalist society and in promoting self-employment and training, which all lead to the reduction of unemployment. Originality/value – This study offers three principal contributions: first, development of framework for the TEPE from all perspectives within universities as TEPE differentiates from other entrepreneurship education types; second, development of an uncommon concept of new educational services in the marketing literature that is incoherent and lacks theoretical models that reflect good practice of entrepreneurship education; third, identification best practices of TEPE in universities by reviewing and analyzing policy and continuing to experiment.
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13

Hough, J. R. "Educational Development in Ethiopia." Compare: A Journal of Comparative and International Education 17, no. 2 (January 1987): 157–66. http://dx.doi.org/10.1080/0305792870170205.

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14

Baird, Helen E. "Directions for Educational Development?" British Journal of Occupational Therapy 57, no. 4 (April 1994): 115. http://dx.doi.org/10.1177/030802269405700401.

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15

Harber, Clive. "Educational planning for development." International Journal of Educational Development 15, no. 3 (July 1995): 335. http://dx.doi.org/10.1016/0738-0593(95)90033-0.

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16

Jenkins, Alan. "Discipline‐based educational development." International Journal for Academic Development 1, no. 1 (May 1996): 50–62. http://dx.doi.org/10.1080/1360144960010106.

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17

Fransman, Hilton J. "Educational development in Economics." International Journal for Academic Development 4, no. 2 (November 1999): 111–14. http://dx.doi.org/10.1080/1360144990040205.

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18

Knapper, Christopher. "Does educational development matter?" International Journal for Academic Development 21, no. 2 (April 2, 2016): 105–15. http://dx.doi.org/10.1080/1360144x.2016.1170098.

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19

Levin, Benjamin. "Educational Policy and Development." International Political Science Review 11, no. 3 (July 1990): 385–95. http://dx.doi.org/10.1177/019251219001100308.

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20

Sebane, Zoubida. "Diaglossia and Educational Development." Traduction et Langues 13, no. 2 (December 31, 2014): 51–55. http://dx.doi.org/10.52919/translang.v13i2.817.

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In most Arabic countires, there is a diglossic situation where two variteis are in use, namely Fusha and Darija. The former is the high variety that is considered as a formal language and functions as the official statanrd language in all Arab countirs and the latter is a low variey and can be considered as colloquial Arabic. Fusha can be seen as the modern descendant of Classical Arabic which is mainly used for writing in formal discourse in the Arab world and is learned through formal education. Darija, however, represents the mother tongue that is learned naturally and can be distinguished in a number of varieties that differ along geographical lines. The present paper focuses on the relationship between the Arabic diglosic situation and education. In such educaltional contexts, Fusha can be seen as a second language but in terms of teaching methodologies It is approached as the first language. This sociolinguistic situation delays literacy acquisition due to a lack of transparent relation between speech and literacy. There is a widespread of functional literacy due to diglossia, which has a negative effect on children’s aability to acquire reading and writing skills in Fusha. Continuous efforts to improve language policies in the Arab world are taking place, most of these attempts focus on pedagogical and linguistic suggestions to facilitate the learning of Fusha, while ignoring the diglossic situation and its effects on the learning process.
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21

Nazarenko, Lyudmyla. "Educational logistics in educational services market development management." IMAGE OF THE MODERN PEDAGOGUE 1, no. 5 (November 12, 2020): 9–13. http://dx.doi.org/10.33272/2522-9729-2020-5(194)-9-13.

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22

Ph.D, TamukongNdifor Mariana Ngeche,. "Educational Leadership: Implications for Quality Management in the Development of Cameroon Higher Education." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 756–68. http://dx.doi.org/10.31142/ijtsrd9534.

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23

Blumberg, Fran C., and Jeanna N. Pagnotta. "Gameplay and Educational Outcomes: Reminders for Educational Game Development." Games for Health Journal 3, no. 2 (April 2014): 115–16. http://dx.doi.org/10.1089/g4h.2014.0012.

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24

Pandey, Balaji. "Educational Development among Scheduled Castes." Social Scientist 14, no. 2/3 (February 1986): 59. http://dx.doi.org/10.2307/3520173.

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25

Hardstaffe, Michael, Michael Fullan, and Andy Hargreaves. "Teacher Development and Educational Change." British Journal of Educational Studies 41, no. 1 (March 1993): 84. http://dx.doi.org/10.2307/3122441.

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26

Ghosh, A. "Challenges in Educational Game Development." International Journal of Darshan Institute on Engineering Research & Emerging Technology 11, no. 1 (July 15, 2022): 54–60. http://dx.doi.org/10.32692/ijdi-eret/11.1.2022.2209.

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27

Konrad, Abram G. "Review of Educational Staff Development." Canadian Journal of Higher Education 16, no. 1 (April 30, 1986): 97–98. http://dx.doi.org/10.47678/cjhe.v16i1.182989.

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28

Thomas, Christopher R. "Educational Milestone Development for Psychiatry." Journal of Graduate Medical Education 6, no. 1s1 (March 1, 2014): 281–83. http://dx.doi.org/10.4300/jgme-06-01s1-12.

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29

Bekele, Teklu Abate. "Scientization of international educational development." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 3 (October 26, 2021): 1–5. http://dx.doi.org/10.7577/njcie.4596.

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30

CETıN, Ali, and Ebru YıLMAZ INCE. "Development of Educational Math Game." Eurasia Proceedings of Educational and Social Sciences 23 (December 31, 2021): 67–73. http://dx.doi.org/10.55549/epess.1051119.

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31

HARA, Tatsunori, Bach Q. HO, Shohei SHIRAFUJI, Taira OKITA, Yukihisa KURIYAMA, and Seiichi KOSHIZUKA. "New educational development of artifactology." Synthesiology 2021, no. 2 (2021): 1–13. http://dx.doi.org/10.5571/synth.2021.2_1.

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32

Diebolt, Claude, and Bachir El Murr. "Educational Development and Labour Markets." Quality & Quantity 38, no. 2 (April 2004): 127–45. http://dx.doi.org/10.1023/b:ququ.0000019392.65303.28.

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33

McGiverin, Rolland. "Educational Development and Preschool Readiness." Behavioral & Social Sciences Librarian 8, no. 3-4 (April 16, 1990): 37–39. http://dx.doi.org/10.1300/j103v08n03_07.

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34

Srivastava, P. N. "Resource Constraints and Educational Development." Higher Education Policy 2, no. 2 (June 1989): 37–39. http://dx.doi.org/10.1057/hep.1989.24.

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35

Singha, Komol. "Does Conflict Affect Educational Development?" Indian Economic Journal 62, no. 4 (January 2015): 1313–35. http://dx.doi.org/10.1177/0019466220150409.

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36

Turner, John. "Teacher Preparation and Educational Development." Journal of Education for Teaching 19, no. 4 (January 1993): 311–21. http://dx.doi.org/10.1080/0260747930190426.

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37

Moutafidou, Anna, Kyriaki Melliou, and Artemis A. Georgopoulou. "Educational research and teacher development." Procedia - Social and Behavioral Sciences 31 (2012): 156–61. http://dx.doi.org/10.1016/j.sbspro.2011.12.034.

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38

Chadwick, Priscilla. "Strategic management of educational development." Quality Assurance in Education 4, no. 1 (March 1996): 21–25. http://dx.doi.org/10.1108/09684889610108002.

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39

Flanagan, M. "The EWMA educational development project." Journal of Tissue Viability 15, no. 1 (January 2005): 21–22. http://dx.doi.org/10.1016/s0965-206x(05)51013-1.

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40

Laei, Sooan. "Teachers’ Development in Educational Systems." Procedia - Social and Behavioral Sciences 47 (2012): 250–55. http://dx.doi.org/10.1016/j.sbspro.2012.06.647.

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41

Millo, Yiftach, and Jon Barnett. "Educational development in East Timor." International Journal of Educational Development 24, no. 6 (November 2004): 721–37. http://dx.doi.org/10.1016/j.ijedudev.2004.04.005.

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42

Gibbs, Graham. "Supporting educational development within departments." International Journal for Academic Development 1, no. 1 (May 1996): 27–37. http://dx.doi.org/10.1080/1360144960010104.

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43

Peters, Michael A. "The Educational Mode of Development." Educational Philosophy and Theory 45, no. 5 (April 5, 2013): 477–81. http://dx.doi.org/10.1080/00131857.2013.782122.

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44

Little, Angela W. "Review: Educational Development Index (EDI)." Contemporary Education Dialogue 7, no. 1 (January 2010): 118–23. http://dx.doi.org/10.1177/0973184913411202.

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45

Mokrozub, V. G., N. V. Molotkova, E. S. Mishchenko, and K. A. Aleinikov. "DEVELOPMENT OF INTELLIGENT EDUCATIONAL CONTENT." Научно-техническая информация Серия 2 Информационные процессы и системы, no. 3 (2022): 1–9. http://dx.doi.org/10.36535/0548-0027-2022-03-1.

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46

Little, Deandra, David A. Green, and Peter Felten. "Identity, Intersectionality, and Educational Development." New Directions for Teaching and Learning 2019, no. 158 (June 2019): 11–23. http://dx.doi.org/10.1002/tl.20335.

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47

Ciulei, Florentina. "Personal development. Educational management strategy." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (February 2024): 66–73. http://dx.doi.org/10.59295/sum9(169)2024_11.

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School organizations in Romania face the continuous perspective of change by referring to legislative changes, to those at the level of the educational paradigm, but also at the social level.Change as a process in the school organization produces major implications in the current socio-professional environment of teachers and school managers, causing them to identify effective methods of adapting to change, reinventing and reconfiguring to give meaning and relevance to the activity didactic and managerial, to facilitate overcoming the challenges that appear in the process of social changes and educational paradigms, but also in relations with other educational actors and with oneself. In order to adopt the most appropriate way of effective functioning in the current dynamic socio-professional environment, teachers and school managers get involved in programs and projects designed to support the personal development process as part of career development and professional success.
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48

Smith, Robert V. "Educational Development of Clinical Scientists." American Journal of Pharmaceutical Education 50, no. 4 (1986): 482–83. http://dx.doi.org/10.1016/s0002-9459(24)02485-9.

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49

Swe, Tin Moh Moh, Hadiyanto Hadiyanto, and Yahya Yahya. "The Educational Planning and Development." Pedagogi: Jurnal Ilmu Pendidikan 23, no. 2 (November 18, 2023): 162–66. http://dx.doi.org/10.24036/pedagogi.v23i2.1793.

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A directed education process will bring this nation towards a better civilization. Conversely, an educational process that is not directed will only take up time, energy and funds without any results. Thus, the education system as the implementation of national education greatly determines the progress of a nation. To realize the goals of education, it is necessary to carry out planning and development in the world of education which continues to move forward by utilizing familiar technology in the 4.0 era. Planning is something that is important before doing anything else. Planning is considered important because it will determine and at the same time give direction to the goals to be achieved. Thus a work will be messy and undirected if there is no proper planning, careful and well-organized planning will have an impact on the achievement of educational goals that have been programmed. In addition, development can also determine the success or failure of a program, programs that do not go through good planning, then development tends to fail. The method in this research is literature review, namely by reviewing books and journals in accordance with the theory discussed in the article theme, namely to carry out in-depth discussions regarding Educational Planning and Development so that it can run optimally. Keywords: Planning, Development, Education
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50

Askarovich, Mamajonov Shukhratjon. "DEVELOPMENT OF ECOLOGICAL EDUCATIONAL MECHANISMS IN HIGHER EDUCATION AS A SOCIAL NEED AND NECESSITY." International Journal of Pedagogics 4, no. 6 (June 1, 2024): 140–45. http://dx.doi.org/10.37547/ijp/volume04issue06-25.

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In the article, the importance to improve the environmental education and culture of future specialists studying in higher educational institutions, to ensure their environmental competence, and to develop the skills of making rational decisions in environmental life situations was justified. In this regard, education, environmental education, concepts of mechanisms, identification of mechanisms of environmental education as components, perceptionof the environment, conscious attitude towards nature, sublimation mechanisms were analyzed in detail.
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